MHE RDG Wonders Teachers Edition Grade6 Unit1

Bothell,
Bothell, WAWA • Chicago,

Chica
agILo, •IL Columbus,
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• Chicago, • Columbus,
Colu
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umbus,
OHOH • New
• New York,
York, NY NY
Cover and Title Pages: Nathan Love
www.mheonline.com/readingwonders A
Copyright © 2014 by The McGraw-Hill Companies, Inc.
All rights reserved. No part of this publication may be

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Send all inquiries to:

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Printed in the United States of America.
1 2 3 4 5 6 7 8 9 DOD 17 16 15 14 13 12
Common Core State Standards© Copyright 2010. National

Governors Association Center for Best Practices and Council of
Chief State School Officers. All rights reserved.
CCSS Reading/Language Arts Program
am
m
Program Authors
Dr. Diane August Dr. Jan Hasbrouck
Managing Director, ant
Educational Consultant
American Institutes for Research and Researcher
Washington, D.C. J.H. Consulting
ton
Vancouver, Washington
Dr. Donald Bear nd Associates
Gibson Hasbrouck and A
Iowa State University settss
Wellesley, Massachusetts
Ames, Iowa
Margaret Kilgo
Dr. Janice A. Dole ant
University of Utah c.
Kilgo Consulting, Inc.
Salt Lake City, Utah Austin, Texas
Dr. Jana Echevarria Dr. Jay McTighe

California State University, Long Beach ant
Long Beach, California sociates
Jay McTighe and Associates
Columbia, Maryland
Dr. Douglas Fisher
San Diego State University Dr. Scott G. Paris
San Diego, California Vice President, Research
Educational Testing Service
Dr. David J. Francis Princeton, New Jersey
University of Houston
Houston, Texas Dr. Timothy Shanahan
University of Illinois at Chicago
Dr. Vicki Gibson Chicago, Illinois
Gibson Hasbrouck and Associates Dr. Josefina V. Tinajero
Wellesley, Massachusetts University of Texas at El Paso
El Paso, Texas
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

PROGRAM AUTHORS
(Dole) Patrick Brennan; (Echevarria) Victoria Sanchez, CSULB; (Fisher) Courtesy of Douglas Fisher; (Gibson, Hasbrouck) Roger Pelissier; (Kilgo) Courtesy of Margaret Kilgo; (Paris) Courtesy of Scott G. Paris; (Shanahan) Courtesy of Timothy Shanahan; (Tinajero) Courtesy of Josefina V. Tinajero; (Bumgardner) Courtesy of sixcentsphotography; (Walker-Dalhouse) Dan Johnson, Marquette University; (others) McGraw-Hill Companies, Inc.
Dr. Diane August Dr. Donald R. Bear Dr. Janice A. Dole
American Institutes for Research, Iowa State University University of Utah
Washington, D.C. Professor, Iowa State University Professor, University of Utah
Managing Director focused on literacy Author of Words Their Way, Words Their Director, Utah Center for Reading
and science for ELLs for the Education, Way with English Learners, Vocabulary and Literacy
Human Development and the Workforce Their Way, and Words Their Way with Content Facilitator, National Assessment
Division Struggling Readers, 4–12 of Educational Progress (NAEP)
CCSS Consultant to Literacy Coaches,
Salt Lake City School District, Utah
Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

California State University, San Diego State University University of Houston
Long Beach Co-Director, Center for the Advancement Director of the Center for Research on
Professor Emerita of Education, of Reading, California State University Educational Achievement and Teaching
California State University Author of Language Arts Workshop: of English Language Learners (CREATE)
Author of Making Content Comprehensible Purposeful Reading and Writing Instruction
for English Learners: The SIOP Model and Reading for Information in Elementary
School
Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Educational Consultant J.H. Consulting Educational Consultant
Gibson Hasbrouck and Associates Gibson Hasbrouck and Associates Kilgo Consulting, Inc., Austin, TX
Author of Differentiated Instruction: Developed Oral Reading Fluency Norms Developed Data-Driven Decisions process
Grouping for Success, Differentiated for Grades 1–8 for evaluating student performance by
Instruction: Guidelines for Implementation, Author of The Reading Coach: A How- standard
and Managing Behaviors to Support to Manual for Success and Educators as Member of Common Core State Standards
Differentiated Instruction Physicians: Using RTI Assessments for Anchor Standards Committee for Reading
Effective Decision-Making and Writing
iv
Dr. Scott G. Paris Dr. Timothy Shanahan Dr. Josefina V. Tinajero
Educational Testing Service, University of Illinois at Chicago University of Texas at El Paso
Vice President, Research Professor, Urban Education Dean of College of Education
Professor, Nanyang Technological Director, UIC Center for Literacy President of TABE
University, Singapore, 2008–2011 Chair, Department of Curriculum & Board of Directors for the American
Professor of Education and Psychology, Instruction Association of Colleges for Teacher
University of Michigan, 1978–2008 Member, English Language Arts Work Education (AACTE)
Team and Writer of the Common Core Governing Board of the National Network
State Standards for Educational Renewal (NNER)
President, International Reading
Association, 2006
Consulting Authors
Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

National Literacy Consultant Jay McTighe and Associates Marquette University Educational Consultant
Strategies Unlimited, Inc. Author of The Understanding by Design Associate Professor, Department Dinah-Might Activities, Inc.
Gastonia, NC Guide to Creating High Quality Units with of Educational Policy & Leadership San Antonio, TX
G. Wiggins; Schooling by Design: Mission, Author of articles on multicultural
Action, Achievement with G. Wiggins; literature, struggling readers, and
and Differentiated Instruction and reading instruction in urban schools
Understanding By Design with C. Tomlinson
Program Reviewers
Kelly Aeppli-Campbell Helen Dunne Michele Jacobs Angela L. Reese,
Escambia County School District Gilbert Public School District Dee-Mack CUSD #701 Bay District Schools
Pensacola, FL Gilbert, AZ Mackinaw, IL Panama City, FL
Marjorie J. Archer David P. Frydman LaVita Johnson Spears Eddie Thompson

Broward County Public Schools Clark County School District Broward County Public Schools Fairfield City School District
Davie, FL Las Vegas, NV Pembroke Pines, FL Fairfield Township, OH
Whitney Augustine Fran Gregory Randall B. Kincaid Patricia Vasseur Sosa

Brevard Public Schools Metropolitan Nashville Public Schools Sevier County Schools Miami-Dade County Public Schools
Melbourne, FL Nashville, TN Sevierville, TN Miami, FL
Antonio C. Campbell Veronica Allen Hunt Matt Melamed Dr. Elizabeth Watson
Washington County School District Clark County School District Community Consolidated School Hazelwood School District
Saint George, UT Las Vegas, NV District 46 Hazelwood, MO
Grayslake, IL
v
TEACHING WITH
INTRODUCE
Essential Question
Weekly Concept How do life forms vary in

different environments?
Go Digital!
Grade Appropriate SScientists

i ti t use a classification
l iifi ti systemt b
based d on
the environmental layers in a rainforest to talk
about the plant and animal species living there.
Topics, including Science The top, or emergent, layer hosts primates

and one-third of the world’s bird species.
The shady canopy layer has the most species,
and Social Studies including frogs, some birds, and large cats.
Eric Baccega/AGE Fotostock; Wayne Lynch/All Canada Photos/Corbis;

Reptiles, bats, owls, and broad-leafed plants
thrive in the mostly dark understory.
Insects, amphibians, and certain large
mammals live on the dark, moist forest floor.
• Videos
Pictures/Arco Images GmbH/Alamy

Talk About lt
Write words you have learned about
the different rainforest environments.
• Photographs
tricia Fogden/Minden
Then talk with a partner about why
Eveleigh/Alamy;
animals might live in a particular layer.
• Interactive Graphic
veleigh
hael & Patricia F
holas Eve
Patr
Nicholas
ho
es; Michael
Nic
Picttures; N
n Pictures;
Organizers
Pete Oxford/Minden Pictures;
ctures
Piotr Naskrecki/Minden
Rainforest
Environments
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11:34 AM 47 1/26/12 7:42 PM
Reading/Writing Workshop
TEACH
Close Reading
Short Complex Texts In the Mouth of the Cave
Stepping into a cave is like entering an
Minilessons
entirely new world. The environment is
suddenly cooler and damper. Though there
is some light here, it is dimmer than the light
outside. There is a sense of stillness and quiet.
This outermost area is called the entrance
trance zone. It is
Comprehension
a hallway leading to the many secrets of life in a cave.
An animal that uses the entrance zone of a cave belongs
to the classification known as trogloxenes.
s. Creatures in this
category may seek shelter in caves but don’tt spend their whole
whole
Strategies and Skills

life cycles in them. They also spend time on the surface. Some
Somme
entrance zone organisms are called accidentals because they
hey
often find their way in accidentally. These cave guests stay for a
while but not for long.
Bats are among the most
Genre common trogloxenes. Hanging

upside down from a cave’s
ceiling, they are protected and
sleep undisturbed. Bats also
• Visual Glossary
Vocabulary Strategies
hibernate this way during
the coldest months. In warm
months, bats search for food
• Interactive Minilessons
outside the cave.
Writing Traits
Essential Question
Es
How do lif
life forms vary in different
Other species make use of the entrance zone for
protection, too. Pack rats build nests using twigs and leaves
from the outside. Their big eyes and long whiskers help in
• Interactive Graphic
environments
environments?
Luis Javier Sandoval/Photolibrary
maneuvering through the dim light. Small gray birds called

Read how plant and animal life varies in phoebes seek safety inside cave doorways. They make their
Organizers
Peter Arnold/Alamy
different parts of caves. nests in a compartment, or nook, in the cave walls. These
small spaces hide the birds from animals that prey on them.
Grammar Handbook 050_053_CR14_SI6_U1W3_MR_118711.indd 50

50
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51
10/4/11 3:57 PM
Genre • Expository Text
APPLY
Close Reading By Rebecca L. Johnson
Anchor Texts • e Books

Like a spaceship from a distant have probably been living in the deep
TEXT: “Journey into the Deep: Discovering New Ocean Creatures” by Rebecca L. Johnson. Text copyright © 2011 by Rebecca L. Johnson.
excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc.
galaxy, the massive jellyfish hovers in ocean for hundreds of thousands
Extended Complex Texts

Reprinted with permission of Millbrook Press, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this text
the frigid water. Its meaty dome-shaped of years. So why hadn’t anyone seen
bell is as wide as a doorway and the color
of a bad bruise. Beneath the bell, fleshy
arms twist and sway. The bell contracts,
one before?
The answer is that even in the
twenty-first century, the ocean remains
• Interactive Texts
and the jellyfish glides backward. It largely unexplored. What we call the
omstoc Images/PictureQuest/Getty Images
Application of Essential Question

How do life forms vary in different
relaxes, then contracts again. Contract,
glide, relax. Contract, glide, relax. With
a steady rhythm, the jellyfish pulses
through the utter darkness of the
Atlantic, Pacific, Indian, Southern,
and Arctic oceans are all connected.
Together, they form one enormous
world ocean that covers about 70
• Listening Library
Comstock
environments? deep sea. percent of Earth’s surface. On average,
Strategies and Skills

(tr)) Com
Until a few years ago, no one even the ocean is 13,123 feet, or 2.5 miles
• English/Spanish
b) 2002 MBARI/NOAA; (tr
Read how animals in the world’s oceans

knew that this species, or kind, of (4,000 meters) deep. We know less
vary, all the wa
way down to the deepest,
jellyfish existed. The scientists from about this huge watery kingdom than
darkest depths.
California’s Monterey Bay Aquarium we do about many planets in our
(b)
Summaries
RI; (b
Go Digital!
(t c) 2002 MBARI;
Research Institute who discovered it solar system.

nicknamed it Big Red. Big Red jellyfish
50 51
Literature Anthology
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2:10 PM 51 1/10/12 4:56 PM
vi
Master the Common Core State Standards!
M
DIFFERENTIATE
y
Expository Expositor y
Expository Expositor
Text Text
Leveled Readers
Text Text
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e etst
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Small Group Instruction
with Differentiated Texts
• e Books
mond
Huber
• Interactive Texts
d Huber by Ray d Huber
by Raymon st
the Rain Fore
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mond Hub by Ra
PAIRED Xxx xg Xxx
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by Ray Disco
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PAIR D
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PAIRED Discovering8:55 AM Rain Forest
REA D ED Discovering the
PAIR
12/01/12
REA D
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Huber
12/01/12
mond er
8:55 AM
• Listening Library
by Ray
9:00 AM
12/01/12
Hub
mond t
by Ray
PAIRED 12/01/12Disco veringRainthe Raint Fores
9:03 AM
g the Fores
PAIRED D verin
READisco 12/01/12
9:03 AM
READ
9:05 AM
• Interactive Activities
12/01/12
Leveled Readers
INTEGRATE
Research and Inquiry
Short and Sustained Research
Projects
Expositor
Text Expo
Text
y
sitory
Text Connections
Reading Across Texts
• Online Research
• Writer’s Workspace
Ana
Analytical
W
Writing Write About Reading
W
• Interactive Group Analytical Writing
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by Ra
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by Ra
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REAREA
8:55
12/01/12
8:55 AM
12/01/12
Collection of Texts
Grade 6 Grade 6 Grade 6
ASSESS
Weekly Unit Benchmark Weekly Assessment
Assessment Assessment Assessment
Unit Assessment
• Online Assessment
Assessing the Common Core
State Standards
State Standards
State Standards • Test Generator Benchmark Assessment
• Reports
Weekly Unit Benchmark
Assessment Assessment Assessment
TEACHING WITH READING WONDERS vii

PROGRAM COMPONENTS
Reading/Writing Literature Teacher Editions

Workshop Anthology
Expository
Text
Expository
Text
es t
st
Rain-Fore
ain xpository
Rich esFor
ext
reest
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in
Rain-
Rich es rreesstt
Expository
Text
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Ric hes
er
ond Hub
by Raym
the Rain Forest
D Discov
PAIREPAIRE ering Xxx
D Xxxx
READ
READ ond Huber
by Raym
the Rain Forest
behavior
PAIRED Discovering 8:55 AM
READ
behavior
12/01/12
1 W3 O
ond Huber
by Raym
the Rain Forest
9:03 AM
12/01/12
PAIRED Discovering Huber

READ by Raym
ond
Rain Forest
PAIRED Discovering the
READ
9:00 AM
12/01/12
Leveled Readers Classroom

l Library
ib Y
Your T
Turn Visual Vocabulary Leveled Workstation Activity Cards
Tradebooks Practice Book Cards
whatsoever without the prior written permission of Lerner Publishing Group, Inc. Permission to Lerner Publishing Group, Inc., to use the characters by Sir Arthur Conan Doyle granted by Dame Jean Conan Doyle.
“Sherlock Holmes and the Adventure of the Blue Gem” by Murray Shaw and M. J. Cosson and illustrated by Shophie Rohrbach. Text copyright © 2011 by Murray Shaw. Illustrations copyright © 2011 by Lerner
Publishing Group, Inc. Reprinted with the permission of Graphic Universe™, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner
Assessing the Common Core State Standards
Material from Into the Volcano by Donna O’Meara used by permission of Kids Can Press Ltd., Toronto, Canada. Photographs © Stephen James O’Meara and Donna O’Meara.
about
Sound- High-Frequency Response Board Weekly U i

Unit Benchmark
Spelling Word Cards Assessment Assessment Assessment
Cards
Go
Digital For the For the
Teacher Students
Plan Assess Professional My To Do List

M W
Words to Know
Customizable Online Assessments Development Assignments
A Build Vocabulary
B
Lesson Plans Reports and Scoring Lesson and CCSS Assessment
A
Videos
Teach Collaborate Additional Online Resources Read

R PPlay
Classroom Online Class Leveled Practice e Books IInteractive Games
Presentation Tools Conversations Grammar Practice IInteractive Texts
Instructional Interactive Group Phonics/Spelling
Lessons Projects
ELL Activities
Genre Study WWrite School to Home
Manage and School to Home Reader’s Theater IInteractive Writing Activities for Home
Assign Digital Open House Messages from the Teacher
Tier 2 Intervention
Student Grouping Activities and
Class Wall of Student Work
and Assignments Messages
www.connected.mcgraw-hill.com
viii
UNIT 1 CONTENTS
Unit Planning
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
START SMART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Week 1 Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Week 2 Alliances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66
Week 3 Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130
Week 4 Dynamic Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194
(t to b) Matt Hage/Photolibrary; Seth Joel/Photographer’s Choice RF/Getty Images; Piotr Naskrecki/Minden Pictures; Arctic-Images/Iconica/Getty Images; The Washington Post/Getty Images
Week 5 Using Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258
Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322
g
Writin
Proces
s Genre Writing: Narrative
Autobiographical Sketch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T344
Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
Moden
Lesso
l
Extended Complex Text
Literature Anthology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
CHANGES ix
UNIT OVERVIEW
Week 1 Week 2 Week 3

PERSPECTIVES ALLIANCES ENVIRONMENTS
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION
READING
How do new experiences offer new Why do people form alliances? How do life forms vary in different
perspectives? environments?
Build Background
Build Background Build Background
Vocabulary
Vocabulary L.6.6
adversity, alliance, confinement, Vocabulary
L.6.6 L.6.6
consolation, glimmer, heinous, inflicted, reminisce, retrieved, classification, compartment, engulfs,
indispensable, perception, phobic, smuggle, spindly flanked, maneuvering, obscure,
sarcastic, threshold Context Clues species, submerged
Context Clues Greek Roots
Comprehension
Comprehension RL.6.3
Strategy: Visualize Comprehension
RL.6.3 RI.6.2
Strategy: Visualize Skill: Character, Setting, Plot: Strategy: Reread
Skill: Character, Setting, Plot: Sequence Skill: Main Idea and Key Details
Compare and Contrast Genre: Historical Fiction Genre: Expository
Genre: Realistic Fiction Ana
Analytical
W
Writing W
Write About Reading Ana
Analytical
W
Writing W
Write About Reading
Ana
Analytical
W
Writing W
Write About Reading
Phonics Phonics
Phonics RF.5.3a
Long Vowels RF.5.3a
Frequently Misspelled Words
RF.5.3a
Short Vowels
Fluency Fluency
Fluency RF.5.4b
Intonation RF.5.4c
Accuracy
RF.5.4a
Expression and Phrasing
Matt Hage/Photolibrary; Seth Joel/Photographer’s Choice RF/Getty Images; Piotr Naskrecki/Minden Pictures
Writing Writing Writing

LANGUAGE ARTS
W.6.10 W.6.10 W.6.10

Trait: Organization Trait: Word Choice Trait: Ideas
Grammar Grammar Grammar
L.4.1f L.4.1f L.3.1i
Sentence Types Subjects and Predicates Sentence Combining
Spelling Spelling Spelling
L.6.2b L.6.2b L.6.2b
Short Vowels Long Vowels Frequently Misspelled Words
Vocabulary Vocabulary Vocabulary
L.6.4a L.6.4d L.6.4a
Build Vocabulary Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Narrative Autobiographical Sketch T344–T349

G
Proce
x UNIT 1
UNIT 1
Review
and
Assess
Week 4 Week 5 Week 6
DYNAMIC EARTH USING MONEY
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
How do natural forces affect Earth? What factors influence how people RF.5.4a
Focus on Vocabulary
use money?
Build Background Fluency: Accuracy, Rate, and
Build Background Prosody
Vocabulary
L.6.6 Vocabulary Reading Digitally
cascaded, documentation, dynamic, RI.6.7
exerts, plummeting, pulverize, L.6.6
available, basically, factors, fluctuate, Notetaking
scalding, shards formula, inventory, manufactured, Skimming and Scanning
Metaphor and Simile salaries Navigating Links
Root Words
Comprehension Research and Inquiry
RI.6.2
Strategy: Reread Comprehension W.6.3
Choosing a Research
Skill: Main Idea and Key Details
RI.6.6
Strategy: Reread Focus/Question
Genre: Narrative Nonfiction Skill: Author’s Point of View Unit Projects
Ana
Analytical
W
Writing W
Write About Reading Genre: Expository Text Presentation of Ideas
Ana
Analytical
W
Writing W
Write About Reading
Phonics
RF.5.3a Word Study Unit 1 Assessment
r-Controlled Vowels RF.5.3a
Compound Words Unit Assessment Book
Fluency
RF.5.4b Fluency pages 1–34
Phrasing and Rate
RF.5.4b
Rate Fluency Assessment
pages 302–311
Writing Writing Writing

W.6.10 WHST.6.1c SL.6.4
Trait: Voice Trait: Sentence Fluency Share Your Writing
Portfolio Choice
Arctic-Images/Iconica/Getty Images; The Washington Post/Getty Images
Grammar Grammar
L.6.3a L.4.1f
Complex Sentences Run-On Sentences and Comma
Splices
Spelling
L.6.2b
r-Controlled Vowels Spelling
L.6.2b
Compound Words
Vocabulary
L.6.4a
Build Vocabulary Vocabulary
L.6.4a
Build Vocabulary
Writinsgs Genre Writing: Narrative Personal Narrative T350–T355

G
Proce
UNIT OVERVIEW xi
UNIT OPENER
The tide rises, the tide falls,

The twilight darkens, the curlew calls;
Along the sea-sands damp and brown
The traveler hastens toward the town,
And the tide rises, the tide falls.
Darkness settles on roofs and walls,

But the sea, the sea in darkness calls;
The little waves, with their soft, white hands,
Efface the footprints in the sands,
Reading/Writing And the tide rises, the tide falls.
Workshop
The morning breaks; the steeds in their stalls
Stamp and neigh, as the hostler calls;
The day returns, but nevermore
Returns the traveler to the shore,
And the tide rises, the tide falls.
Fotosearch/Getty Images
— Henry Wadsworth Longfellow

How can changes transform the
way people look at the world?
16 17
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READING/WRITING WORKSHOP, pp. 16–17
2/6/12 016_017_CR14_SI6_U1_UO_118711.indd
5:06 PM 17 2/4/12 11:09 AM
The Big Idea How can changes transform the way people look at the world?
COLLABORATE
Talk About It Read the Poem: “The Tide Rises,
Have students read the Big Idea aloud. Ask them The Tide Falls”
to identify the types of changes that might Read aloud the poem. Ask students questions to
transform the way people look at the world. explore the theme.
Students may list changes such as moving to a ‡ What types of changes does the poet describe?
new town, or getting a new sibling.
‡ How do you think the poet looks at nature?
Ask: Why do certain changes have a profound
impact on a person’s life? Have students discuss Rhyme Scheme Review that a poem’s rhyme
with partners or in groups, then share their ideas scheme can be shown by letters that stand for the
with the class. end sound of each line. Ask students to identify
the rhyme scheme in “The Tide Rises, The Tide
Music Links Introduce a song at the start of the Falls.” (aabba aacca aadda)
unit. Go to www.connected.mcgraw-hill.com,
Resources Media: Music to find audio recordings, Repetition Have students identify the repetition
song lyrics, and activities. in the poem. Ask: Why does the poet chose to
repeat “And the tide rises, the tide falls”? (The
repetition emphasizes that while many things
change, the tide routinely rises and falls.)
xii UNIT 1
OVERVIEW
Start Smart
Help your students to grow into
critical readers, writers, and thinkers.
The Start Smart lessons provide an
introduction to the key instructional
routines and procedures that you will
use throughout the year.
Use the first one to two weeks of
school to model with students the
key instructional routines
and procedures for
• Collaborative Conversations
• Vocabulary
• Accessing Complex Text
• Close Reading of Text
• Citing Text Evidence
• Decoding Multisyllabic Words
• Fluency
• Writing
• Writing About Reading
• Research and Inquiry
During this time, use the Placement

and Diagnostic Assessments
to determine instructional and
grouping needs for your students.
S1
Name
The Cricket
A folktale
and the Ja
guar
from Argen
tina
Cricket wa
s so happy
he couldn’t
ing to take
a
START SMART
bright noo n sun, tiny Jag uar was try
of the ately, bos sy
In the heat Un for tun
ims elf fro m chirping. ect , “stop chirping
stop h the tiny ins
nap nearby. d Jaguar at
pest,” shoute
puny little trying to sle
ep.”
is so warm
it makes
“Hey, you ng and I’m
It’s annoyi “but the sun
right now! you ,” sai d Cricket,
an to annoy much bigger
“I don’t me how
Close Reading of Literature

Cl
on’t you see
nky cat. “D as
me want to s
ing.”
wled the cra uth as wide
it out,” gro ned his mo
“Well, cut jaguar ope
his point, the
?” To make
I am than you ny, sha rp teeth.
ring his shi Cricket. But the hot
possible, bea ” answered off to sleep. ’t
at I can do, and drifted t he couldn
“I’ll see wh y, curled up, content tha
away smugl so warm and woke up
Jaguar trotted nin g, and Cricket felt y chi rp, and Jaguar
kept on shi chirped a joll
desert sun g out . He
to your
ptation to sin
resist the tem
with a snarl.
“You have
one mo re
py song onc
chance to be
e and for all!
quiet. If you
” Jag uar
’re not, I’ll
onc e again sho
his back, wh
put an end
wed his fea
ich made him
rsome
look The Cricket and the Jaguar
annoying hap o rais ed the hair on
s time, he als
Use Text Evidence to understand:

th. Bu t thi
tee cious.
and more fero
even bigger
• Genre: Folktale
• Story Structure
Copyright
© The McGr
aw-Hill Comp
anies, Inc.
• Theme
Start Smart
1 3/21/12
3:52 PM
• Point of View
nline
1–2 PDF O
1
online.indd
rt
a
• Cross-text Comparisons
M_118749_
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Start m
_STSM_BL
S Name
Deserts an
Cartoons oft d People
en show des
plants. Few erts as hug
deserts ma e stretches
animals hav tch this sim of sand, wit
e adapted to ple picture. hout any ani
fragile. Peo life in dry, In fact, a wid mals or
ple can dan desert conditi e variety of
gerously dis ons. But des plants and
People: Pa rup t them. ert ecosystem
rt of the Pro s are
When people blem
native plants move into
desert areas,
and anima they often
Chihuahuan, ls. The four ma cau se problems
the Sonora jor deserts for
this fact. Eac n, the Mojav in the United
h of these e, and the Gre States—the
Close Reading of Informational Text

recreational deserts fac at Basin—b
use. es problems ear witness
The develo brought on to
pment of com by development
machinery munities in and
to construct and near des
other heavy buildings, ert areas req
machines com roads, and uires heavy
habitats. Th pact desert utility line
e damage can soil. They s. Earthmo
also destro vers and
into compac have long-la y plants and
ted soil. As sting effects animal
surviving. a result, rai . It is difficu
Their roots n washes aw lt for water
water. Witho cannot pus ay the soil. Pla to soak
Deserts and People ut plants to h through nts have dif

anchor the the hard soi ficulty
People who soi l, wind car l to reach underground
move to des ries it away.
them. The ert commu
pets and pla nities bring
water. Home nts compet pets and non
s and busine e with desert native plants
New lawns sses also put plants and with
animals for
Use Text Evidence to understand:

and golf cou extra pressu food and
roots of des rses use und re on limited
ert plants can erg round water. water resour
animals suf no longer rea As water lev ces.
fer because ch the water. els drop, the
they lose imp When the
ortant source plants die,
s of food and native
• Genre: Informational Text

shelter.
• Text Structure
• Main Idea and Key Details
This aerial
view shows
near a des new housin
ert area. g
Start Smart
6
• Author’s Point of View 0000_0000_

CR14_T6v1
Start Sma
_STSM_BL
rt 6–7 PDF
M_118749_
online.indd
6
Copyright
© The McGr
aw-Hill Comp
anies, Inc.
Online
• Cross-text Comparisons
3/27/12
9:38 AM
Placement
Pl
l and Diagnostic Assessement
Assessment
• Fluency Go
• Comprehension Digital
• Phonics
• Vocabulary
• Spelling
• Writing
all materials provided online
START SMART S2
Suggested Lesson Plan
• Introduce key instructional routines
• Establish classroom procedures
DAYS 12 DAYS 34
Collaborative Conversations Close Reading of Literature

Procedures for participating in Reread “The Cricket and the
class discussions Jaguar”
• Take Turns Talking Use Text Evidence to Understand
• Listen Carefully • Genre
• Add New Ideas • Story Structure
• Theme
Vocabulary
• Point of View
Define/Example/Ask Routine • Cross-Text Comparisons
Word Walls Write About Reading
Close Reading of Literature Vocabulary

Shared Reading of Context Clues
“The Cricket and the Jaguar”
Thesaurus
Genre: Folktale
Phonics and Decoding
Multisyllabic Words
Start Smart 1–2, 3 Name
The Cricket
and the Jaguar
Start Smart 1–2, 4, 5 Name
The Cricket
and the Jaguar
A folktale from A folktale from
Argentina Argentina
PDF Online
In the heat of
PDF Online
In the heat of
the bright noon the bright noon
stop himself sun, tiny Cricket stop himself sun, tiny Cricket
from chirping. was so happy from chirping. was so happy
nap nearby. Unfortunately, he couldn’t nap nearby. Unfortunately, he couldn’t
bossy Jaguar bossy Jaguar
“Hey, you puny was trying to “Hey, you puny was trying to
little pest,” shouted take a little pest,” shouted take a
right now! It’s Jaguar at the right now! It’s Jaguar at the
annoying and tiny insect, “stop annoying and tiny insect, “stop
“I don’t mean I’m trying to chirping “I don’t mean I’m trying to chirping
to sleep.” to sleep.”
me want to sing.” annoy you,” said Cricket, me want to sing.” annoy you,” said Cricket,
“but the sun “but the sun
“Well, cut it is so warm it “Well, cut it is so warm it
out,” growled makes out,” growled makes
I am than you?” the cranky cat. I am than you?” the cranky cat.
To “Don’t you see To “Don’t you see
possible, bearing make his point, the jaguar how much bigger possible, bearing make his point, the jaguar how much bigger
his shiny, sharp opened his mouth his shiny, sharp opened his mouth
“I’ll see what teeth. as wide as “I’ll see what teeth. as wide as
I can do,” answered I can do,” answered
Jaguar trotted Cricket. Jaguar trotted Cricket.
Grades K-6
away smugly, away smugly,
desert sun kept curled up, and desert sun kept curled up, and
on shining, and drifted off to on shining, and drifted off to
resist the temptation Cricket felt so sleep. resist the temptation Cricket felt so sleep.
to sing out. He warm and content But the hot to sing out. He warm and content But the hot
with a snarl. chirped a jolly that he couldn’t with a snarl. chirped a jolly that he couldn’t
chirp, and Jaguar chirp, and Jaguar
“You have one woke up “You have one woke up
more chance more chance
annoying happy to be quiet. If annoying happy to be quiet. If
song once and you’re not, I’ll song once and you’re not, I’ll
teeth. But this for all!” Jaguar put an teeth. But this for all!” Jaguar put an
time, he also once again showed end to your time, he also once again showed end to your
even bigger raised even bigger raised
and more ferocious. the hair on his back, his fearsome and more ferocious. the hair on his back, his fearsome
which made which made
him look him look
nt
Placeme stic
Start Smart Start Smart
1 1
gno
Copyright © Copyright ©
The McGraw-Hill The McGraw-Hill
CR14_T6v1_STSM Companies, CR14_T6v1_STSM Companies,
_BLM_118749_onl Inc. _BLM_118749_onl Inc.
ine.indd 1 ine.indd 1
and Dia
3/21/12 3:52 3/21/12 3:52
PM PM
ent
Asse m
ss
Administer Placement and Diagnostic Assessment
S3
START SMART
Go
Digital
all materials provided online
DAYS 56 DAYS 78 DAYS 910
Collaborative Conversations Close Reading of Independent Reading

Procedures for participating in Informational Text Independent Reading Routines
class discussions Reread “Deserts and People”
• Prepare for Discussions Use Text Evidence to Understand Writing
• Ask and Answer Questions • Text Structure Analyze a writing model
• Take on Discussion Roles • Main Idea and Details Focus on revision assignments
• Be Open to All Ideas • Author’s Point of View Set Up a Writer’s Notebook
• Cross-Text Comparisons
Close Reading of
Informational Text Write About Reading Integrate Ideas
Shared Reading of Vocabulary
“Deserts and People” Text Connections
Dictionary and Glossary Write About Reading
Genre: Expository Text
Morphology
Phonics and Decoding

Syllable Types
Links to Spelling
Fluency
Fluency Routines
Start Smart 3, 6–7 Name
Cartoons often
Deserts and
show deserts
People
Start Smart 4–8 Name
Cartoons often
Deserts and
show deserts
People
Start Smart 6 Name
Cartoons often
Deserts and
show deserts
People
plants. Few deserts as huge plants. Few deserts as huge plants. Few deserts as huge
match this simple stretches of sand, without match this simple stretches of sand, without match this simple stretches of sand, without
PDF Online PDF Online PDF Online

animals have picture. In fact, any animals animals have picture. In fact, any animals animals have picture. In fact, any animals
adapted to life a wide variety or adapted to life a wide variety or adapted to life a wide variety or
fragile. People in dry, desert of plants fragile. People in dry, desert of plants fragile. People in dry, desert of plants
can dangerous conditions. But conditions. But conditions. But
ly disrupt them. desert ecosystem and can dangerous
ly disrupt them. desert ecosystem and can dangerous
ly disrupt them. desert ecosystem and
People: Part s are People: Part s are People: Part s are
of the Problem of the Problem of the Problem
When people When people When people
move into desert move into desert move into desert
native plants areas, they often native plants areas, they often native plants areas, they often
and animals. cause problems and animals. cause problems and animals. cause problems
Chihuahuan, The four major for Chihuahuan, The four major for Chihuahuan, The four major for
the Sonoran, deserts in the the Sonoran, deserts in the the Sonoran, deserts in the
this fact. Each the Mojave, and United this fact. Each the Mojave, and United this fact. Each the Mojave, and United
of these deserts the Great Basin—be States—the of these deserts the Great Basin—be States—the of these deserts the Great Basin—be States—the
recreational faces problems ar witness to recreational faces problems ar witness to recreational faces problems ar witness to
use. brought on by use. brought on by use. brought on by
The developm development The developm development The developm development
ent of communit and ent of communit and ent of communit and
machinery to machinery to machinery to
construct buildings, ies in and near desert areas construct buildings, ies in and near desert areas construct buildings, ies in and near desert areas
other heavy requires heavy other heavy requires heavy other heavy requires heavy
machines compact roads, and utility lines. machines compact roads, and utility lines. machines compact roads, and utility lines.
habitats. The desert soil. They Earthmovers habitats. The desert soil. They Earthmovers habitats. The desert soil. They Earthmovers
damage can also destroy and damage can also destroy and damage can also destroy and
into compacted have long-lastin plants and animal into compacted have long-lastin plants and animal into compacted have long-lastin plants and animal
soil. As a result, g effects. It is soil. As a result, g effects. It is soil. As a result, g effects. It is
surviving. Their rain washes difficult for surviving. Their rain washes difficult for surviving. Their rain washes difficult for
roots cannot away the soil. water to soak roots cannot away the soil. water to soak roots cannot away the soil. water to soak
water. Without push through Plants have difficulty water. Without push through Plants have difficulty water. Without push through Plants have difficulty
plants to anchor the hard soil plants to anchor the hard soil plants to anchor the hard soil
People who the soil, wind to reach undergrou People who the soil, wind to reach undergrou People who the soil, wind to reach undergrou
move to desert carries it away. nd move to desert carries it away. nd move to desert carries it away. nd
them. The pets communities them. The pets communities them. The pets communities
and plants compete bring pets and and plants compete bring pets and and plants compete bring pets and
water. Homes with desert plants nonnative plants water. Homes with desert plants nonnative plants water. Homes with desert plants nonnative plants
and businesses and animals with and businesses and animals with and businesses and animals with
New lawns and also put extra for food and New lawns and also put extra for food and New lawns and also put extra for food and
golf courses pressure on golf courses pressure on golf courses pressure on
roots of desert use undergrou limited water roots of desert use undergrou limited water roots of desert use undergrou limited water
plants can no nd water. As resources. plants can no nd water. As resources. plants can no nd water. As resources.
animals suffer longer reach water levels animals suffer longer reach water levels animals suffer longer reach water levels
because they the water. When drop, the because they the water. When drop, the because they the water. When drop, the
lose important the plants die, lose important the plants die, lose important the plants die,
sources of food native sources of food native sources of food native
and shelter. and shelter. and shelter.
This aerial This aerial This aerial

view shows view shows view shows
near a desert new housing near a desert new housing near a desert new housing
area. area. area.
Start Smart Start Smart Start Smart
6 6 6
Copyright © Copyright © Copyright ©

The McGraw-Hill The McGraw-Hill The McGraw-Hill
0000_0000_CR14_ Companies, 0000_0000_CR14_ Companies, 0000_0000_CR14_ Companies,
T6v1_STSM_BLM_ Inc. T6v1_STSM_BLM_ Inc. T6v1_STSM_BLM_ Inc.
118749_online.indd 118749_online.indd 118749_online.indd
6 6 6
3/27/12 9:38 3/27/12 9:38 3/27/12 9:38

AM AM AM
Administer Placement and Diagnostic Assessment
START SMART S4
S TA R T S M A R T
Introduce the Concept

LESS O
IN I
M
N
10 Build Background
Mins
Go
OBJECTIVES ESSENTIAL QUESTION Digital
Come to discussions What discoveries can people make when they cooperate with others?
prepared, having
read or studied Tell students that throughout the year you will introduce them to new
required material; weekly concepts that they will discuss and read about. Explain that the
explicitly draw on weekly concept will be presented in the form of an Essential Question
that preparation by
at the beginning of each week. Each selection they read during the
referring to evidence
on the topic, text, or week will help them gain a deeper understanding of the weekly Organizer
issue to probe and concept so they can answer the essential question.
reflect on ideas under
Write the Essential Question on the board and read it aloud. Show
discussion. SL.6.1a
a picture from a textbook or magazine that shows people working
together. Explain that when people cooperate, they work together
ACADEMIC toward the same goal. Discuss the topic of discoveries. Focus on
LANGUAGE
• cooperate, solutions solutions, or answers to problems, that people discover working
• Cognate: cooperar together.
‡ One person alone may not be able to solve a problem.
‡ When people cooperate and share their ideas and creativity, they can
discover new solutions.
‡ Teamwork can lead to new discoveries and solutions to problems.
Talk About It
Explain that after students discuss the Essential Question, they will have
COLLABORATE the chance to Talk About It. In these activities, they will use concept
words—words related to the big idea of the selection—to discuss the
Essential Question in pairs or groups. They will use the Concept Web on
the Graphic Organizer 61 Online PDF to generate words and phrases
related to the Essential Question. This is an opportunity to introduce
students to academic language including domain-specific words or
words related to the essential question of the week.
Ask: What have you discovered by cooperating with someone to solve
a problem? How can working together help you discover solutions to
problems? Have students discuss in pairs or groups.
S5
START SMART
‡ Distribute copies of Graphic Organizer 61 Online PDF. Model Why It Matters
using the graphic organizer to generate words and phrases related
to teamwork. Add students’ contributions. Academic Language
Discussing the essential questions
Have partners continue the discussion by sharing what they have gives students the opportunity to
COLLABORATE learned about teamwork. They can complete the organizers, generating
begin using academic language. By
additional related words and phrases. increasing their knowledge of these
kinds of words, they will increase their
comprehension as they read.
Collaborative Conversations Academic words and other words
chosen for instruction were selected
Distribute the Speaking and Listening Checklists from the from The Living Word Vocabulary list,
Teacher’s Resource 97-98 Online PDF. Explain that there are Avril Coxhead’s list of High-Incidence
certain discussion guidelines students should follow to make sure Academic Words, Andrew Biemiller’s
Words Worth Teaching, Robert J.
they are being a respectful and an active participant and listener. Marzano’s Building Background
Take Turns Talking As students engage in partner, small-group, Knowledge for Academic Achievement,
and whole-class discussions, encourage them to follow discussion Albert J. Harris and Milton D.
Jacobson’s Basic Reading Vocabularies,
rules by taking turns speaking. Remind students to and The Educator’s Word Frequency
‡ wait for a person to finish before they speak and not speak Guide by Susan M. Zeno et al.
over others. • Use academic words as you discuss
images with students, explaining
‡ quietly raise their hand to let others know they would like a
meanings. Display the words as you
turn to speak. introduce them.
‡ ask others in the group to share their opinions so that all • Encourage students to use words in
students have a chance to share. sentences as they discuss the image.
• Continue using academic language
Listen Carefully Encourage students to follow discussion rules
words throughout the week as
by listening carefully to speakers. Remind students to students discuss their reading.
‡ always look at the person who is speaking.
‡ respect others by not interrupting them.
‡ repeat peers’ key ideas, paraphrasing to check understanding. GRAPHIC ORGANIZER 61 Online PDF
Add New Ideas Encourage students to add new ideas to their
conversations. Remind students to
‡ stay on topic.
‡ connect their own ideas to what their peers have said.
‡ look for ways to connect their knowledge or experiences to the
conversation.
Circulate and monitor students’ conversations. Ask students to
evaluate their conversations. Is their conversation staying on topic?
START SMART S6
S TA R T S M A R T
Vocabulary
LESS O
IN I
M
N
10 Vocabulary Routine
Mins
Go
OBJECTIVES Explain that each week you will introduce new words that will appear in Digital
Acquire and use many texts students read. Knowing these words will help them become
accurately grade-
better readers. When introducing general academic and domain-
appropriate general
academic and specific Tier 2 and Tier 3 words, use the Define/Example/Ask routine: Name
The Cricket and the Jaguar

A folktale from Argentina
In the heat of the bright noon sun, tiny Cricket was so happy he couldn’t
stop himself from chirping. Unfortunately, bossy Jaguar was trying to take a
nap nearby.
domain-specific “Hey, you puny little pest,” shouted Jaguar at the tiny insect, “stop chirping
right now! It’s annoying and I’m trying to sleep.”
“I don’t mean to annoy you,” said Cricket, “but the sun is so warm it makes
me want to sing.”
“Well, cut it out,” growled the cranky cat. “Don’t you see how much bigger
I am than you?” To make his point, the jaguar opened his mouth as wide as
possible, bearing his shiny, sharp teeth.
words and phrases; Define Tell students the meaning of the word using student friendly “I’ll see what I can do,” answered Cricket.
Jaguar trotted away smugly, curled up, and drifted off to sleep. But the hot
desert sun kept on shining, and Cricket felt so warm and content that he couldn’t
resist the temptation to sing out. He chirped a jolly chirp, and Jaguar woke up
with a snarl.
“You have one more chance to be quiet. If you’re not, I’ll put an end to your
gather vocabulary
annoying happy song once and for all!” Jaguar once again showed his fearsome
h hi i h l i d h h i hi b k hi h d hi l k
language. (Example: The word enormous means “very big.”) The Cricket
knowledge when and the
considering a word Example Give an example of how the word is used, using students’ Jaguar
or phrase important own common experiences. (Example: Our school has an enormous gym. CR14_T6v1_STSM_BLM_118749_online.indd 1 3/21/12 3:52 PM
to comprehension or It is bigger than any other room in the school.)

expression. L.6.6
Ask Ask a question that helps students connect the word to known
words and use the word in speaking. (Example: What have you seen
that is enormous? What words mean the same, or nearly the same, as
enormous? What words mean the opposite?) This will help you determine
if students understand a word’s meaning.
Always have students pronounce the words multiple times during

instruction. They will get additional chances to use the words in
speaking and listening when they discuss meanings with partners.
Compare words that sound almost the same to help students avoid
confusion. For example, when teaching carnivore, write the words
carnivore and carnival on the board. Pronounce each word slowly and
have students repeat. Then help students compare the spellings.
Vocabulary Routine
Define: To adapt means to change.
Example: We had to adapt to our new class schedule when reading
class was moved to the afternoon.
Ask: What have you adapted to? What words mean the same as
adapt?
Define: To succeed means to achieve a goal.
Example: We all succeeded in passing this year’s spelling test.
Ask: What is the opposite of succeeding?
S7
START SMART
Why It Matters
Three Tiers of Words
IN I
LESS O Academic words include harder
M
N
Tier 2 and Tier 3 words that appear

10
Mins
Building Vocabulary in students’ reading materials along
with the language of instruction.
Tier 1 words are those commonly
Word Walls Word walls are an interactive tool for teaching used in speech, such as mom, table,
vocabulary, spelling, and reading to students. Word walls can be and book. During small group,
used to help students: students will have the opportunity to
reinforce Tier 1 words, including high
‡ learn about words and how they work. frequency words.
‡ understand and use words in their reading, writing, and speaking. Tier 2 words are those conversational
‡ recognize connections between words and identify common and general academic words and
phrases found in many sources that
characteristics, such as words that are synonyms, words that have have wide applicability, such as
prefixes or suffixes, and words that have Greek or Latin roots. compare, enormous, and vital. A lack
‡ expand their vocabularies and word usage. of knowledge of these words can
severely hinder comprehension.
How to Set Up a Word Wall To set up word walls, use a bulletin board
Tier 3 words are those content-
or chart or even the side of a file cabinet to set up a main word wall specific domain words that do not
and/or two or three smaller word walls. appear in many sources and can be
taught at point of use, such as lava,
‡ Choose words from students’ reading, including reading vocabulary
bipartisan, and Louisiana Purchase.
words and science and social studies words.
‡ Handwrite or type the word on a separate piece of paper and place it
on the word wall.
‡ Introduce between five and ten new words each week. Try to include Routine
useful words that students might use in writing and speaking. Words Periodic Vocabulary Review
can also be added to the wall as they are encountered.
Repeated exposures are critical for
‡ Point out the new words, read them, and then have students spell learning new vocabulary. When
them letter by letter. vocabulary words are introduced,
students encounter the words in
‡ As words become part of the student’s active vocabulary, move them multiple contexts. The words are
to a review board. Every few weeks, remove mastered words but always reviewed the next week in Build
retain ones that still need to be practiced. Vocabulary. In addition, you should do
a periodic review of vocabulary words
‡ Provide enough practice so that words are read and spelled about twice per unit.
automatically. Make sure that word-wall words are always spelled 1. For a complete list of words
correctly in the student’s daily writing. introduced in each week, see the
Special word walls with a particular focus are also useful. Words can Word Lists Online PDF.
be grouped as high frequency words, vivid verbs, colorful adjectives, 2. Have students choose five to ten
homonyms, contractions, synonyms and antonyms, science and social words and write sentences using
the words. Then have partners
studies words, and words with Greek and Latin roots. discuss each other’s work.
Use the word wall daily by incorporating a variety of activities such 3. As needed, students can check the
as identifying related words, playing the “What word am I?” guessing meanings or pronunciations of
game, and using domain-specific words to generate semantic maps. words using the online Glossary.
START SMART S8
S TA R T S M A R T
Shared Reading
Name
The Cricket and the Jaguar M

IN I
LESS O Literature:
N
“The Cricket and the Jaguar”
10
Go
nap nearby.
“Hey, you puny little pest,” shouted Jaguar at the tiny insect, “stop chirping
right now! It’s annoying and I’m trying to sleep.” Mins
me want to sing.”
Digital
“I’ll see what I can do,” answered Cricket.
Each week students will read a short literature or informational text.

with a snarl.
teeth. But this time, he also raised the hair on his back, which made him look
even bigger and more ferocious.
First you will read it together to understand what the author has to say.
During the first reading, students can take notes on words they do not
know or ideas or plot points that are not clear. Name

nap nearby.
Distribute the folktale “The Cricket and the Jaguar” on Start Smart 1–2
me want to sing.”
Online PDFs. Read the story with students. Discuss the purpose and
Start Smart 1 Copyright © The McGraw-Hill Companies, Inc. with a snarl.
genre of the selection, using these literature elements to analyze the text.
CR14_T6v1_STSM_BLM_118749_online.indd 1 3/21/12 3:52 PM
Online PDF The Cricket

and the
Jaguar
OBJECTIVES CR14_T6v1_STSM_BLM_118749_online.indd 1 3/21/12 3:52 PM
Determine the theme A C T Access Complex Text

or central idea of a
text and how it is
conveyed through Purpose and Genre
particular details;
Explain that folktales are tales passed down from parents to
provide a summary of
the text distinct from children. They often help readers understand the teller’s culture.
personal opinions or Tell students that folktales are often allegories, stories in which
judgments. RL.6.2 characters and events have another meaning and teach a lesson.
By the end of the year, The lesson, or what the characters learn, is usually stated at the
read and comprehend end of the story.
literature, including
Remind students that the purpose of this folktale is to teach a
stories, dramas, and
poems, in the grade lesson about teamwork. Readers can identify important details in
6–8 text complexity the story that support the theme.
band proficiently, with
‡ What details indicate that Jaguar thinks his size is enough to
scaffolding as needed
at the high end of the make Cricket stop singing? (Jaguar calls Cricket a puny little pest
range. RL.6.10 and stresses his own large size by opening his mouth wide,
baring his teeth, and raising the hair on his back.)
ACADEMIC ‡ How does Jaguar prepare to stamp out all annoying insects? (He
LANGUAGE calls together the pumas, boars, and armadillos.)
• complex text, genre,
organization ‡ How does Cricket use teamwork to defeat Jaguar’s forces? (He
• Cognates: género, calls together the bees, wasps, and stinging ants and together
organización they sting their larger foes until they flee.)
‡ What does Jaguar learn? (Teamwork can be more important
than size in winning a battle, so there is no such thing as a
small enemy.)
S9
START SMART
A C T Access Complex Text Routine
Close Reading
Introduce Types of Complex Text 1. Students read the story once
Tell students that this year they will encounter complex texts carefully, paying attention to
what happens in the plot. They
that require them to read carefully and think deeply. They will
should take notes about anything
need to read paragraph by paragraph, determine the meaning they don’t understand.
of unfamiliar words, and connect and make inferences about
2. Students reread and discuss
information and ideas. You may need to provide additional important shorter passages from
scaffolding to help students understand these complex texts. the story. They should generate
questions about character traits
Purpose The purpose of a text may be more complicated than
and how the traits affect the events
simply to inform, entertain, or persuade. Students will need to in the story. Then they should work
determine where to focus their attention at any given time— with partners or small groups to
on the characters, the setting, or the plot. They will need to answer the questions using text
recognize that the author has a perspective and may be more evidence.
sympathetic to some characters than to others. 3. Students write about what they
read. They may analyze how the
Genre Different genres incorporate literary elements and devices. characters’ actions affect the
Readers need to attend to these in order to fully comprehend the plot or write an opinion about
text. Students need to understand the “rules” for fictional genres. some aspect of the story. Remind
For example, they should recognize that folktales have a message them to support their ideas or
arguments with text evidence.
and that the characters’ actions help convey that message.
Organization Students need to understand how a text is
organized in order to find evidence within the text. In narratives,
students may find that stories do not follow a linear sequence.
They may include literary devices such as foreshadowing and
flashbacks that interrupt the sequence.
Connection of Ideas When reading complex fictional texts,
students need to make inferences and synthesize information START SMART 12 Online PDF
throughout the text. They must recognize that in fiction, the
characters’ actions may be implied rather than explicit. Name

Sentence Structure Complex sentence structures, such as A folktale from Argentina
dialogue or formal and informal language, may be challenging stop himself from chirping. Unfortunately, bossy Jaguar was trying to take a
nap nearby.
for students and require close reading. right now! It’s annoying and I’m trying to sleep.”
me want to sing.”
Specific Vocabulary Fiction texts may include idiomatic I am than you?” To make his point, the jaguar opened his mouth as wide as
language, metaphors, similes, regionalisms, and concept words Jaguar trotted away smugly, curled up, and drifted off to sleep. But the hot
that may require students to use a dictionary, context clues, or with a snarl.
knowledge of word parts. teeth. But this time, he also raised the hair on his back, which made him look
Prior Knowledge Complex fiction texts may assume a level

of prior knowledge that students may not have. Students may
need additional cultural/historic background, as well as an
understanding of human emotions, to comprehend characters’
feelings and actions.
Start Smart 1 Copyright © The McGraw-Hill Companies, Inc.
START SMART S10

S TA R T S M A R T
Comprehension
LESS O
IN I
Name
N
Genre and Story Structure
10
Go
nap nearby.
me want to sing.”
Digital
1 Explain
with a snarl.
Genre Tell students that throughout the year they will be learning
more about different story genres. Knowing the characteristics of a Name
genre will help them predict the kinds of information the author will
nap nearby.
provide as they read. This year sixth graders will learn the structural
me want to sing.”
1
elements of different types of fiction, drama, myth, and poetry.

Start Smart Copyright © The McGraw-Hill Companies, Inc. with a snarl.

Students will also compare and contrast stories about characters in and the
realistic fiction, historical fiction, science fiction, mysteries, folktales, Jaguar
Cite textual evidence drama, poetry, allegories, and parodies.

Name
to support analysis Distribute the Genres Chart on Start Smart 3 Online PDF. Review Adventure
Type
Genres
Key Characteristics Examples
of what the text says

Drama (Play)
names of fiction genres; help students list key characteristics

Fable
Fairy Tale
Fantasy
explicitly as well as Folktale
Historical Fiction
inferences drawn from for each. Tell students that as they read new stories, they will be Legend
Myth
recording examples of each genre type and adding to the list of Genre
the text. RL.6.1
characteristics.
Describe how a CR14_T6v1_STSM_BLM_118749_online.indd 3 3/21/12 3:52 PM
particular story’s or Story Structure Tell students that story structure refers to the
drama’s plot unfolds way the author has organized the events in the plot using the
in a series of episodes story elements character, setting, and plot. When analyzing story
as well as how the
characters respond structure, readers focus on the following elements:
or change as the ‡ Character A character is a person or an animal in a story. To
plot moves toward a understand a character, readers must pay attention to what the
resolution. RL.6.3
author directly states about the character; what the character
Analyze how a does, says, and thinks; and how the character reacts to other
particular sentence, characters. Tell students that this year they will pay special
chapter, scene, or
stanza fits into the attention to how characters change as the plot moves toward
overall structure of a a resolution.
text and contributes ‡ Setting The setting is where and when the story takes place.
to the development of
the theme, setting, or Readers analyze the setting to see how it affects the way
plot. RL.6.5 characters behave and how it can influence or limit plot events.
This year, students will analyze how a particular sentence,
ACADEMIC
chapter, scene, or stanza fits into the overall structure of a text
LANGUAGE and contributes to the development of the setting.
character, setting, plot ‡ Plot The plot is the series of events that take place in a story.
Readers study plot to better understand what happens and
why it happens. Tell students that they will be analyzing how a
particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to plot development.
S11
START SMART
2 Model Close Reading: Text Evidence Why It Matters
Explain that close reading is reading carefully and paying attention Text Evidence
to details. Its purpose is not just to summarize or find the main idea. Students will be expected to read text
Close reading requires readers to analyze and evaluate text to make more closely in order to accurately
decisions about the genre and the story’s structure. comprehend and gain knowledge
from the text. Asking and responding
Make Inferences Explain that authors do not always tell readers to text-dependent questions
everything that takes place in a story or text. Readers must put focuses students on the details and
together details to figure out what is happening. The reader can information in the text. Close reading
of text requires that students reread
use the details as clues to infer what is not stated in the text. to locate evidence in the text to
Cite Text Evidence Tell students that citing text evidence is support any inferences or predictions
using evidence or examples from the text to support answers and the students make while reading
the text and to evaluate arguments
inferences. Explain that as students answer questions, they will be made in the text. Students must be
asked to directly quote the section of the text that they used to taught and have many opportunities
answer the question or to make an inference. In a fiction text, they to practice the thinking required
might use a character’s words or actions or an author’s description in locating relevant and accurate
evidence in the text to support their
as text evidence. Point out that students must do close reading to
answers in both discussions and
cite evidence directly from the text. writing tasks. Students need to be
Genre Reread the literature passage “The Cricket and the Jaguar” able to show that they can find the
details of what is explicitly stated and
on Start Smart 1–2 Online PDF. Have students identify two
can make logical inferences beyond
characteristics that show “The Cricket and the Jaguar” is a folktale. what is explicitly stated in the text.
Character, Setting, and Plot Reread paragraphs 1–6. Ask: What
words does the author use to describe how Jaguar acts? What can you
infer about Jaguar’s view of himself from these details? Model close
reading and citing what the text says explicitly and the inferences
that can be drawn from the evidence.
Think Aloud To answer these questions, I read closely, paying
attention to the words the author uses to describe Jaguar’s actions. START SMART 3 Online PDF
The author describes Jaguar as “bossy” and “cranky” and says that he
“trotted away smugly” after confronting Cricket. I can infer from this Name
Genres
evidence that Jaguar thinks he is much more powerful than Cricket Type Key Characteristics Examples
and has the right to tell him what to do. Adventure
Drama (Play)
Fable
3 Guided Practice of Close Reading Fairy Tale
Fantasy
Folktale
Reread Reread paragraphs 12–14 with students. Ask: What do Historical Fiction
Jaguar’s actions after the battle tell you about how his view of himself Legend
Myth
has changed? Make an inference. (Answer: After the battle “Jaguar Poetry
stood alone on the battlefield, crying” and then “slunk off to wait for Realistic Fiction
Science Fiction
his swelling to go down.” Jaguar has been humbled by his defeat in Autobiography
battle.) Biography
Expository
Continue close reading of the story; help students identify details Narrative Nonfiction
Technical/Procedural
about how Cricket’s character changes as the plot progresses.

START SMART S12

S TA R T S M A R T
Comprehension
LESS O
IN I
Name
N
Theme and Point of View
10
Go
nap nearby.
me want to sing.”
Digital
1 Explain
with a snarl.
Tell the students that as good readers read narrative texts, they go
beyond the character, setting, and plot to analyze the theme and Name
point of view. Explain that focusing on these skills helps students

nap nearby.
read more closely and deepens their understanding of the story.

me want to sing.”
‡ Theme The theme is the central idea of a text: a lesson, moral


or message an author wants to tell readers through the story. and the
Sometimes readers will need to make inferences to determine Jaguar
Cite textual evidence the theme. To do this, they can put together the important
to support analysis details of a story and use them to decide what the message is
of what the text says and to paraphrase the theme. In folktales that are allegories, the
explicitly as well as lesson or moral is often stated at the end of the story.
inferences drawn from
the text. RL.6.1 ‡ Point of View In fiction, a narrator tells the story. Who the
narrator is determines the story’s point of view. If the narrator
Determine a theme
or central idea of a is one of the characters, the story has a first-person point of
text and how it is view. If the narrator stands outside the story and describes the
conveyed through characters and action, the story has a third-person point of view.
particular details; In Grade 6, students will explain how an author develops the
the text distinct from
point of view of the narrator or speaker in a text.
personal opinions or ‡ Make Inferences As students determine the theme and
judgments. RL.6.2 point of view, they will need to make inferences. To make an
Explain how an inference, they will use important details in the text to determine
author develops the information that the author does not state in the story.
point of view of the
narrator or speaker in
a text. RL.6.6 2 Model Close Reading: Text Evidence
Reread Reread paragraphs 1 and 2. Tell students to focus on how
ACADEMIC Cricket’s actions annoy Jaguar and how Jaguar responds. Model
LANGUAGE how to do a close reading of a literature text.
• point of view, theme
Paraphrase Tell students that during the year they may be asked
• Cognates: punta de
vista, tema to answer a question by paraphrasing a part of the text. Explain
paraphrasing means to restate text in your own words. It helps you
make sure you understand what you read. Model how to paraphrase
paragraphs 1 and 2.
Think Aloud I might paraphrase like this: Jaguar is angry with
Cricket because Cricket’s chirping is keeping him from taking a nap.
S13
START SMART
3 Guided Practice for Close Reading Routine
Theme Identify Jaguar’s and Cricket’s actions in paragraphs 10 Make Inferences
and 11. Then model how to cite text evidence to make an inference 1. As you read, you may have a
about the theme. question about something the
author does not explain.
Think Aloud Both sides gather allies so I can infer that the theme
will be about working together. As evidence, the text says “Jaguar 2. To find the answer, you will have to
make an inference.
called together the pumas, boars, and armadillos.” Cricket “called
together the bees, wasps, and stinging ants” to fight back. 3. Go back and reread the text.
4. What evidence do you see that
Reread Reread the last three paragraphs of the story. Ask: What is
might help you figure out what is
the story’s theme? Make an inference and cite text evidence. (Answer not explained?
I infer that the theme is: Limitations in size or strength can be
5. Put the details in the evidence
overcome when people work together. Evidence The tiny insects you found together to make an
defeated the much larger animals. “Painfully stung, all of Jaguar’s inference.
allies ran away.” As Jaguar “stood alone on the battlefield,” Cricket 6. Ask yourself if the inference makes
whispered, “there is no such thing as a small enemy.”) sense with the rest of the story.
Point of View Reread the first three paragraphs on page 1. What
point of view has the author chosen for the narrator? Infer which
character the narrator favors. Model citing text evidence in support.
Think Aloud The story has a third-person point of view, since the
narrator stands outside the story. I can infer that the narrator favors
Cricket. He presents Cricket as not meaning to annoy. This contrasts
with his description of “bossy Jaguar” who shouts at Cricket.
Reread Reread the ending on page 2. Ask: How does the ending
show that the narrator favors the insects? Cite evidence to support your
answer. (Answer The tiny insects are victorious, and Cricket returns
to chirping. Evidence The text says, Jaguar “slunk off” and Cricket
returned to “his joyful, triumphant chirping.”)
Write About Reading: Summarize Ask pairs of students to work
together to write a summary of “The Cricket and the Jaguar.” Select
pairs to share their summaries with the class.
Compare Across Texts Explain that when students compare

across texts, they look for ways that settings, characters, story
events, or themes are similar and different. In Grade 6, students
will compare and contrast texts in different forms or genres
in terms of their approach to similar themes and topics. Ask
students to compare this folktale to the Greek myth of Theseus
defeating the Minotaur. Focus on the idea that there is no
such thing as a small enemy. Help students see that seemingly
weaker characters are able to triumph over seemingly stronger
foes in both stories.
START SMART S14

S TA R T S M A R T
Vocabulary Strategy
LESS O
IN I
Name
N
Context Clues
10
Go
nap nearby.
me want to sing.”
Digital
1 Explain
with a snarl.
Tell students that they can sometimes use the words surrounding
a new, unfamiliar word to figure out its meaning. This is a helpful Name
strategy when reading alone, especially when a dictionary or

nap nearby.
glossary is not readily available.

me want to sing.”

2 Model and the
Jaguar
OBJECTIVES Explain the following types of context clues. CR14_T6v1_STSM_BLM_118749_online.indd 1 3/21/12 3:52 PM
Use context (e.g., ‡ Definition The author provides a direct definition of an g
Thesaurus Entry
p
the overall meaning Guide words look/new noisy full of sounds, often
unfamiliar word, right in the sentence. The signal words is, are,
look v. to see with one’s eyes. unpleasant. Their apartment
Entry word
Look at what I found. is located above a noisy street.
glance to look quickly. The spy antonyms: See quiet.
glanced over his shoulder.
peer to look closely. We peered M
of a sentence or Synonyms through the window of the shop.

stare to look at for a long time
with eyes wide open. Mac stared
make v. to bring into being.
Maya makes her lunch
every day.
means, and refers to are used.

at me as though I were crazy. build to create by putting
Cross-reference See also see. together pieces. They build
loud adj. having a strong sound. birdhouses in shop class.
paragraph; a word’s The band was playing loud

music.
Antonyms Part of speech
position or function in ‡ Appositive or Restatement An appositive or restatement is a Thesaurus

a sentence) as a clue
word or phrase that defines or explains an unfamiliar word that
to the meaning of a
word or phrase. comes before it. It is set off by commas and may begin with the
L.6.4a signal word or.
Consult reference ‡ Synonym The author uses another word or phrase that is
materials (e.g., similar to or can be compared to the unfamiliar word. The signal
dictionaries, words also, like, resembling, same, and too may be used.
glossaries,
thesauruses), both ‡ Antonym The author uses another word or phrase that means
print and digital, to about the opposite of an unfamiliar word. The signal words but,
find the pronunciation however, in contrast, instead of, though, and unlike may be used.
of a word or
determine or clarify ‡ Example The author gives several words or ideas that are
its precise meaning examples of the unfamiliar word. The signal words for example,
or its part of speech. for instance, including, like, and such as are used.
L.6.4c
‡ Sentence and Paragraph The author provides context clues
to the overall meaning of a word or phrase in the surrounding
ACADEMIC
sentences and paragraph.
LANGUAGE
• context clues, Model how to use context clues to figure out the meaning of puny in
definition, appositive the second paragraph on Start Smart 1 Online PDF.
• Cognate: definición
3 Guided Practice
Provide the sentences in the Example Sentences box. Have students
find context clues that help them figure out the meaning of the
word in italics.
S15
START SMART
Context Clues
Example Sentences
IN I
LESS O 1. A predator is an animal that hunts
M
N
other animals for food.

10
Mins
Using a Thesaurus 2. The bones of the enormous, or very
large, dinosaur are being moved to
the museum.
1 Explain
3. The cougar, like other big cats, eats
Tell students the following: mostly small animals.
‡ A thesaurus is a print or digital reference that lists words and 4. Unlike most animals that hunt
their synonyms, or words of similar meaning, and antonyms, during the day, nocturnal animals
or words with opposite meanings. A thesaurus helps clarify a hunt only at night.
word’s meaning. 5. We are reading about mammals,
such as apes, cows, horses, and
‡ The word that you look up in a thesaurus is called the entry whales.
word. Entry words are usually listed in alphabetical order. Some
6. The parrots had to adapt to their
thesauruses are organized by concept or category. changing environment. They
‡ Guide words show the first and last entries on each page. moved to a deeper part of the
forest, where trees were not being
‡ Some entries include a cross-reference that will guide you to cut down. They also began eating
other words with similar or opposite meanings. different plants and insects.
‡ Students can use synonyms and antonyms to make their writing
more vivid and interesting.
2 Model
Use Thesaurus on Start Smart 4 Online PDF to model parts of a
thesaurus. Focus on how to use a thesaurus, such as how to look up
the synonym for a word and use it to revise your writing. Point out
how readers can also use a thesaurus to expand their understanding START SMART 4 Online PDF
of related words. Point out how a thesaurus lists words with similar
meanings. However, the words in one entry represent shades of Name
Dictionary Entry
meaning. Display the words depressed/sad, happy/ecstatic. Point out Guide words each • eagle
each Every one of two or more eager Wanting very much to do
that depressed is an extreme form of sad and ecstatic is an extreme Entry word
things or persons thought of
separately: Did you speak to
something: We were eager to get
started. ea•ger (ē´gər) adjective.
each child? Adjective. Syn. anxious
form of happy. When using a thesaurus, remind students to choose • Every one in a group: Each of
us had a turn at bat. Pronoun.
eagle A large, powerful bird
that hunts small animals and
• For each one: The bananas fish. Eagles have sharp eyesight
the word that best represents the shade of meaning of the word cost a quarter each. Adverb.
each (ēch) adjective: pronoun;
and strong claws. ea•gle (ē´gəl)
noun, plural eagles.
adverb.
they want to use. Pronunciation guide Part of speech Definition
Thesaurus Entry
3 Guided Practice Guide words
Entry word
look/new
look v. to see with one’s eyes.
noisy full of sounds, often
unpleasant. Their apartment
Look at what I found. is located above a noisy street.
glance to look quickly. The spy antonyms: See quiet.
Have students use a grade-appropriate print or online thesaurus to glanced over his shoulder.
peer to look closely. We peered M
Synonyms through the window of the shop. make v. to bring into being.
look up ferocious. Have them list the related words and discuss how stare to look at for a long time
with eyes wide open. Mac stared
every day.
at me as though I were crazy. build to create by putting
the meanings differ. Then have students use the words in sentences Cross-reference See also see.
loud adj. having a strong sound.
together pieces. They build
birdhouses in shop class.
The band was playing loud
to show the shades of meaning. music.
Antonyms Part of speech
START SMART S16

S TA R T S M A R T
Phonics/Word Study
LESS O
IN I
M
N
10 Multisyllabic Word Strategy
Mins
Go
OBJECTIVES 1 Explain Digital
Use combined
knowledge of Explain to students that they will be reading many unfamiliar words
all letter-sound this year. You will be helping them decode these words in context Name
correspondences, and use word parts to determine each word’s meaning. To help Step
1
Decoding Strategy Chart
Look for word parts (prefixes) at the beginning of

the word.
syllabication patterns, Step
them, you will use a consistent Decoding Strategy that will make
Look for word parts (suffixes) at the end of the word.
2
In the base word, look for familiar spelling patterns.

Step
and morphology
Think about the six syllable-spelling patterns you
3
have learned.
reading these unfamiliar multisyllabic words easier.

Step
Sound out and blend together the word parts.
4
(e.g., roots and

Decoding
affixes) to read
accurately unfamiliar 2 Model
multisyllabic words CR14_T6v1_STSM_BLM_118749_online.indd 5 3/21/12 3:52 PM
in context and out of Distribute copies of the Decoding Strategy Chart on Start Smart 5
context. RF.5.3a Online PDF. Then do the following:
‡ Write the word rebuilding on the board in a sentence. Do not
ACADEMIC pronounce the word.
LANGUAGE
• multisyllabic, prefix, ‡ Have students read aloud Step 1 of the Decoding Strategy: Look
suffix for word parts (prefixes) at the beginning of the word.
• Cognates: prefijo, Think Aloud Let’s look at this word. It is spelled r-e-b-u-i-l-d-i-n-g.
sufijo
This is a long word. To help me read it, I will look for parts of the
word that I know. I start by looking at the beginning. In this word
I see the prefix re-. A prefix is a word part that always appears at
the beginning of a word. It changes the meaning of the word. The
prefix re- means “again.” Let’s underline the prefix re-. I have seen
this prefix in many words, such as remake and reheat.
‡ Have students read aloud Step 2 of the Decoding Strategy:
Think Aloud Then I look at the end of the word. There are many
common word parts that appear at the end of a word. These are
called suffixes. A suffix can change the meaning of a word and
often its part of speech. For example, it can change a noun, such as
boat, into a verb, such as boating. I see the common suffix -ing at the
end of this word.
‡ Have students read aloud Step 3 of the Decoding Strategy: In
the base (or root) word, look for familiar spelling patterns. Have
students think about what they know about syllables. Use the
Decoding Multisyllable Words Routine on page S18 as necessary.
S17
START SMART
Think Aloud All that’s left in this word are the letters b-u-i-l-d. Routine
These letters form the word build. That’s a word I already know
how to read. Decoding Multisyllable Words
Use this routine to help students
‡ Have students read aloud Step 4 of the Decoding Strategy: decode multisyllable words using
Sound out and blend together the word parts. syllable patterns.
Think Aloud Let’s put the word parts together: re-build-ing. 1. Explain that every syllable has a
vowel sound. Introduce a syllable
‡ Have students read aloud Step 5 of the Decoding Strategy:
pattern. Model decoding a sample
Say the word parts fast. Adjust your pronunciation as needed. Ask word with the pattern.
yourself: “Is this a word I’ve heard before? Does it make sense in this
2. Have students practice reading
sentence?” syllables and simple words with
Think Aloud Now I will say the word parts quickly: rebuilding. the syllable pattern. Review
previously taught syllable types.
That’s a word I have heard before. I know they were rebuilding the
homes destroyed by an earthquake. Using the word parts, I can also 3. Write more syllables and words
containing the syllables on the
figure out what the word means. Since re- means “again,” I can figure
board. For example, can and
out that rebuilding means “building again.” candle. Help students blend the
word parts and the whole words.
3 Guided Practice 4. Have students build words using
the new syllable type using Word
Students can use the decoding strategy to help them monitor
Building Cards.
accuracy in their decoding as they read words with prefixes and
5. Have students use the Decoding
suffixes in context. Guide students in using the Decoding Strategy
Strategy Chart to help them
Chart on Start Smart 5 Online PDF to read these and other words: decode longer, more complex
uncooked, rewinding, disappeared, preordered, undercooked. multisyllabic words.
Word Building Tell students that they will have an

opportunity to work with word parts to see how many words
they can form. Display the following Word-Building Cards:
un, re, ed, ing, ful, chain, block, fill, call, color. START SMART 5 Online PDF
Ask students to do the following: Name
‡ Read each syllable. Decoding Strategy Chart
Step Look for word parts (prefixes) at the beginning of
‡ Ask yourself: Does this syllable normally appear at the 1 the word.
beginning of a word, at the end, or somewhere in the middle? Step

2
‡ Then use the word parts to form words. Once you make a Step
3
real word—a word you have heard before—record it on your

have learned.
paper. See how many words you can make.

Step
4
Say the word parts fast. Adjust your pronunciation

Step as needed. Ask yourself: “Is this a word I have heard
5 before?” Then read the word in the sentence and ask:
“Does it make sense in this sentence?”
START SMART S18

S TA R T S M A R T

LESS O
IN I
M
N
10 Build Background
Mins
Go
OBJECTIVES ESSENTIAL QUESTION Digital
Come to discussions What can you discover by observing nature?
prepared, having
read or studied Write the Essential Question on the board and read it aloud. Show
required material; a picture from a textbook or magazine that shows an animal’s home.
explicitly draw on Tell students that observing is watching someone or something
that preparation by
closely. Discuss the topic of animal homes. Focus on the way that
on the topic, text, or animals use the materials in their environment, or surroundings, to Organizer
issue to probe and make their homes.
reflect on ideas under
‡ Animals find or build homes that protect them and their young.
discussion. SL.6.1a
‡ To build their homes, some animals use the materials they find in
Review the key
ideas expressed
their habitats.
and demonstrate ‡ Different kinds of animals make different kinds of homes, such as
understanding of nests, dens, and burrows.
multiple perspectives
through reflection ‡ Closely observing nature can help us discover animal homes in
and paraphrasing. our environment.
SL.6.1d
ACADEMIC
Talk About It
LANGUAGE Tell students that after they discuss the Essential Question, they will
• observing, COLLABORATE have the chance to Talk About It. In these activities, they will use
environment concept words, which are words related to the big idea of the selection,
• Cognate: observando to discuss the Essential Question in pairs or groups. They will use
the graphic organizer on the Graphic Organizer 61 Online PDF to
generate words and phrases related to the Essential Question. This is
an opportunity to introduce students to academic language including
domain-specific words or words related to the essential question of
the week.
Ask: What are some animal homes or discoveries about nature you have
made by observing your environment? Have students discuss in pairs
or groups.
‡ Distribute copies of Graphic Organizer 61 Online PDF. Model using
the graphic organizer to generate words and phrases related to
discoveries in nature. Add students’ contributions.
Have partners continue the discussion by sharing what they have
COLLABORATE learned about discoveries they can make in nature. They can complete
the organizers, generating additional related words and phrases.
S19
START SMART
Collaborative Conversations Why It Matters
Collaborative Conversations
Review the Speaking and Listening Checklists from the Teacher’s
Students must have many
Resource 97-98 Online PDF. Explain that during discussions, opportunities to engage in a variety
students should follow guidelines to make sure they are prepared of structured conversations about
to actively participate. text and topics they are learning
about. These discussions should take
Prepare for Discussions Before they come to a discussion, place in a variety of settings including
students should make sure they are prepared. Remind students to whole class, small group and partner
‡ read or study the material being discussed before coming to conversations. The discussions should
engage students in meaningful
the discussion. conversations that allow them to use
‡ use preparation and knowledge about the topic to explore their academic and domain-specific
discussion ideas. language and concepts as well as
learn more about the topic being
Ask and Answer Questions As students engage in partner, investigated.
small-group, and whole-class discussions, encourage them to ask Participation in these conversations
and answer questions. Remind them to requires specific expectations on the
‡ ask questions to clarify ideas or comments they do not part of the student as both a speaker
and a listener. Students must learn
understand. to contribute relevant and accurate
‡ wait a few seconds after asking a question, to give others a new information by staying on topic,
chance to formulate a response. respond to and develop ideas that
others have contributed and to
‡ answer questions thoughtfully with complete ideas, avoiding summarize and synthesize various
one-word answers. ideas. At times, participating in a
specific conversation requires that
Take on Discussion Roles Encourage students to take on students prepare for the discussion by
roles that will help keep the discussion on track. Assigned roles reading ahead of time or gathering
can include specific information.
‡ a questioner who asks questions in order to keep everyone

involved and keep the discussion moving.
‡ a recorder who takes notes on the important ideas being GRAPHIC ORGANIZER 61 Online PDF
discussed and who later reports to the class.
‡ a discussion monitor who keeps the group on topic and makes
sure that everyone gets a turn to talk.
Be Open to All Ideas Encourage students to share and listen
openly in their conversations. Remind students
‡ that all ideas are important and should be heard.
‡ to respect the opinions of others.
‡ to not be afraid to offer opinions, even if they are different from
others’ viewpoints.
Circulate and monitor students’ conversations. Ask students to
evaluate their conversations. Did they prepare for discussions?
Were they accepting of others’ ideas?
START SMART S20

S TA R T S M A R T
Shared Reading
Name
Deserts and People M

IN I
LESS O Informational Text:
N
“Deserts and People”
Cartoons often show deserts as huge stretches of sand, without any animals or
plants. Few deserts match this simple picture. In fact, a wide variety of plants and
animals have adapted to life in dry, desert conditions. But desert ecosystems are
fragile. People can dangerously disrupt them. 10
People: Part of the Problem
When people move into desert areas, they often cause problems for
native plants and animals. The four major deserts in the United States—the
Chihuahuan, the Sonoran, the Mojave, and the Great Basin—bear witness to
Mins
Go
Digital
this fact. Each of these deserts faces problems brought on by development and
recreational use.
The development of communities in and near desert areas requires heavy
machinery to construct buildings, roads, and utility lines. Earthmovers and
other heavy machines compact desert soil. They also destroy plants and animal
habitats. The damage can have long-lasting effects. It is difficult for water to soak
into compacted soil. As a result, rain washes away the soil. Plants have difficulty
surviving. Their roots cannot push through the hard soil to reach underground
Distribute the expository text “Deserts and People” on Start Smart 6–7
water. Without plants to anchor the soil, wind carries it away.
People who move to desert communities bring pets and nonnative plants with
them. The pets and plants compete with desert plants and animals for food and
water. Homes and businesses also put extra pressure on limited water resources.
New lawns and golf courses use underground water. As water levels drop, the
Online PDFs. Read the text with students. Discuss the organization and
sentence structure in the selection and use these elements to analyze
roots of desert plants can no longer reach the water. When the plants die, native
animals suffer because they lose important sources of food and shelter.
the text. Name
Deserts and People

fragile. People can dangerously disrupt them.

This aerial view shows new housing native plants and animals. The four major deserts in the United States—the
near a desert area. this fact. Each of these deserts faces problems brought on by development and
recreational use.
A C T
Access Complex Text

0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM
Online PDF Deserts and

People
Organization and Sentence Structure
OBJECTIVES 0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM
Analyze in detail Explain that identifying a text structure helps students know
how a key individual, what to look for as they read. Authors use a cause-and-effect text
event, or idea is structure to show how and why things happen. In “Deserts and
introduced, illustrated,
People,” the author uses causal relationships to show how people
or elaborated in a
text (e.g., through can disrupt fragile desert environments.
examples or ‡ Look at paragraph 3 on page 1. What are three effects of
anecdotes). RI.6.3
using heavy machinery to build desert communities? (Heavy
By the end of the year, machinery compacts desert soil, destroys plants, and destroys
read and comprehend animal habitats.)
literary nonfiction in
the grades 6–8 text ‡ The text says that it is difficult for water to soak into compacted
complexity band soil. What effect does this have on plants? (Plants have difficulty
proficiently, with surviving because their roots cannot push through the hard
soil to reach underground water.)
at the high end of the
range. RI.6.10 Explain that when sentences in expository text are not clear
or are very complicated, students will need to read carefully
ACADEMIC and simplify them. Read aloud the second sentence in the last
LANGUAGE paragraph under “People: Part of the Problem.” Point out that the
• complex text, sentence includes both a comparison and a causal relationship.
organization, Restate as two sentences to clarify: Off-road vehicles and heavy
sentence structure
machinery have similar effects. Both compact soil, kill animals, and
• Cognate:
organización crush plants and their roots.”
Have students read aloud the last sentence in the first paragraph
under “People: Part of the Solution.” Help them locate the cause
and effect in the complex sentence. Ask:
‡ What enables Pima County to support science-based
conservation, planned land use, and protection laws? (the
Sonoran Desert Conservation Plan)
S21
START SMART
A C T Access Complex Text Why It Matters
Differentiated Instruction
Introduce Types of Complex Text Use the Managing Small Groups How-
Tell students that this year they will encounter nonfiction To Guide, Rotation Chart, and Weekly
Contracts to set up your small group
complex texts that require them to read carefully and think
classroom routine. Remember that
deeply. They will need to read paragraph by paragraph, small groups should be flexible and
determine the meaning of unfamiliar words, and connect and dynamic. Base the groupings on
make inferences about information and ideas. You may need to student needs as assessed through
provide additional scaffolding to help students understand these daily Quick Checks and weekly or unit
Progress Monitoring Assessments.
complex nonfiction texts. Students should NOT be placed in
Purpose In narrative nonfiction, students may be unsure whether one group and remain there for
to focus on a real person’s feelings and actions or on factual an extended period of time. Some
students may need additional
information. This ACT can help clarify students’ focus. It can also support on one skill, while meeting
help students explore and make inferences about the author’s grade-level expectations on another.
purpose in an informational text when it is not clearly stated. The goal of all small group instruction
is ensuring students access to core
Genre Informational text, especially in science and social studies/ content and grade-level standards.
history, requires students to recognize text features, signal words, Set high expectations and use the
and text structure. This ACT can help students recognize specific preteach and reteach lessons to help
features in informational texts and how to use them to better students achieve this.
comprehend what they are reading. It can help them understand
how to read complex science and social studies texts.
Organization When an informational text lacks signal words or
uses more than one text structure, students may need support in
determining the organization in order to find text evidence. This
ACT supports students by pointing out text structures and how
they are used to give information.
Connection of Ideas Informational text often includes several START SMART 67 Online PDF
important ideas and details. This ACT shows students how to link
specific information together to find the essential idea. Name
Deserts and People

Sentence Structure Nonfiction texts often include longer, Cartoons often show deserts as huge stretches of sand, without any animals or
denser sentences. This ACT may show students how to interpret animals have adapted to life in dry, desert conditions. But desert ecosystems are
or break down individual sentences into less complex forms. When people move into desert areas, they often cause problems for
Specific Vocabulary Nonfiction texts may have academic recreational use.
language and domain-specific words and jargon. There may other heavy machines compact desert soil. They also destroy plants and animal
not be adequate context to infer the meanings. This ACT will surviving. Their roots cannot push through the hard soil to reach underground
support students by showing them how to use other vocabulary them. The pets and plants compete with desert plants and animals for food and
strategies, such as identifying word parts or using a dictionary. roots of desert plants can no longer reach the water. When the plants die, native
Prior Knowledge Informational texts may contain domain-

specific information that students lack prior knowledge about.
This ACT will provide background information that offers This aerial view shows new housing
support for domain-specific ideas and details in the text. near a desert area.
START SMART S22

S TA R T S M A R T
Comprehension
LESS O
IN I
Name
N
Main Idea and Text Structure
Mins
Go
Digital
recreational use.
1 Explain
Genre Tell students they will learn about informational genres,
including nonfiction narratives, such as biographies or memoirs, and Name
expository text. Point out that informational text often contains text
Deserts and People

This aerial view shows new housing
features such as headings and boldface key words and illustrations,

recreational use.
6
such as photographs and captions, maps, charts, diagrams, and time

Start Smart Copyright © The McGraw-Hill Companies, Inc.
Online PDF lines. Discuss nonfiction genres using Start Smart 3 Online PDF. Deserts and
People
OBJECTIVES As students read informational text, they will learn to identify main 0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM
Cite textual evidence ideas and key details and different kinds of text structures. Name
Genres
Type Key Characteristics Examples
Adventure
to support analysis Main Idea and Key Details The main idea is the most important Drama (Play)
Fable
Fairy Tale
of what the text says point an author makes about a topic. To find the main idea, readers
Fantasy
Folktale
Historical Fiction
Legend
explicitly as well as Myth
inferences drawn from sort the details into important and not-so-important. Then they Genre
the text. RI.6.1 decide what the key details have in common to determine the
main idea. Determining the main ideas helps students to better CR14_T6v1_STSM_BLM_118749_online.indd 3 3/21/12 3:52 PM
Determine a central
idea of a text and how understand what they read.
it is conveyed through Text Structure Explain that text structure is the organizational
particular details; pattern a writer uses to present information in nonfiction. Identifying
the text distinct from text structure can help students understand where, when, why,
personal opinions or and how key events occur. Students will learn to identify these text
judgments. RI.6.2 structures, which are often found in science and history texts:
Analyze how a ‡ Sequence The writer presents ideas, events, or the steps in a
particular sentence, process in time order. Signal words such as first, next, then, after,
paragraph, chapter, and when help readers recognize this text structure.
or section fits into the
overall structure of a ‡ Cause and Effect The writer analyzes and explains why events
text and contributes happen and tells what causes them to happen. Signal words
to the development of such as because, therefore, so, due to, and as a result can signal the
the ideas. RI.6.5
cause-and-effect text structure.
‡ Compare and Contrast The writer presents similarities or
ACADEMIC
LANGUAGE differences of two or more people, places, objects, events,
• main idea, key details, or ideas. Signal words such as however, unlike, although, like,
text structure similarly, and on the other hand can help readers recognize the
• Cognates: idea, compare-and-contrast text structure.
detalles, estructura
texto ‡ Problem and Solution The writer presents a problem and
then presents possible solutions. Tell students that in this text
structure, problems may be stated as a question.
S23
START SMART
2 Model Close Reading: Text Evidence Routine
Remind students that close reading is reading carefully and paying Notetaking on Graphic
attention to details. Citing text evidence is using evidence from Organizers
the text to support answers. When answering questions, they will be One clear, organized way to take
asked to point out exact text they used to answer the question or notes is on a graphic organizer. Taking
notes on an organizer will also help
make an inference. Students must do close reading in order to cite students determine important ideas
text evidence to identify central, or main, ideas and text structures. or key details or see how the author
Main Idea and Details Reread paragraph 3 of “Deserts and People” has organized information using a
text structure. Taking notes will also
on Start Smart 6–7 Online PDF. Ask: What is the main idea? Model help them remember what they read.
close reading and citing text evidence.
1. As students begin reading a new
Think Aloud All of these details are important. I’ll see what kind of informational text, display
they have in common. The first three sentences present details the appropriate organizer and
about how heavy machines “compact the soil” and “destroy discuss what kind of information
goes in each section.
plants and animal habitats.” The remaining sentences discuss the
consequences: It’s hard for “water to soak into compacted soil,” “rain 2. As students begin reading, model
how to take notes on the organizer.
washes away the soil,” plants can’t ”push through the hard soil to
reach underground water.” Without plants, the wind carries away 3. As students use their organizers,
give them feedback.
the soil. From these details, I think the main idea is: Developing
communities in the desert can damage the desert ecosystem. 4. Model using an informational-
text graphic organizer at least
once a week until students are
3 Guided Practice of Close Reading comfortable using them.
Genre Reread the rest of the article with students. Have them
identify details that show the article is informational text.
Reread Reread paragraph 4. Ask: What is the main idea? Cite
evidence to support your answer. (Answer: Desert plants and animals
suffer when they compete with desert communities for food and
water. Evidence: People, pets, nonnative plants “compete with START SMART 3 Online PDF
desert plants and animals for food and water.” Homes, businesses,
lawns, and golf courses use underground water and lower water Name
Genres
levels so “desert plants can no longer reach the water.” Plants die and Type Key Characteristics Examples
native animals “lose important sources of food and shelter.”) Adventure
Drama (Play)
Text Structure Use paragraph 3 to model how to identify cause Fable
Fairy Tale
and effect. Discuss how the author arranges the sentences to Fantasy
produce a causal chain that shows the effects of compacting the Folktale
Historical Fiction
soil. Have students find the causal chain in paragraph 4. Ask: What Legend
is the text structure here? Cite evidence. (Answer Cause and effect. Myth
Poetry
Evidence People, pets, nonnative plants, homes, business, lawns, Realistic Fiction
golf courses use limited water resources underground water Science Fiction
Autobiography
levels drop desert plants die because they can’t reach water Biography
Expository
desert animals lose important sources of food and water.) Narrative Nonfiction
Technical/Procedural
Write About Reading: Summarize Model how to write a summary
of paragraphs 1–4. Then have students complete the summary. Start Smart 3 Copyright © The McGraw-Hill Companies, Inc.
START SMART S24

S TA R T S M A R T
Comprehension
LESS O
IN I
Name
N
Author’s Point of View
Mins
Go
Digital
recreational use.
1 Explain
Tell students that good readers make inferences to identify the
author’s point of view and to compare and contrast two texts on the Name
same topic. Explain that focusing on these skills will help them read
Deserts and People

This aerial view shows new housing
more closely and increase their understanding.

recreational use.
0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM Explain that the author’s point of view is what the author thinks People who move to desert communities bring pets and nonnative plants with

about a topic. In sixth grade, readers will determine how an author’s People
OBJECTIVES point of view and purpose are conveyed in a text. 0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM
Determine an author’s ‡ Readers can analyze the kinds of details an author presents to
point of view or help them figure out the author’s point of view and purpose. Are
purpose in a text the details positive or negative? Biased or unbiased?
and explain how it is
conveyed in the text. ‡ Positive and negative words such as wonderful or awful can help
RI.6.6 readers determine the author’s point of view and purpose.
Trace and evaluate the ‡ Evaluating an author’s arguments and specific claims by
argument and specific distinguishing claims that are supported by reasons and
claims in a text,
evidence from claims that are not may help determine whether
distinguishing claims
that are supported by the author is biased or unbiased in his or her point of view.
reasons and evidence Make Inferences When the author does not directly state where
from claims that are
he or she stands on a topic, readers must use text clues to determine
not. RI.6.8
the author’s point of view. Explain that the details an author
Compare and includes can help readers infer the point of view.
contrast one author’s
presentation of events Compare Across Texts Good readers connect what they read in
with that of another informational texts to related texts they have read. Explain that in
(e.g., a memoir written weeks where the reading focus is on informational text, students
by and a biography
may compare and contrast one author’s presentation of events with
on the same person).
RI.6.9 that of another in two texts related to the same topic.
2 Model Close Reading: Text Evidence

ACADEMIC
LANGUAGE Author’s Point of View Reread paragraph 2. Tell students to focus
• author’s point of view,
on the author’s point of view. Model using text evidence to infer the
compare
author’s point of view about desert development.
• Cognates: punta de
vista, comparar Think Aloud The author says that each of the deserts “faces
problems brought on by development and recreational use.” Face
problems are negative words. They help me infer that the author
views some aspects of development as harmful.
S25
START SMART
3 Guided Practice for Close Reading
Reread Reread “People: Part of the Problem” with students. Ask:
What is the author’s point of view about development? Is it biased or
unbiased? Cite the author’s claims as evidence, distinguishing between
those that are supported by reasons and those that are not. (Answer
The author thinks some aspects of development harm native plants
and animals. Based on the amount of supported evidence, the
author does not seem to be unfairly biased. Evidence Supported
claims: the compacting of desert soil has “long lasting effects” (soil
washes and blows away; roots can’t reach underground water);
native plants and animals are hurt when they must “compete” with
communities for “limited water resources” (water levels drop, plants
die from lack of water, animals lose food and shelter); off-road
vehicles cause similar problems (compact soil, kill animals, and crush
plants and their roots). Unsupported claim: “It can take a very long
time for recreational areas to recover.”)
Compare Across Texts Explain that the topic of “Deserts

and People” is the effects of development on the desert
ecosystem. Have students look for a book or science article
about desert development. Read a few sections together and
explain that you will make inferences to compare and contrast
information in the two texts. Discuss the two texts.
Think Aloud This week we read two informational texts
about the effects of development on desert ecosystems.
To understand more about the effects of development on
ecosystems, I can infer how the two texts are alike and different.
The texts are alike because both deal with how development
negatively affects native plants and animals. They differ in what
causes the damage and how it affects the plants and animals.
By comparing details, I can infer how the problems—and the
authors’ views—are alike and different.
Ask Would a newspaper or magazine reporter hold views similar
to the author of “Deserts and People”? Research a newspaper or
magazine article about desert communities that may contain
photographs of the community. Compare what the author of
the article has to say with the comments made by the author
of “Deserts and People.” What can you infer from the two texts
about points of view on desert development? Cite text evidence to
support your answer.
START SMART S26

S TA R T S M A R T
Vocabulary Strategy
LESS O
IN I
Name
N
Using a Dictionary or Glossary
Mins
Go
Digital
recreational use.
1 Explain
Tell students the following:
‡ A dictionary, or a glossary in a nonfiction book, lists words in Name
Deserts and People
alphabetical order. Dictionaries and glossaries may be found


near a desert area.
online as well as in print.

recreational use.
0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6
Online PDF
3/27/12 9:38 AM
‡ The entry words show the spelling and syllables. Deserts and
People
‡ The guide words show the first and last words on the page.
OBJECTIVES Words on the page come between the guide words alphabetically. 0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM
Use common, grade-

Name
Dictionary Entry
appropriate Greek
‡ The pronunciation of each word is shown in parentheses. Guide words
Entry word
each • eagle
each Every one of two or more
things or persons thought of
each child? Adjective.
• Every one in a group: Each of
eager Wanting very much to do
Syn. anxious
eagle A large, powerful bird
us had a turn at bat. Pronoun. that hunts small animals and
cost a quarter each. Adverb. and strong claws. ea•gle (ē´gəl)
The part of speech is shown after the pronunciation.

each (ēch) adjective: pronoun; noun, plural eagles.
or Latin affixes and ‡

adverb.
Pronunciation guide Part of speech Definition
Thesaurus Entry
roots as clues to Guide words look/new noisy full of sounds often
the meaning of a ‡ The word’s origin, such as the language it comes from, is shown. Dictionary
word (e.g., audience, ‡ Syllabication separates syllables by bullets and shows how
auditory, audible). many syllables a word has. CR14_T6v1_STSM_BLM_118749_online.indd 4 3/21/12 3:52 PM
L.6.4b
‡ You use a dictionary or textbook glossary to look up an
Consult reference
unfamiliar word. You can also use a dictionary to confirm a word’s
materials (e.g.,
dictionaries, glossaries, meaning to make sure you are using it correctly.
thesauruses), both
print and digital, to 2 Model
find the pronunciation
of a word or determine Use the Dictionary entry on Start Smart 4 Online PDF. Model using
or clarify its precise a dictionary, including the pronunciation key. Explain how to look
meaning or its part of
up a word’s meaning and choose the right definition, making sure
speech. L.6.4c
it fits the context of the sentence. The first entry for a word may not
Verify the preliminary be the one students are looking for. They should read all the entries.
determination of the
Display: She will pitch the tent at the campsite before it gets dark.
meaning of a word
or phrase (e.g., by Think Aloud I know that pitch can mean “throw a ball.” That doesn’t
checking the inferred make sense in this sentence. In a dictionary, I see that pitch also
meaning in context
means “set up firmly in the ground.” That meaning makes sense. You
or in a dictionary).
L.6.4d have to set up a tent by putting the tent poles firmly in the ground.
ACADEMIC
3 Guided Practice
LANGUAGE Point out the word utility in the third paragraph of “Deserts and
• prefix, suffix
People” on Start Smart 6–7 Online PDF. Have partners find the
• Cognates: prefijo,
relevant meaning, part of speech, and pronunciation of utility in a
sufijo
dictionary and tell how they decided which meaning was correct.
S27
START SMART
Routine
Unfamiliar Word Routine
IN I
LESS O Students should use vocabulary
M
N
strategies flexibly and in tandem.

10
Mins
Morphology Suggest the following routine
for when students encounter an
unfamiliar word.
1 Explain 1. First, look for familiar parts within
Prefix Tell students that a prefix is a word part that is added to the the word. Does the word contain
beginning of a word and changes its meaning. The word to which a a prefix, suffix, or root that you
already know?
prefix is added is called the root word or base word. Students can
use the meaning of prefixes to determine the meaning of whole 2. Next, look at the surrounding
sentences for context clues. Are
words. This is called the word-part clue strategy. Common Latin and there other words nearby that help
Greek prefixes include -auto, -dis, -geo, -non, -re, and -sub. explain or describe the word or
Suffix Tell students that a suffix is a word part that is added to the give examples?
end of a word, changing the root’s meaning and often, its part of 3. Finally, decide how important
speech. Common Greek and Latin suffixes include -able, -ible, -ism, the word is for understanding
the selection. If the word seems
-ity, -logy, ment, -ous, -tion, and -y. important, use a dictionary. If it
Roots Tell students that about 60 percent of English words are of does not seem important, keep
Greek or Latin origin. That is, they come from the Greek and Latin reading.
languages. Words with Greek roots are common in science and Caution students to be careful when
social studies textbooks. Words with Latin roots are common in using context clues. Often no helpful
clues appear near a word. Sometimes,
literature. By learning the meanings of common roots, students even the surrounding words can give
have access to many words. For example, by knowing that aud misleading clues.
means “hearing,” students can use this knowledge to figure out the
meanings of words such as audience, auditory, and audible.
2 Model START SMART 4 Online PDF

Write the root eco and the suffix -logy on the board. Pronounce both
Name
word parts. Explain that eco means “environment” and -logy means Dictionary Entry
“study or science,” so the word ecology means “the science or study Guide words
Entry word
each • eagle
each Every one of two or more eager Wanting very much to do
of the environment.” things or persons thought of
each child? Adjective.
Syn. anxious
• Every one in a group: Each of eagle A large, powerful bird
us had a turn at bat. Pronoun. that hunts small animals and
cost a quarter each. Adverb.
3 Guided Practice
and strong claws. ea•gle (ē´gəl)
each (ēch) adjective: pronoun; noun, plural eagles.
adverb.
Pronunciation guide Part of speech Definition
Write the following roots and suffixes with their definitions on the
Thesaurus Entry
board: serv: “save or keep something safe,” struct: “build,” -ment: Guide words look/new noisy full of sounds, often
look v. to see with one’s eyes.
“act of,” -tion: “state of.” Then write the following words on the Entry word
Look at what I found.
glance to look quickly. The spy
unpleasant. Their apartment
is located above a noisy street.
antonyms: See quiet.
board: conservation, conserving, construction, development. Guide Synonyms

glanced over his shoulder.
peer to look closely. We peered
through the window of the shop.
M
make v. to bring into being.
stare to look at for a long time
students to identify the root and/or suffix in each word. Then use the with eyes wide open. Mac stared
at me as though I were crazy.
every day.
build to create by putting
Cross-reference See also see. together pieces. They build
meanings to define the whole word. Have students use a dictionary loud adj. having a strong sound.
The band was playing loud
birdhouses in shop class.
music.
to confirm their definitions. Antonyms Part of speech
START SMART S28

S TA R T S M A R T
Phonics/Word Study
LESS O
IN I
M
N
20 Six Syllable Types
Mins
Go
Use combined
knowledge of Students will work with the six syllable types this year. Knowing
all letter-sound these syllable types will help them read long, unfamiliar words. Name
correspondences, Display the name of each syllable type and examples for students Step
1
Decoding Strategy Chart

the word.
syllabication patterns, Step
to record in their writer’s notebooks.

2

Step
and morphology
3
have learned.
Step
4
(e.g., roots and 1. CLOSED These syllables end in a consonant. The vowel sound
Decoding
affixes) to read is generally short. The vowel is enclosed (or closed in) by the
accurately unfamiliar
multisyllabic words
consonants. (rab/bit, nap/kin) CR14_T6v1_STSM_BLM_118749_online.indd 5 3/21/12 3:52 PM
in context and out of 2. OPEN These syllables end in a vowel. The vowel sound is
context. RF.5.3a generally long. The vowel is open and free to say its name. (ti/ger,
pi/lot)
ACADEMIC 3. FINAL STABLE Usually when le or ion appears at the end of a
LANGUAGE
• syllables
word and a consonant comes before it, the consonant + le or +
• Cognate: silabas
ion form the final stable syllable. (ta/ble, lit/tle, ac/tion, ten/sion)
4. VOWEL TEAM Many vowel sounds are spelled with vowel
digraphs, or teams, such as ai, ay, ee, ea, oa, ow, oo, oy, oi, ie, and
ei. The vowel teams must stay together and appear in the same
syllable. (ex/plain/ing, team/mate)
5. r-CONTROLLED When a vowel is followed by the letter r, the
vowel and the r must appear in the same syllable. Therefore, they
act as a team that cannot be broken up. (tur/tle, mar/ket)
6. FINAL (SILENT) e (VCe) When a word has a vowel-consonant-e
spelling pattern, the vowel and the final silent e must stay in the
same syllable. (com/pete, de/cide)
2 Model/Guided Practice
Write these syllables on the board: pub, ble, pro, cade, ver, mar, ount,
tle, vise, aim, cab, ite, co, ate, ple, ma, eed, irt, ran, mid, cle, tion, ta, ide,
den, gle, ore, oach, sion, ba, oon. Draw a Syllable Sort Chart. Model
how to sort each kind of syllable, writing it on the chart under the
correct heading. Help students sort the remaining syllables.
closed open consonant + le vowel team r-controlled final e
S29
START SMART
Decoding Words Why It Matters
Review the Decoding Strategy Chart on Start Smart 5 Online PDF. Syllable Types
Write these word lists on the board. These lists contain real and As students read increasingly
nonsense words. Use word lists to assess students’ decoding abilities. complex texts, they will encounter
To give students practice reading the words in context, write sentences many multisyllabic words. To decode
using real words for the six syllable types from the word lists below. multisyllabic words, students must
be able to divide the words into
recognizable chunks. There are six
syllable patterns that comprise most
Word Lists
of the syllables in English words.
List 1: (real) tab, peg, give, gob, hub, fuss, cell, puff, fizz, hog Providing instruction and ample
(nonsense) gat, ved, hib, mog, lun, quat, lem, fid, mog, sug practice in dividing words into
syllables will help students decode
List 2: (real) clamp, wreck, chick, brisk, stomp, help, shrub, think, longer, unfamiliar words. Students
when, grand (nonsense) shuzz, chend, stiss, threg, phum, whep, can use this strategy as needed to
flod, belp, slamp, crint help them to read more complex text.
List 3: (real) space, preach, dries, boast, train, spray, knight,

squeeze, ply, whole (nonsense) sote, feam, boap, glay, cright,
deest, sny, flain, shabe, pabe
List 4: (real) flair, shook, scorch, term, vault, quirk, churn, barge,
halt, broil (nonsense) boit, stoud, plar, loy, mern, noof, gurst,
torth, blirch, stook
List 5: (real) absent, bonus, reptile, exclaim, poodle, pumpkin,
mutate, compete, appoint, scribble (nonsense) rigfap, churnit,
bapnate, deatloid, foutnay, moku, wolide, lobam, nagbo, flizzle
Link to Spelling
Dictation Dictate the words for students to spell: smell, queen, running,
START SMART 5 Online PDF
babies, pair, pear, trick, shrub, blaze, grain, cheat, flight, throat, germ, fault,
pork, point, mouth, bloom, problem, frozen, crisis, deleted, stampede, Name
complaining, unclear, formal, border, gentle, bridle, puzzle, contraction. Decoding Strategy Chart
Provide context sentences for the homophones pear and pair. Step
1
the word.
‡ Pronounce one word at a time. Have students clearly say the word. Step
2
Then repeat the word and use it in a sentence. Prompt students to In the base word, look for familiar spelling patterns.
write one syllable at a time for multisyllabic words.

Step
3
have learned.
‡ After dictation is completed, write the words on the board. Ask Step
4
students to proofread their spellings and correct any errors by Step

Say the word parts fast. Adjust your pronunciation
as needed. Ask yourself: “Is this a word I have heard
writing the correct spelling beside the incorrect spelling. Analyze 5 before?” Then read the word in the sentence and ask:
“Does it make sense in this sentence?”
each student’s spelling errors. Tell students as they learn to spell

words this year, they will use spelling patterns, word families, syllable
patterns, ending rules, and word parts to help them spell words
correctly.
START SMART S30

S TA R T S M A R T
Reading Every Day

LESS O
IN I
Name
N
Fluency
10
Go
nap nearby.
me want to sing.”
Digital
with a snarl.
Establish Yearly Goals
Tell students that fluency involves three key aspects of reading: rate,
accuracy, and expression. Explain the following:
Name
‡ Rate We need to read at a rate appropriate for the level of text

nap nearby.
difficulty. In Grade 6, the goal by the end of the year is to read 140-
me want to sing.”
1
160 words correct per minute (WCPM). Explain to students that you
Start Smart Copyright © The McGraw-Hill Companies, Inc. with a snarl.
Online PDF will be testing them on their rate throughout the year to meet this The Cricket
and the
goal. Rereading texts is one way they will increase their rate. Jaguar
Read with sufficient ‡ Accuracy Correctly identifying words is key to fluent reading.
accuracy and Phonics and word study work will help students read harder words. Name
ing un
Syllable Speed Drill
ture dis com
fluency to support They will also use the Syllable Speed Drill on Start Smart 8 Online ver
im ter
ble
ment
tion
er
num
der
re
comprehension. PDF to help them become automatic at reading words with more
est
bout
ple
per
de
tle
ex
pro
en
dif
Read on-level text

f f l f l i
with purpose and

complex spelling patterns or words that have irregular spellings. Fluency
understanding ‡ Expression Fluent readers read with proper phrasing and
RF.5.4a intonation, or prosody. They read dialogue correctly, speed up when CR14_T6v1_STSM_BLM_118749_online.indd 8 3/21/12 3:52 PM
Read on-level prose the story’s action gets exciting, and slow down on difficult parts of
and poetry orally with text. This means that the reader is decoding and comprehending the
accuracy, appropriate text at the same time—the hallmark of a skilled, fluent reader.
rate, and expression
on successive
readings. RF.5.4b Daily Fluency
Use context to Students will practice fluency daily through echo reading (repeating
confirm or self-correct a sentence after you) and choral reading (reading along with you).
word recognition Resources for daily practice include:
and understanding,
rereading as ‡ fluency Workstation Activity Cards.
necessary. RF.5.4c ‡ weekly comprehension/fluency passages in Your Turn Practice Book.
‡ weekly differentiated passages on Approaching and Beyond Level
ACADEMIC Reproducibles.
LANGUAGE
• rate, accuracy, ‡ Leveled Readers.
expression ‡ Reader’s Theater plays for each unit, available online. Students will
• Cognates: ritmo, practice fluency daily when they are working on their small group
expresión
Activity Cards and when they practice the Reader’s Theater play.
Display the first two paragraphs of Start Smart 1 Online PDF. Model
reading the paragraphs fluently for students. Then reread the passage
a sentence at a time and have students echo read. Provide constructive
feedback.
S31
START SMART
Routine
Fluency Practice
IN I
LESS O Each day students will practice
M
N
fluency.
20
Mins
Independent Reading 1. Model reading the week’s fluency
passage at the beginning of the
Daily Sustained Silent Reading week.
Students should read independently from text they self-select for 2. Pair a more fluent reader with a
slightly less fluent one.
information and for enjoyment. Independent reading is based on the
principle that if students read more, their reading skills will improve and 3. Provide text to partners. They
should take turns reading the
their enjoyment will increase. Students can read independently during passage to each other.
sustained silent reading time, as well as during Small Group when they
4. After each turn, encourage them
do reading activities using their Workstation Activity Cards. to discuss the speed with which
Sustained silent reading should last from 15 minutes to 30 minutes, the reader read the passage, the
depending on the grade level. During this time, students can read phrasing, the expression. Partners
should provide constructive
material that interests them at their own reading level. Set aside a block feedback. Have students repeat the
of time each day. reading several times.
Selecting a Book Some students may need to learn how to select a 5. At the week’s end, have partners
book. take turns doing a timed read
for a minute. One partner marks
‡ Make a suggestion based upon a student’s special interest. miscues and the last word read.
‡ If a student shows interest in an author, genre, or topic from the Then students can count miscues
and total number of words.
selections read that week, recommend a title from the online Unit
Encourage them to reread and try
Bibliography. for a better score.
‡ Begin a book-sharing session in the classroom. Set aside a few minutes
each week for a class discussion on books that the students have read.
Setting Up a Reading Log To help monitor students’ independent
reading, have them create a reading log, or response journal, where START SMART 8 Online PDF
they record reactions and feelings about what they are reading. As Name
you review the logs, you may want to write specific prompts to guide Syllable Speed Drill
students, such as, How does the story make you feel? What information ing un ture dis com
is new to you? What information is confusing? What new words did you im ter ment er der
learn? Are you enjoying what you read? Why or why not? ver ble tion num re
Literature Circles When groups of students are reading the same est ple de ex en
book, they can come together and discuss what they have read so far bout per tle pro dif
in a Literature Circle. Reading might include leveled readers, classroom fore fa el ful pic
library books, or books students choose themselves. Once groups are

por tween hap nev ness
formed and a book is chosen, students can work together to plan how
non mis ly ic less
they will read the book: How long will it take? How many pages will be
read each day/week? Encourage everyone to participate. Assign roles lect heav sub rep semi
that rotate each week including facilitator, one who reads, and recorder ma mid tend pre cial
of comments. Literature circles should end with a few minutes for

students to record their thoughts in their reading logs. Start Smart 8 Copyright © The McGraw-Hill Companies, Inc.
START SMART S32

S TA R T S M A R T
Writing Every Day

LESS O
IN I
Name
N
Writing Traits: Ideas
Mins
Go
Digital
recreational use.
Details
Tell students that you will help them apply the six traits that underlie
effective writing: Ideas, Organization, Word Choice, Voice, Sentence
Fluency, and Conventions, and guide them in how to present their

Name
Deserts and People

writing. Explain that one writing habit they will be using is analyzing
recreational use.
both expert writing models from the literature they read and student
models showing revisions. Together you will focus on one writing trait

People
each week, and they will revise short pieces of writing using the trait.
OBJECTIVES
Expert Model Reread the first two paragraphs of “Deserts and People” 0000_0000_CR14_T6v1_STSM_BLM_118749_online.indd 6 3/27/12 9:38 AM
Produce clear
and coherent
on Start Smart 6 Online PDF. Point out that the paragraphs offer an
writing in which excellent example of the writing trait Ideas and the skill Details. Discuss
the development, how the author develops ideas by using details to
organization, and
style are appropriate
‡ give more information about the main topic, desert ecosystems.
to task, purpose, and ‡ give examples and facts that support and explain the ideas.
audience. W.6.4
Draft Have students write a short paragraph about an object they see
Write routinely over in the classroom. They should include descriptive details.
extended time frames
(time for research, Revise Tell students that another writing habit they will be using is
reflection, and carefully rereading and revising their work. This will help them check for
revision) and shorter errors and strengthen their writing based on feedback.
time frames (a single
sitting or a day or Have partners read the descriptive paragraphs they wrote. Have them
two) for a range of discuss revisions that would make each piece of writing stronger. For
discipline-specific example, are there more sensory details they can add?
tasks, purposes, and
audiences. W.6.10
Set Up Writer’s Notebook
Tell students they will be writing every day in writer’s notebooks. These
ACADEMIC
LANGUAGE notebooks will be used for the following activities:
• writing traits, ideas, ‡ Students will be writing to a prompt every week. They will check
details, topic, rubric their writing during Independent Time and make revisions. During
• Cognates: ideas, conferences, you will analyze their writing to see if any additional
detalles, tema
errors were made that they didn’t correct or notice. This is a way you
will help them become better writers and individualize instruction.
‡ Students will use their notebooks to complete revision assignments
based on writing needs.
‡ Students will also use their notebooks to write their responses to
reading to develop a deeper understanding.
S33
START SMART
Have students write their name on the front of their writer’s notebook. Why It Matters
Remind them to write the date at the beginning of each new piece.
Grammar and Writing
Then have students turn to the back of their writer’s notebooks. Have
Grammar instruction is most effective
them write these headings on separate pages: synonyms, antonyms, when it is integrated into writing
idioms, prefixes, suffixes, multiple-meaning words, related words, syllable instruction. Rather than providing
types. Students will use these pages to record words they learn for isolated exercises in which students
each heading. memorize parts of speech or label
parts of a sentence, grammar
instruction should focus on how
language functions in writing and
speaking. The point of learning
ing
Writcess grammar is to help students express
Pro their ideas. As students learn to write,
they need to be able to use grammar
Focus on Genre Writing nimbly to communicate in a variety of
Explain that over the course of each unit students will develop one print and digital formats.
or two longer pieces of writing related to a specific genre: Incorporate grammar instruction as
students write short informal pieces
‡ narrative text and when they do formal genre
‡ informative text writing. After students write a draft,
analyze the piece together and look
‡ argument for common grammatical errors. As
As they write, students will apply what they learned in their weekly students become more confident
lessons on writing traits. Because good writers continually revise with their grammar skills, they can
analyze their writing independently.
their work, students will have various opportunities to improve their
longer pieces through revision. Students will regularly conference
with peers and the teacher to gain feedback. These conferences will
always involve three steps:
‡ talking about the strengths of the writing
‡ focusing on how the writer uses the targeted writing traits
‡ making concrete suggestions for revisions
Emphasize the importance of revision. You will guide students
to reread and revise their longer pieces, repeatedly, focusing on
different writing traits. For example, they may revise their writing
first to clarify the organization, next to add details to support
their ideas, then exercise word choice by replacing vague words
with vivid, specific words and incorporate opinions through voice.
They may revise again to improve their sentence fluency by using
different types of sentences. They may reread their work a final time
to check for grammar and spelling conventions and correct any
remaining errors they find.
Tell students that they will also be using rubrics as they write and
revise this year. You will give them rubrics before they begin writing
to help them understand what they need to do to create a good
piece of writing.
START SMART S34

S TA R T S M A R T
Wrap Up the Week

Integrate Ideas
RESEARCH AND INQUIRY Go
OBJECTIVES Create a T-Chart COLLABORATE
Digital
Conduct short Explain that students will work in pairs or groups to complete a short
research projects
to answer a research project that compares the environmental challenges that two
question, drawing of the four deserts mentioned in “Deserts and People” face because of
on several sources development or recreational use. They will use their research to create
and refocusing a T-chart comparing the problems. Discuss the following steps:
the inquiry when Collaborate
appropriate. W.6.7
1 Choose a Topic Have students reflect on the information they
Review the key learned about the effects of development on desert ecosystems
ideas expressed
and demonstrate
by reading “Deserts and People.” Then have each group select
understanding of two deserts to research.
through reflection 2 Find Resources Review how to locate and use reliable print
and paraphrasing.
and online resources. Students should verify all facts in multiple
SL.6.1d
sources. Encourage students to use text features, such as the table
Compare and of contents, chapter titles, headings, captions, guide words, bold
contrast one author’s
face terms, glossaries, and indexes, to find information.
presentation of events
with that of another
(e.g., a memoir written 3 Guided Practice Have students use notecards to take notes on
by and a biography their selected deserts. The notecards should include the authors’
on the same person). facts about the types of human development or recreational
RI.6.9
activities that exist in the desert, what damage or problems
these activities have caused for native plants and animals, and
ACADEMIC what steps have been or are being taken to solve the ecological
LANGUAGE
• research, resources,
problems and/or protect against future damage.
compare, presentation
• Cognates: 4 Create the Project: T-Chart Have students use their research
recursos, comparer, to create a T-chart that compares the ecological situation in the
presentación two deserts. The chart should clearly compare the causes, effects,
and steps toward solutions.
Present the T-Chart

Have pairs or groups present their charts to the class. Have
students use Presenting Checklist 1 Online PDF to evaluate their
presentations. Afterward have groups post their charts to the Shared
Research Board.
S35
START SMART
Why It Matters
TEXT CONNECTIONS Writing About Reading
Text to Text COLLABORATE Writing about texts is an important
way in which students will be
At the end of each week students will have the opportunity to gain
asked to explore and develop deep
a deeper understanding of the texts they have read by analyzing comprehension of text. Students will
information while comparing different texts. be provided many opportunities to
write to:
Cite Evidence Explain that students will work together discussing
what they have learned about the weekly theme using the texts they • summarize central ideas/themes and
the key supporting details and ideas;
have read. In groups, they will use their notes to record and compare
• analyze how the author develops
information about the essential question on Foldables®.
ideas or provides information in a
Model Comparing Information Both “The Cricket and the Jaguar” text;
and “Deserts and People” describe how problems are solved by • reflect on various aspects of a text,
working together. The insects work together to defeat the animals. for example the point of view of a
text;
The leadership of Pima County works together through the county’s
• support or defend a claim or
Sonoran Desert Conservation Plan. I will place this information under
argument about a text, citing text
Alike. Under Different, I can write that the folktale’s insects work evidence;
together to help Cricket, but the leadership of Pima Country works • research topics by gathering and
together to plan development in the community. synthesizing evidence from text and
other sources.
Have students state what they have discovered on the third panel.
Present Information Ask groups to present their findings and
compare information on the charts that is similar and different.
Ana
Analytical
WRITE ABOUT READING Writing
W
COLLABORATE
Each week students will write a short analysis or opinion on how the
author used the key skills they have been applying to bring meaning
to the text. Below is an example using “The Cricket and the Jaguar.” Three panel
Write an Analysis
Cite Evidence Using text evidence, students will analyze how the
author uses character and plot. Ask how and why questions.
‡ Why and how did the author make each character different?
‡ How does the author use events to move the plot toward the
conclusion that supports the message the story conveys?
Point out that good explanatory writing has a strong concluding
statement and uses action verbs correctly.
Present Your Ideas Ask partners to share their paragraphs and
discuss the evidence they cited from the text to support their ideas.
START SMART S36

ASSESSMENT
Placement and Diagnostic Assessment
Grades K-6
Observe students throughout the Start Smart instruction as they
complete assignments, respond orally in class, and read aloud. Take
note of individual students’ skill needs.
Placement Fluency Benchmark Assess each student’s fluency level. This test will
show which students are below grade level, on level, and above grade
and Diagnostic
level based on national fluency norms.
Assessment
For students below level, use the Placement Decisions chart in the
Placement and Diagnostic Assessment to determine which tests
need to be administered to figure out each student’s specific skill
needs. The results of these tests will assist you in determining which
PDFs Online
li students need intervention and help you provide appropriate small
group lessons to fill in skill gaps and get all struggling readers on level.
DIAGNOSTIC ASSESSMENT INCLUDES . . .

‡ Foundational Skills Assessments
• Basic Assessments (determine lower-level skill deficiencies, when
applicable; include phonemic awareness, Sight Word Fluency/high-
frequency words, and alphabet recognition using Letter Naming
Fluency)
• Phonics Survey (determine decoding abilities and skill
deficiencies; developed by program author Jan Hasbrouck)
‡ Fluency Passages (determine Oral Reading Fluency Rate, Oral
Reading Accuracy, and Prosody level; WCPM scores correlated to
national norms developed by program author Jan Hasbrouck)
‡ Leveled Passages (determine reading level and comprehension
abilities)
‡ Vocabulary (determine speaking and reading vocabulary
proficiency)
‡ Inventory of Developmental Spelling (determine encoding
abilities; developed by program author Donald Bear)
Go
Digital
S37
START SMART
Diagnose and Prescribe
Use the results of the Placement and Diagnostic Assessments to
provide appropriate Small Group instruction in Unit 1. Focus on
rebuilding lower-level skills needed to accelerate students’ progress.
TESTED SKILLS
T If … Then …
FLUENCY Students’ WCPM scores Assess comprehension abilities using the Leveled
Oral Reading Fluency are below the 50th Passages and decoding abilities using the
Passages percentile . . . Phonics Survey.
COMPREHENSION Students score below Consider students’ reading levels when providing
Leveled Passages 80% on the passages . . . preteach and reteach lessons to support students
while reading the Core selections.
PHONICS Students score below Assess basic skills, such as letter names and
Phonics Tasks 80% on a skill subset sounds, featured in tasks correlated to lower
that correlates to their grade levels to identify issues in phonics skills
grade level . . . development.
VOCABULARY Students’ results are Provide direct instruction in specific vocabulary

Verbal Language Scales below grade level . . . necessary for school success, and test fluency and
phonemic awareness ability to identify lack of
underlying skills.
SPELLING Students are below Provide practice in the spelling patterns in which
Inventory of Developmental grade level . . . students are struggling.
Spelling
WRITING Students are below Focus modeling and conferencing revision

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

TIER
3 WonderWorks Intervention Program
START SMART S38

UNIT 1
RESEARCH AND INQUIRY WRITING
Weekly Projects Each week students will Ana
Analytical W
Write About Reading Each week, as students
W
Writing
produce a project related to the Essential r
read and reread for close reading of text, students
Question. They will then develop one of these will take notes, cite evidence to support their
projects more fully for the Week 6 Unit Project. ideas and opinions, write summaries of text, or
Through their research, students will focus their develop character sketches.
attention on:
‡ working in teams. Writing Every Day: Focus on Writing Traits
‡ gathering information from multiple print and Each week, students will focus on a writing trait.
digital sources. After analyzing an expert and a student model,
students will draft and revise shorter writing
‡ developing a research plan. entries in their writer’s notebook, applying the
Shared Research Board You may want to trait to their writing.
develop a Shared Research board. Students can
post questions, ideas, and information that they Writing Process:
research about the unit theme. Students can Focus on Narrative Writing
publish their blogs or multimedia projects online. Over the course of the unit, students will develop
one or two longer narrative texts. They will work
WEEKLY PROJECTS through the various stages of the writing process,
Students work in pairs or small groups. allowing them time to continue revising their
Week 1 Create a Presentation, T28 writing and conferencing with peers and teacher.
Week 2 Create a Presentation, T92
Week 3 Make a Venn Diagram, T156 WEEKLY WRITING TRAITS
Week 4 Write a Description, T220 Week 1 Organization: Strong Openings, T30
Week 5 Make a Chart, T284 Week 2 Word Choice: Strong Words, T94
Week 3 Ideas: Focus on a Topic, T158
WEEK 6 UNIT PROJECT
Students work in small groups to complete and Week 4 Voice: Style and Tone, T222
present one of the following projects. Week 5 Sentence Fluency: Transitions, T286
‡ Blog About How an Invention Impacted a Life
GENRE WRITING: NARRATIVE WRITING
‡ Propaganda Poster
Choose one or complete both 2–3 week writing
‡ Multimedia Presentation process lessons over the course of the unit.
‡ Natural Force Presentation Autobiographical Sketch: T344–T349
‡ News Article Personal Narrative: T350–T355
COLLABORATE WRITER’S WORKSPACE

Go Post student questions Go Ask students to work
Digital and monitor student online
discussions. Create a
Digital through their genre writing
using the online tools for
Shared Research B oard. support.
Go Digital! www.connected.mcgraw-hill.com
WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL
Vocabulary Close Reading of Complex Text

consolation Shared Read “Cow Music,” 22–29
glimmer Genre Realistic Fiction
Lexile 770L
heinous
indispensable
Minilessons Tested Skills
perception
phobic Comprehension Strategy ..................... Visualize, T18–T19
sarcastic Comprehension Skill .............................. Character, Setting, Plot: Compare and

Contrast, T20–T21
threshold
Genre ............................................................. Realistic Fiction, T22–T23
Vocabulary Strategy ............................... Context Clues, T24–T25
Writing Traits .............................................. Organization, T30–T31
Go Grammar Handbook............................... Sentence Types, T34–T35

Digital
T2 UNIT 1 WEEK 1
"Sherlock Holmes and the Adventure of the Blue Gem" by Murray Shaw and M.J. Cosson and illustrated by Sophie Rohrbach. Text copyright © 2011 by Murray Shaw. Ilustrations copyright © 2011 by Lerner Publishing Group, Inc. Reprinted with the permission
of Graphic Universe ™, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc. Permission to Lerner
Publishing Group, Inc., to use the characters by Sir Arthur Conan Doyle granted by Dame Jean Conan Doyle.
Novel Mystery
Lexile GN660L
Genre Graphic
of the Blue Gem
Sherlock Holmes
and the Adventure
new perspectives?
Essential Question
PERSPECTIVES
How do new experiences offer
Lexile 820L
Lexile 710L
Classroom Library
APPROACHING
Genre Realistic Fiction
Complex Text
Little Blog on the Prairie, 10–23

APPLY WITHAPPLY
ON LEVEL
Lexile 790L
READ
PAIRED
Yu the Great:
Terrible Flood
Novel Legend
Lexile GN690L
Genre Graphic
Conquering the
Lexile 950L
BEYOND
Differentiated Text
Lexile 900L
Leveled Readers Include Paired Reads
Genre Personal Narrative
ELL
WEEK 1
CLOSE READING
“The Writing on the Wall,” 26–29
Lexile 550L
WEEKLY OVERVIEW
T3
"Yu the Great: Conquering the Flood," by Paul D. Storrie and illustrated by Sandy Carruthers. Copyright © 2007 by
Lerner Publishing Group, Inc. Reprinted with the permission of Graphic Universe ™, a division of Lerner Publishing
Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner whatsoever
without the prior written permission of Lerner Publishing Group, Inc.
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Close Reading Close Reading
Perspectives “Cow Music” Little Blog on the Prairie
Minilessons “The Writing on the Wall”
Visualize; Character, Setting, Plot; Genre • Realistic Fiction
Realistic Fiction; Sentence Clues;

Literature
Writing Traits Anthology
10–29
by Cathleen Davitt Bell
illustrated by Craig Orback
Reading/Writing Essential Question

How do new experiences offer new
perspectives?
Farewell to Me
I crammed one last box into the
back seat and slammed the car door. It
felt as if I were slamming the door on
my whole life. At first, I was thrilled
Laughing, Leo said, “Hey, you find
something to rhyme with Celia!”
“You guys are utterly
indispensable!” I blurted out. “How
will I live without you?”
Workshop Read how an experience at a unique
summer camp gives a teenage girl a
whole new perspective on her life.
Go Digital!
22–31
when Mom told me she’d gotten a “Ever hear of texting?” asked
fantastic new job as a veterinarian at Hana, punctuating her question
an animal hospital. Then, because she with a loud trumpet honk. I jumped
always saves the bad news for last, into the car fast so no one could see
she told me the really heinous part. me tear up. As Mom pulled away, I
The hospital wasn’t in our city; it was waved goodbye to my friends, my 10
miles away in the middle of nowhere. neighborhood, and my life.
And I’m definitely not a country girl. We rode a while in silence, and I
I slouched against the car, taking wedged my violin case beneath my
18–19 a last look at our building. To most legs for comfort. Leo, Hana, and I had 010_023_CR14_SA6_U1W1_SEL_187126.indd 10 10/27/11 8:54 AM
people, it probably just looks like any been writing songs for our band, but
other old apartment house, but I love that was all over now. “Don’t think
Essential Question every grimy brick. Soon I’d be staring of this as an ending,” Mom said, with
How do new experiences at piles of hay. her knack for reading my mind. “It’s
offer new perspectives? an exciting beginning, and we’re on
Just then, I heard a bright blast
the threshold of a breathtaking new
Read about the way a girl’s of music and saw my best friends,
adventure.”
outlook changes when she Hana and Leo, come charging up to
moves to a new home. me. While Hana played a cool riff on “Yeah, it’ll be great. I couldn’t be
her trumpet, Leo sang, “We will miss happier,” I said glumly.
“Don’t be sarcastic, mija,” Mom
bold
oold
d
you, Celia . . . At least you won’t be in

g New
ew bol
wbo
b
Australia.” I raised my eyebrows. said. “It’s so unattractive.”

Greg
reg
Gre
Gr
G
22 23
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022_025_CR14_SI6_U1W1_MR_118711.indd
2:45 PM 23 1/9/12 5:00 PM
Go Interactive Interactive Mobile

Digital Whiteboard Whiteboard
How Students Practice

WEEKLY CONTRACT LEVELED PRACTICE AND ONLINE ACTIVITIES
002_031_CR14_WC_G6_XXXXXX.indd Page 2 3/5/12 11:47 PM u-s010 /Volumes/101/GO00979_SE/CORE_READING/NATIONAL/SE/HOME_SCHOOL_CONNECTION/
Your Turn Practice Book
PDF Online 1–10 Leveled Readers
Name Date
My To-Do List Realis

Fiction
Xxxx
tic
FC_Genre
Put a check next to the activities you complete.
Call Me
Realistic
Fiction
Max
by Susan Paris
Phonics ⁄ illustrated
by Soud
Reading Word Study

Josep h
by Vivienne
Character, Setting, Plot Short Vowels illustrated by
Scott Angle
Fluency
Writing Social Studies

Strong Openings People Are Affected in
In th e
New Surroundings Realistic
Fiction
The Big Trek
L io n’s
PAIRED
Caalllll Me
READ
Ca
Realistic
Independent Fiction
Den Max
Practice Go Digital PAIRED Swap
Xxxx nXxx
Fashio
www.connected.mcgraw-hill.com READ
by Andr e Ngapo
Vocabulary, pp. 1, 7 Interactive Games/Activities illustrated
by
e bbyy Vivienne
Josep
Joseph
Bradley Clark trated byy
illustra
Comprehension and Fluency, glee
Angle
cott Angl
Vocabulary Scott
Copyright © The McGraw-Hill Companies, Inc.
pp. 3–5
Comprehension
Genre, p. 6
Phonics/Word Study
Phonics, p. 8
Grammar
Write About Reading, p. 9
Spelling/Word Sorts
Writing Traits, p. 10
Listening Library
PAIRED The Wall

READ
PAIRED Fashion Swap
READ
2 Unit 1 • Week 1 • Perspectives Contracts
Goo Online To-Do List Leveled Activities Writer's Workspace

Digitall
T4 UNIT 1 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

WEEK 1
DIFFERENTIATE INTEGRATE ASSESS
SMALL GROUP INSTRUCTION Research and Inquiry
Leveled Readers Create a Presentation, T28
Text Connections
Compare Perspectives, T29
Write About Reading
Ana
Analytical
W
Writing Write an Analysis, T29
W
Weekly Assessment
1–12
Mobile Online Research Online

and Writing Assessment
LEVELED WORKSTATION CARDS

8
( More
1 Activities
on back
1
1
TEACH AND MANAGE T5

DEVELOPING READERS AND WRITERS
Write About Reading • Analytical Writing
Write to Sources
and Research
Character, Setting, Plot: Compare and
Contrast, T20–T21
Summarize, T25P
Compare and Contrast, T25P
Research and Inquiry, T28 Summarize, p. 25
Compare and
Analyze to Inform/Explain, T29 Contrast, p. 25
Comparing Texts, T41, T49, T53, T59
Teacher’s Edition Literature Anthology
Predictive Writing, T25B
Compare and
Contrast, pp. 3–5
Go Genre, p. 6
Digital
Analyze to
Leveled Readers Inform/Explain, p. 9
Interactive Comparing Texts
Whiteboard Compare and Contrast Your Turn Practice Book
Writing Process • Genre Writing

23
Go
Narrative Text Digital
Autobiographical Sketch,
T344–T349
Conferencing Routines
Teacher Conferences, T346
Peer Conferences, T347
Pee
Go
Digital
Writer’s Workspace
Narrative Text:
Interactive Leveled Workstation Card Autobiographical Sketch
Whiteboard Teacher’s
h Edition
di i Autobiographical Sketch, Card 23 Writing Process
Multimedia Presentations
T5A UNIT 1 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

Writing Traits • Write Every Day
WEEK 1
Writing Trait: Organization
Strong Openings, T30–T31
Organization:
Strong Openings,
pp. 30–31
Teacher’s Edition Reading/Writing Workshop
Go Organization:
Digital Strong Openings, Organization: Strong
Card 8 Openings, p. 10
Interactive
Whiteboard Leveled Workstation Card Your Turn Practice Book
Grammar and Spelling

Go
Digital
Grammar
Sentence Types, T34–T35 Sentence Types
Spelling
Short Vowels, T36–T37
SShort Vowels
Go
Digital
Interactive
Whiteboard Teacher’s Edition Online Spelling and Grammar Games
DEVELOPING READERS AND WRITERS T5B

SUGGESTED LESSON PLAN
TESTED SKILLS DAY 1 DAY 2
READING
READING
Build Background Perspectives, T10–T11 Comprehension
• Strategy: Visualize, T18–T19
Listening Comprehension Interactive Read
Teach, Aloud: “Crossing the Creek” T12–T13
• Skill: Character, Setting, Plot: Compare and Contrast,
T20–T21
Whole Group
Model Comprehension
• Preview Genre: Realistic Fiction, T22–T23
Write About Reading Ana Analytical
A
Writing
W
• Genre: Realistic Fiction, T22–T23
and • Preview Strategy: Visualize, T18–T19 Practice Your Turn 2–7
Apply Vocabulary Words in Context, T14–T15 Vocabulary Strategy: Context Clues,
Practice Your Turn 1 T24–T25
Close Reading of Complex Text “Cow
Music”, 22–25
DIFFERENTIATED INSTRUCTION Choose across the week to meet your student’s needs.
Leveled Reader Silver Linings, T40–T41 Leveled Reader Silver Linings, T40–T41
Phonics/Decoding
ecodin Decode Words with Short Vocabulary
cabula Review Vocabulary Words,
Approaching Vowels, T42 2 2
TIER
T44 4 2
TIER
Level Vocabulary
• Review High-Frequency Words, T44
4 2
TIER
Comprehension
6 2
• Identify Story Elements, T46
TIER
• Answer Yes/No Questions, T45 • Review Compare and Contrast, T47
Leveled Reader Call Me Max, T48–T49 Leveled Reader Call Me Max, T48–T49
On Level Vocabulary Review Vocabulary Words, T50 Comprehension Review Compare and
Small Group
Contrast, T51
Leveled Reader In the Lion’s Den, T52–T53 Leveled Reader In the Lion’s Den, T52–T53
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Compare and
Level T54 Contrast, T55
Shared Read “Cow Music," T56–T57 Leveled Reader Call Me Max, T58–T59
English Phonics/Decoding Decode Words with Short Vocabulary Review Vocabulary, T60
Vowels, T42
Language Vocabulary
Writing Writing Trait: Organization, T62
Grammar Sentence Types and Fragments,
Learners • Preteach Vocabulary, T60
T63
LANGUAGE ARTS Writing Process: Autobiographical Sketch T344–T349
Readers to Writers Readers to Writers

Writing • Writing Trait: Organization/Strong Openings, • Writing Trait: Organization/Strong Openings,
Whole Group
T30–T31 T30–T31
• Writing Entry: Prewrite and Draft, T32 • Writing Entry: Revise, T32
Grammar Grammar Sentence Types, T34 Grammar Sentence Types, T34
Spelling Spelling Short Vowels, T36 Spelling Short Vowels, T36
Build Vocabulary Build Vocabulary
Build Vocabulary • Connect to Words, T38
• Academic Vocabulary, T38
• Expand Vocabulary, T38
• Review Context Clues, T38
T6 UNIT 1 WEEK 1
WEEK 1
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS
DAY 3 DAY 4 DAY 5 Review and Assess

READING
Phonics/Decoding Short Vowels, Fluency Expression and Phrasing, T27 Integrate Ideas
T26–T27 • Research and Inquiry, T28
Integrate Ideas
Practice Your Turn 8 • Text Connections, T29
• Research and Inquiry, T28
• Write About Reading, T29
Practice Your Turn 3–5 Practice Your Turn 9
Close Reading Little Blog on
the Prairie, 10–25 Close Reading “The Writing on the Wall”,
26–29
Literature
Anthology
Literature
Anthology
DIFFERENTIATED INSTRUCTION
Leveled Reader Silver Linings, T40–T41 Leveled Reader Paired Read: “The Big Leveled Reader Literature Circle, T41
Phonics/Decoding
ecodin Build Words with Short Trek,” T41 Comprehension Self-Selected Reading, T47
TIER
Vowels, T42
2 2 Phonics/Decoding Practice Short Vowels,
Fluency Expression and Phrasing, T466 2
TIER
T43
Vocabulary Context Clues, T45
Leveled Reader Call Me Max, T48–T49 Leveled Reader Paired Read: “Fashion Leveled Reader Literature Circle, T49
Vocabulary Context Clues, T50 Swap,” T49 Comprehension Self-Selected Reading, T51
Leveled Reader In the Lion’s Den, T52–T53 Leveled Reader Paired Read: “The Wall,” T53 Leveled Reader Literature Circle, T53
Vocabulary Comprehension
• Context Clues, T54 Gifted and • Self-Selected Reading, T55 Gifted and
Talented
Gifted Talented
• Synthesize, T53 FPOand
Talented
• Independent Study: Perspectives, T55
Leveled Reader Call Me Max, T58–T59 Leveled Reader Paired Read: “Fashion Leveled Reader Literature Circle, T59
Phonics/Decoding Build Words with Short Swap,” T59
Vowels, T42 Vocabulary Additional Vocabulary, T61
Vocabulary Context Clues, T61 Phonics/Decoding Practice Short Vowels,
Spelling Words with Short Vowels, T62 T43
LANGUAGE ARTS
Readers to Writers Readers to Writers Readers to Writers
• Writing Trait: Organization/Strong Openings, • Writing Trait: Organization/Strong Openings, • Writing Trait: Organization/Strong Openings,
T30–T31 T30–T31 T30–T31
• Writing Entry: Prewrite and Draft, T33 • Writing Entry: Revise, T33 • Writing Entry: Share and Reflect, T33
Grammar Mechanics and Usage, T35 Grammar Sentence Types, T35 Grammar Sentence Types, T35
Spelling Short Vowels, T37 Spelling Short Vowels, T37 Spelling Short Vowels, T37
• Reinforce the Words, T39 • Connect to Writing, T39 • Word Squares, T39
• Sentence Clues, T39 • Shades of Meaning, T39 • Morphology, T39
SUGGESTED LESSON PLAN T7

DIFFERENTIATE TO ACCELERATE
Access Complex Text
A C T
Scaffold to
Qu
ive an
tat tit
IF the text complexity of a particular selection is too Qu
ali
Reader and Task
ati
ve
difficult for students Text Complexity
THEN use the Access Complex Text prompts to scaffold

instruction.
What Makes This Text Complex?

Genre Realistic Fiction T17
Organization Comparison and Contrast T21

"Cow Music" Genre
Lexile 770L
Realistic Fiction T25A
Point of View T25G
Sentence Structure T25C, T25K
Specific Vocabulary
Context Clues T25D, T25E, T25N
Connection of Ideas
Character Traits T25I
Reread T25S
Prior Knowledge Song T25M
Organization
LLittle Blog on the Prairie Lexile 820L
"The Writing on the Wall" Lexile 950L
Background Information T25Q
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
IF ELL students need additional Reading/Writing Leveled Reader
support Workshop "Cow Call Me Max T58–T59
Music" T56–T57 "Fashion Swap" T59
THEN scaffold instruction using the small
group suggestions.
Note: Include ELL students in small groups based on their needs.

WEEK 1
Monitor and Differentiate Level Up with Leveled Readers
IF you need to differentiate instruction IF students can read the leveled
text fluently and answer
comprehension questions
THEN use the Quick Checks to assess
students’ needs and select
THEN work with the next level up to
the appropriate small group
accelerate students’ reading with
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Visualize T19
Comprehension Skill Character, Setting, Plot:
Compare and Contrast T21
Genre Realistic Fiction T23 Beyond
Vocabulary Strategy Context Clues T25 T49

Phonics/Fluency Short Vowels, Expression and
Phrasing T27
If No Approaching Level Reteach T40–T47

ELL Develop T56–T63
On Level
If Yes On Level Review T48–T51
Beyond Level Extend T52–T55
ing
Approach ELL
T41 T59
T 59
Additional Vocabulary T61 Context Writing Trait: Spelling Grammar

definitely goal Clues T61 Organization Short Vowels Sentence
encourage ignore T62 T62 Types and
freedom opinion Fragments T63
DIFFERENTIATE TO ACCELERATE T9
BEFORE READING: WHOLE GROUP

LESS O
IN I
M
N
10 Build Background
Mins
Go
ESSENTIAL QUESTION Digital
FPO How do new experiences offer new perspectives?
Have students read the Essential Question on page 18 of the Reading/
Writing Workshop. Tell them that a person’s perspective is the way he
or she sees the world. New experiences can change one’s perspectives.
Discuss the photograph. Focus on the ways the woman’s visit to a
Reading/Writing Discuss the
Workshop Tlingit clanhouse in Alaska may influence her perception, or the way Concept
she thinks, about how people live.
OBJECTIVES ‡ Several families lived together in a Tlingit clanhouse.
Interpret information ‡ Being able to share was an indispensable, or necessary, quality for
presented in diverse
media and formats Tlingit clans, as they used a central fire for cooking and warmth.
Watch Video
(e.g., visually, ‡ The carvings and paintings outside the clanhouse show that animals
quantitatively, orally)
and explain how it were an important part of Tlingit culture.
contributes to a topic,
text, or issue under
study. SL.6.2 Talk About It View Photos
Engage effectively in a Ask: Why might new surroundings affect a person’s perspective? How can
range of collaborative COLLABORATE seeing another home make you think differently about your own home?
discussions (one-on- Have students discuss in pairs or groups.
one, in groups, and
teacher-led) with ‡ Model using the graphic organizer to compare and contrast life in a
diverse partners on Tlingit clanhouse to students’ home lives.
grade 6 topics, texts,
and issues, building ‡ Have students write words about gaining a new perspective. Then Use Graphic
Organizer
on others’ ideas and have them complete the graphic organizer.
expressing their own
clearly. Pose and
respond to specific
questions with Collaborative Conversations
elaboration and detail
by making comments
Add New Ideas As students engage in partner, small-group,
that contribute
to the topic, text, and whole-class discussions, encourage them to add new ideas
or issue under to their conversations. Remind students to
discussion. SL.6.1c
‡ stay on topic.
Build background ‡ connect their own ideas to things their peers have said.
knowledge on
‡ look for ways to connect their personal experiences or prior
perspectives.
knowledge to the conversation.
T10 UNIT 1 WEEK 1

WEEK 1
GRAPHIC ORGANIZER 119

SCAFFOLD
Beginning Intermediate Advanced/High Alike Different
Use Visuals Point to the Describe Have students Discuss Ask students
wooden carvings. These describe the wooden to discuss what the
are wooden carvings. They carvings in the picture. wooden carvings tell
show animals that were Ask: How do the carvings them about the Tlingit
important to the Tlingit show that animals were people. Ask questions
people. Have students important to the Tlingit to help them elaborate.
repeat after you. Ask: Are people? How does this How do the carvings show
animals an important part compare to our culture? what was important to the
of our culture? Elaborate Encourage students to Tlingit people? How is this
on students’ reponses. use a concept word in different from our culture?
their responses.
INTRODUCE THE CONCEPT T11

Listening Comprehension
LESS O
IN I
M
N
10 Interactive Read Aloud
Mins
Go
OBJECTIVES Connect to Concept: Perspectives Digital
Interpret information
Tell students that new experiences can change our perspectives, or
media and formats ways of looking at ideas. Let students know that you will be reading
(e.g., visually, aloud a story about a girl who learns to see herself differently when she
quantitatively, orally) goes to summer camp.
and explain how it
text, or issue under Preview Genre: Realistic Fiction View
Illustrations
study. SL.6.2 Explain that the story you will read aloud is realistic fiction. Discuss
Cite textual evidence features of realistic fiction:
to support analysis
‡ includes true-to-life characters and settings
explicitly as well as ‡ has a narrator, who is sometimes one of the characters
the text. RL.6.1 ‡ usually has dialogue to show what the characters say
• Listen for a purpose. Preview Comprehension Strategy: Visualize

• Identify Explain that experienced readers use descriptive words and phrases in
characteristics of
a story to visualize, or picture in their mind, the characters, setting, and
realistic fiction.
plot. Creating mental pictures of story details can help readers better
understand and remember what they read.
ACADEMIC
LANGUAGE Use the Think Alouds on page T13 to model the strategy.
• realistic fiction,
visualize Respond to Reading
• Cognates: ficción Think Aloud Clouds Display Think Aloud Master 2: I was able to
realista, visualizar
picture in my mind . . . to reinforce how you used the visualize strategy
to understand events in the story.
© Th M G Hill C i I
Model Think
Alouds
Genre Features With students, discuss the elements of the Read
Aloud that let them know it is realistic fiction. Ask them to think Genre Features
about other realistic fiction that you have read or they have read
independently.
Summarize Have students retell the most important events in Use Graphic
“Crossing the Creek” in their own words. Organizer
T12 UNIT 1 WEEK 1

WEEK 1
Crossing the Creek

Ever since Maricia could remember, she had been herself, she took a few steps, trying not to notice
a shy girl. She would have been perfectly happy the icy water and slippery rocks below. Slowly and
to spend the summer in her room reading mystery carefully, she made her way across. 3
novels, but her dad insisted that she go to camp. “That wasn’t so bad!” Maricia told herself. Then
Before she knew it, she had boarded a bus full she realized that Amanda was still on the other
of excited campers and was on her way to Lake side, looking frightened.
Fraser. “How am I going to spend an entire week
Usually, Maricia wouldn’t feel comfortable giving
with kids I don’t know?” she asked herself.
other people advice, but not this time. The words
On the first day, Maricia and her bunkmates went flew out of her mouth before she could stop them.
on an early morning hike. Cara, their counselor, led “I was scared too, but I just thought about being on
them in a single-file line along a narrow, leafy trail. the balance beam in gymnastics. It’s basically the
Maricia noticed that Amanda, the girl who was last same thing. Try it!” Maricia encouraged.
in line, seemed even shyer than she did. In fact,
Cautiously, Amanda put one foot on the plank and
Amanda hadn’t uttered a word all day. 1
then hesitated. “Just a few more steps!” Maricia
After about an hour, the hikers arrived at a wide cheered, as Cara stood by to help. Amanda kept
creek. The only way to cross it was to walk across a going, and seconds later she was by Maricia’s side.
wooden plank. Filled with doubt, Maricia paused
“That wasn’t so bad, either,” Maricia thought. It
at the edge of the rushing water. 2
was funny how helping someone made her feel less
But then she imagined walking across the balance shy. As she and Amanda raced to catch up with the
beam in gymnastics class, and she realized that this others, Maricia realized she was looking forward
might be similar. Holding out her arms to steady to what the rest of the week had in store.
1 Think Aloud I’m not sure

Anderson Ross/Blend Images/Getty Images
what “single-file” means, 2 Think Aloud I can visualize

but I read that the trail is the setting by using descriptive
narrow and there is a girl details in the story, such as
who is last in line. In my “wide creek,” “wooden plank,”
mind, I can visualize that and “rushing water,” to form a
the campers are walking mental picture.
one in front of the other.
3 Think Aloud To imagine

how scary it was to cross the
creek, I can visualize being
on a narrow plank above the
flowing water. This helps me
understand how Maricia
was feeling.
LISTENING COMPREHENSION T13

Vocabulary
LESS O
IN I
M
N
10 Words in Context
Mins
Go
Model the Routine
Visual Vocabulary Cards
Digital
FPO Introduce each vocabulary word
Vocabulary
ulary Routine
using the Vocabulary Routine found
Define:
on the Visual Vocabulary Cards.
Example::
Ask:
Reading/Writing Vocabulary Routine

Workshop
Define: A threshold is an entrance or a boundary.
OBJECTIVES Example: A welcome mat is always found at the threshold of their home.
threshold
Acquire and use Ask: What else is found at the threshold of a home?
accurately grade-
appropriate general
academic and
domain-specific Definitions Use Visual
Glossary
words and phrases; ‡ consolation A consolation is something that provides comfort
gather vocabulary
or relief during a time of loss or grief.
knowledge when
considering a word ‡ glimmer A glimmer is a subtle or faint sign or idea.
or phrase important
to comprehension or
‡ heinous Heinous means “shockingly bad.”
expression. L.6.6 ‡ indispensable Something that is indispensable is absolutely
necessary or essential.
‡ perception Your experiences influence your perception, or the
way you think about a situation or issue.
Cognate: percepción
‡ phobic To be phobic is to have a fear of something.
‡ sarcastic A sarcastic person uses sharp or ironic words to
insult or hurt someone.
Cognate: sarcástico
Talk About It
Have partners work together to discuss each photograph and the
COLLABORATE definition of each word. Then ask students to choose three words and
write questions for their partners to answer.
T14 UNIT 1 WEEK 1

WEEK 1
ONLEVEL PRACTICE BOOK p. 1

SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Let’s look Describe Have students Discuss Ask students
P O
F
at the photograph for describe the photograph. to talk about the
the word threshold. Ask: Who can give me an photograph with a
Point to the doorway. example of a threshold? partner and write a
Explain to students that Repeat correct responses. definition for threshold.
a doorway is an example Then have partners Then have them share
of a threshold. Ask: Can discuss other words that their definition with the
you pass through or over mean the same thing as class. Correct students’
a threshold? Elaborate on threshold. Ask partners to responses as needed.
students’ answers. share their responses.
APPROACHING BEYOND ELL
p. 1 p. 1 p. 1
VOCABULARY T15
DURING READING: WHOLE GROUP

Farewell to Me something to rhyme with Celia!”
The hospital wasn’t in our city; it was waved goodbye to my friends, my
a last look at our building. To most legs for comfort. Leo, Hana, and I had
adventure.”
bold d
oold

g New
ewbol
wbo
b

reg
Greg
Gre
Gr
G
22 23
022_025_CR14_SI6_U1W1_MR_118711.indd 22 1/20/12 READING/WRITING WORKSHOP, pp. 22–23

022_025_CR14_SI6_U1W1_MR_118711.indd
2:45 PM 23 1/9/12 5:00 PM
Shared Read
Connect to Concept: situation? Model how to cite evidence to answer
Perspectives the questions.
Explain to students that “Cow Music” The narrator’s actions in the first sentence include
tells a realistic story about how a city cramming a box into the car and slamming the door.
She describes moving from the city as bad news. She
Reading/Writing girl changes her perception about
says she is not a country girl. The narrator is angry that
Workshop moving to the country. Then read she and her mother are moving to the country.
“Cow Music” with students. Note the previously
taught, highlighted vocabulary words in the text. Reread Paragraphs 2–7: Model how to restate
the story events so far. Remind students that they
Close Reading can use the narrator’s descriptive details to picture
what is happening and to paraphrase, or restate,
Reread Paragraph 1: Tell students that you are
those events.
going to take a closer look at the section “Farewell
to Me.” Reread the first paragraph together. Ask: The narrator is unhappy about moving from the city to
the country. Her best friends give her a musical send-
What do you learn about the story’s narrator in
off. I can imagine her tearful face as she says good-bye
this paragraph? What do you learn about her to her old life.
T16 UNIT 1 WEEK 1

WEEK 1
Being attractive wasn’t a big goal

at the moment, but annoying Mom
Not So Bad? Suddenly I heard something
I wasn’t expecting—a blaring, jazzy
boy looked surprised, but he didn’t
miss a beat. We improvised a cool
We finally arrived at our
wasn’t either. So I clammed up and tune. I pushed through some corn duet, and by the end—no kidding—
new home, a two-story wooden
looked out the window as crowded, only to come face-to-face with an the big cow’s tail was swishing to the
farmhouse. It had a crooked roof, a
exciting city streets turned first into enormous cow. Then another hot rhythm. “I’m Jason,” he said when
rickety front porch, and too many
bland suburban shopping strips and jazz riff floated through the air. I we finished. “I play out here because
places for bats to hide. “Would you
then into endless, boring trees and spun around and saw a tall kid the cows don’t complain when I mess
mind if I don’t go in yet?” I asked.
fields of corn. playing a beat-up old saxophone in up. You must be Celia. My dad said
Mom looked overwhelmed. She the clearing. His music was fantastic, you were moving in. I can’t believe
“Look: cows!” Mom said, as we
just nodded and said I could go and he didn’t dress the way I figured you play violin! I’ve been looking for
cruised past some black-and-white
explore. I felt a glimmer of hope, a country kid would. Where were someone to write songs with.”
blotches in a pasture.
a small hint that country life might the muddy dungarees and plaid
“Sure, they seem sweet,” I said, I looked at Jason and his dented
turn out okay. Mom never let me bandana? This guy was wearing
“but I bet they have a mean streak sax, the cheerful cow and tall corn,
go out alone in the city, so maybe clothes that made him look cool, like
when you’re not looking.” the majestic trees in the distance,
a bit more freedom would be one a famous performer. and the sun shining in the brilliant
“It’s normal to be a bit phobic consolation of living here.
blue sky. I could feel my perception
about unfamiliar things,” Mom said,
in her best patient-parent tone. “But
I wandered off, clutching my Not Bad at All! of country life already changing,
violin and not paying attention and I had a feeling it would change
you don’t need to be afraid of cows. I couldn’t resist, so I took out my
to where I was going. It didn’t a lot more.
They’re harmless.” violin and began to play along. The
matter; it was all just a blur of green
“Harmless . . . and boring,” I and brown. I imagined that a big
Greg Newbold
thought to myself. “Like everything Saturday night here meant sitting

in the country.”
Make Connections
around talking about corn . . .
or watching it grow. Talk about how Celia’s first
experience in her new
home gives her a new
perspective. ESSENTIAL
QUESTION
Describe a time when

trying something new or
unfamiliar changed your
perspective. TEXT TO SELF
24 25

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Make Connections A C T Access Complex Text

ESSENTIAL QUESTION
Have students go back into the text for evidence Genre
about how new experiences can offer new
Students may have difficulty recognizing the
perspectives. Ask them to tell a partner what they
elements of realistic fiction. Read the first
learned from reading about Celia’s experience.
two paragraphs on page 23.
Continue Close Reading ‡ Which details accurately reflect real life?
(The narrator and her mother have
Use the following lessons for focused rereadings.
a relationship that seems true to life.
‡ Visualize, pp. T18–T19 Moving to an unknown place is a real-life
‡ Character, Setting, Plot: Compare and Contrast, experience.)
pp. T20–T21 ‡ What is realistic about the setting? (A city
‡ Realistic Fiction, pp. T22–T23 street with a grimy, brick apartment
‡ Context Clues: Sentence Clues, pp. T24–T25 building sounds like a real place.)
SHARED READ T17

Comprehension Strategy
LESS O
IN I
M
N
10 Visualize
Mins
Go
1 Explain Digital
Explain that students can use descriptive words and phrases to help
them visualize, or picture in their minds, the characters, plot, and
setting as they read realistic fiction. Creating mental pictures will Farewell to Me
when Mom told me she’d gotten a
fantastic new job as a veterinarian at
an animal hospital. Then, because she
“Ever hear of texting?” asked
Hana, punctuating her question
with a loud trumpet honk. I jumped
help them better understand and remember the story.

adventure.”
boldd
oold
Active readers notice words and phrases that vividly describe
ew
g New bol
wbo
b
reg
Greg
Gre
Gr
G
22 23
‡
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Reading/Writing Present the

Workshop the elements of a story. They use these descriptive details to Lesson
create mental pictures of the characters, the settings, and the
OBJECTIVES story events.
Cite textual evidence ‡ As they read on, active readers continue to pay attention to
to support analysis
of what the text says descriptive details. They use what they already know about the
explicitly as well as story and add to the mental pictures they’ve formed.
inferences drawn from ‡ Students will find that visualizing as they read also helps
the text. RL.6.1
them understand how characters in realistic fiction respond
Determine the and change.
meaning of words
and phrases as they Point out that visualizing plot events brings a story to life while also
are used in text, helping students remember the sequence of events.
including figurative
and connotative
meanings; analyze 2 Model Close Reading: Text Evidence
the impact of a
Model how visualizing the differences between Celia’s old and
specific word choice
on meaning and new neighborhoods helps you understand her feelings. Reread the
tone. RL.6.4 first paragraph on page 24 of “Cow Music.”
Visualize to understand 3 Guided Practice of Close Reading

plot and character.
Have students work in pairs to list vivid, descriptive words that help
COLLABORATE them visualize the events as well as the characters’ responses to
ACADEMIC
LANGUAGE events in the section “Not So Bad?” on pages 24–25. Ask partners to
• visualize, realistic talk about how their mental pictures help them understand
fiction how Celia feels about her new home. Then ask partners to discuss
• Cognate: ficción how the descriptive details in other sections of “Cow Music” help
realista them visualize.
T18 UNIT 1 WEEK 1

WEEK 1
Visualize Monitor and

Differentiate
To visualize something is to form a mental picture of it. Use
the descriptions of settings, characters, and events in a story
to imagine what they look like. As you read on, use new details
from the text to add to or change your mental images.
Find Text Evidence

Quick Check
You may not be sure why Celia reacts the way she does to
having to move to the country. Reread the first paragraph on Do students recognize descriptive
page 24. Look for details that help you visualize the differences words and phrases that can help
Celia sees between her old neighborhood and her new one.
them visualize? Can they explain how
page 24
visualizing aids comprehension?
Being attractive wasn’t a big goal
I read that, from the car, Celia could see
at the moment, but annoying Mom “crowded, exciting city streets” change to
wasn’t either. So I clammed up and “endless, boring trees and fields of corn.”
looked out the window as crowded,
From this, I can infer that Celia thinks the
exciting city streets turned first into
bland suburban shopping strips and country will be very different from, and Small Group Instruction
then into endless, boring trees and much less interesting than, the city.
fields of corn.
L ABOR ATE
CO L If No Approaching Level Reteach p. T40
Your Turn ELL Develop p. T57
Reread the section “Not So Bad?” on pages 24–25. Make If Yes On Level Review p. T48
a list of descriptive words and phrases that help you
form a mental picture of Celia’s new house. As you read,
Beyond Level Extend p. T52
remember to use the strategy Visualize.
26
READING/WRITING WORKSHOP, p. 26
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK pp. 3–4

SCAFFOLD
Recognize Help students Discuss Have students Explain Have students
reread the first paragraph reread the first paragraph reread the first paragraph
on page 24. Point out on page 24. Ask: Which on page 24. Elicit from
difficult words, phrases, or words describe the city? students how this text
idioms such as attractive, (crowded, exciting) Which helps readers understand
clammed up, exciting city words describe what Celia Celia’s feelings. Ask: What
streets, bland suburban sees on the way out of the descriptive details do
shopping strips, and city? (bland, suburban) you notice? What do you
endless. Define them for Which words describe the picture as you read this
students. Help students country? (endless, boring) paragraph? What do the
replace the words with Elicit meanings and discuss story details tell you about
words they know. how the words show that Celia’s feelings? Turn to a
Celia loves the city and partner and explain.
dislikes the country.
pp. 3–4 pp. 3–4 pp. 3–4
COMPREHENSION STRATEGY T19

Comprehension Skill
M
IN I
LESS O Character, Setting, Plot: Compare
N
10 and Contrast
Mins
Go
1 Explain Digital
Explain to students that when you compare, you tell how things
are alike. When you contrast, you tell how they are different. Writers
often put two similar or dissimilar things together to make each Farewell to Me
more distinct. Active readers compare and contrast characters,

adventure.”
story settings, and plot events to organize details and remember

bold
oold
d
g New
ew bol
wbo
b
reg
Greg
Gre
Gr
G
22 23
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Reading/Writing
Workshop a story better. Present the
Lesson
‡ To compare and contrast, students must note details about the
OBJECTIVES characters, settings, and events at the beginning, middle, and
Describe how a end of a story.
particular story’s plot
unfolds in a series of ‡ Then they look for similarities and differences and analyze what
episodes as well as those similarities and differences might mean. Comparing and
how the characters contrasting helps students understand what an author suggests
respond or change as but does not directly say.
the plot moves toward
a resolution. RL.6.3
Analyze how a
particular sentence, Use the graphic organizer to note descriptive details from the
chapter, scene, or
stanza fits into the
beginning section of “Cow Music.” Identify those that contrast Celia’s
overall structure of a and her mother’s views about the country setting.
text and contributes Ana
Analytical Write About Reading: Compare and Contrast Model for
to the development W
Writing
of the theme, setting,
students how to use descriptive details and dialogue between
or plot. RL.6.5 Celia and her mother to write a short analysis that contrasts their
attitudes about moving to the country.
ACADEMIC
LANGUAGE 3 Guided Practice of Close Reading
• compare, contrast
• Cognates: comparar, Have student pairs complete the graphic organizer, recording key
contrastar COLLABORATE details about characters, settings, and plot events in “Cow Music.”
Ask students to use the text evidence to compare and contrast
SKILLS TRACE Celia’s life in the city with her new life in the country.
CHARACTER,
SETTING, PLOT Ana
Analytical Write About Reading: Compare and Contrast Have student
W
Writing
pairs write a short analysis showing how the contrast in setting
Introduce U1W1
details from the beginning to the end of the story helps point
Review U1W2, U1W6, out a change in Celia’s perspective. Ask pairs to share their analyses
U2W6, U3W6, U4W6, U5W1,
U5W2, U5W6
with the class.
Assess U1, U5
T20 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students identify details about the
characters, setting, and plot events?
Can they analyze details to compare
and contrast?

If No Approaching Level Reteach p. T47
ELL Develop p. T57
If Yes On Level Review p. T51
ONLEVEL PRACTICE BOOK pp. 3– 5
A C T Access Complex Text

Organization
Help students recognize how the author
creates points for comparison and contrast
in the story through the use of descriptive
words and phrases.
‡ On page 24, how does the narrator describe
the country setting as Celia first sees it? (“it
was all a blur of green and brown”)
‡ In the last paragraph, what contrasting
description of the setting shows Celia’s
change of perspective? (cheerful cow, tall
corn, majestic trees, brilliant blue sky) APPROACHING BEYOND ELL
pp. 3–5 pp. 3–5 pp. 3–5
COMPREHENSION SKILL T21

Genre: Literature
LESS O
IN I
M
N
10 Realistic Fiction
Mins
Go
1 Explain Digital
Share with students the following key characteristics of realistic
fiction.
Realistic fiction often includes a narrator who may be the I in the
‡
story or who may be a character who observes the action but

adventure.”
boldd
oold
doesn’t participate.
ew
g New bol
wbo
b
reg
Greg
Gre
Gr
G
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Workshop ‡ Realistic fiction includes dialogue, action, and thoughts that Lesson
reveal the traits of characters in the story.
OBJECTIVES
‡ Because the details of characters, settings, and story events
By the end of the year,
read and comprehend accurately reflect modern times, realistic fiction often resonates
literature, including with readers as they engage with the story.
stories, dramas, and
poems in the grades
6–8 text complexity
band proficiently, with Model identifying the features of realistic fiction found on page 23
of “Cow Music.”
range. RL.6.10 Narrator Explain that when the narrator is the I in the story,
Explain how an readers often experience a closer relationship to the main character.
author develops the Then point out the song Leo sings and ask: What is the name of the
point of view of the narrator? Explain that this story is told from Celia’s point of view. She
narrator or speaker in
is the I in the story.
a text. RL.6.6
Dialogue Read aloud the dialogue in paragraphs 3–6 on page 23.
Recognize the Point out the quotation marks enclosing the characters’ exact words.
characteristics and Then ask students if they think Leo’s speech sounds like something a
features of realistic
fiction.
real person would say.
Realistic Events, Characters, and Settings Point out that
moving, a girl who is unhappy about the changes the move will
ACADEMIC
LANGUAGE create, and a grimy city street are just a few examples of realistic
• imaginary, realistic, events, characters, and settings in this imaginary story.
narrator, characters,
dialogue
3 Guided Practice of Close Reading
• Cognates:
imaginario(a), Have student partners discuss how the story would change if Celia’s
realista, narrador(a),
COLLABORATE mother were the narrator. Point out that Celia’s first-person narration
diálogo
allows readers to know how Celia feels and thinks. Ask partners
to find two pieces of dialogue and share with the class how each
example reveals something about the character speaking.
T22 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students explain the effects a
change in narrator would bring to the
story? Can they identify dialogue and
what it reveals about the speaker?

ELL Develop p. T59

SCAFFOLD
Respond Orally Point out Explain Have students Demonstrate
the pronoun I in the story. identify examples of Understanding Have
Then point out the name dialogue throughout the students reread the story
Celia. Ask: Who is telling text. Ask: How do you and identify realistic
the story? Help students know this is dialogue? events, characters’
answer in a complete (Students should point actions and dialogue,
sentence by providing out the quotation marks.) and settings. Elicit from
this frame: is telling Then ask students to students how these
the story. Then say: The explain to a partner how features function in the
person who tells the story the dialogue helps to story. Ask: Why does the
is the narrator. Who is the make the story realistic. author include events,
narrator? Help students Provide a frame: The characters, and settings
respond. The Spanish dialogue helps the that could come from real
word for a female narrator story seem realistic life? Turn to a partner
is narradora. because . and explain.
p. 6 p. 6 p. 6
GENRE T23
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Explain to students that they can look for clues within a sentence to
determine the meaning of an unfamiliar word or phrase.
Tell students to look for sentence clues by checking whether
‡
other words or phrases in the sentence help explain the meaning

adventure.”
boldd
oold
of the unknown word.
ew
g New bol
wbo
b
reg
Greg
Gre
Gr
G
22 23
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Workshop ‡ Authors sometimes include a definition, explanation, example, Lesson
synonym, or antonym of the unfamiliar word to help readers
OBJECTIVES determine its meaning.
Consult reference
materials (e.g., ‡ Sometimes, the general meaning of a sentence will help point
dictionaries, glossaries, students to the meaning of an unfamiliar word.
thesauruses), both
print and digital, to 2 Model Close Reading: Text Evidence
find the pronunciation
of a word or determine Model using sentence clues in the second sentence of the third
or clarify its precise paragraph on page 23 to find the meaning of riff.
meaning or its part of
speech. L.6.4c
Verify the preliminary 3 Guided Practice of Close Reading
determination of
the meaning of Have partners work together to use sentence clues to figure out the
a word or phrase COLLABORATE meanings of breathtaking, rickety, and majestic in “Cow Music.” .
(e.g.,by checking the
inferred meaning
in context or in a Use Reference Sources
dictionary) L.6.4d
Print Dictionary and Online Glossary Have students check
a print dictionary and compare the meanings they find for
ACADEMIC breathtaking, rickety, and majestic with meanings they came up
LANGUAGE
context clues, sentence
with using context clues. If the dictionary gives more than one
clues meaning, ask students to choose the meaning closest to that
used in the selection. Extend the activity to review one of the
selection vocabulary words, heinous. Have students look up the
SKILLS TRACE
word in the online glossary, checking the word’s pronunciation
CONTEXT CLUES:
SENTENCE CLUES as well as its meaning. Ask: Is the meaning in the glossary the
same as the one you chose using context clues? Explain.
Introduce U1W1
Review U1W1, U1W2, U1W4
Assess U1
T24 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students identify and use
sentence clues to help determine
the meanings of breathtaking, rickety,
and majestic?

ELL Develop p. T61

SCAFFOLD
Define Point out the Discuss Point out the Demonstrate
words breathtaking, words breathtaking, rickety, Understanding
rickety, and majestic, and majestic and define Point out the words
and define the words them for students. Have breathtaking, rickety, and
for students. Give them students find context clues majestic and ask students
examples for each of the and discuss these with a to use sentence clues to
words. Help students partner. Elicit from students help determine the words’
replace the words in the how the word adventure meanings. Ask them to
story sentences with helps point them to the replace the words with
synonyms they know. meaning of breathtaking synonyms they already
Point out that majestic is a and how the overall know. Then have students
cognate: majestuoso. meaning of the sentences find a cognate and talk
containing rickety and about it with a partner.
majestic helps determine
those definitions.
p. 7 p. 7 p. 7
VOCABULARY STRATEGY T25

C LO S E R E A D I N G
Develop Genre • Realistic Fiction
Comprehension
Little Blog LEXILE
820
on the Prairie
Grade Band 6–8 Lexile Range
Gr e
925 1185
185
820 Little Blog on the Prairie
This selection includes sophisticated
sentence structure; some cultural
Literature Anthology knowledge is required.
Options for Close Reading by Cathleen Davitt Bell

illustrated by Craig Orback
‡ Whole Class
‡ Small Group
Essential Question
‡ Independent How do new experiences offer new
perspectives?
Read how an experience at a unique
summer camp gives a teenage girl a
whole new perspective on her life.
Go Digital!
10
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What makes this text complex? Genre
Genre Tell students that this selection is an excerpt from
a realistic fiction novel. The text on page 11 is an
Sentence Structure
introduction provided to allow readers to catch up
Specific Vocabulary on the plot. Ask students about the introduction.
Connection of Ideas
Prior Knowledge
T25A UNIT 1 WEEK 1

WEEK 1
Predictive Writing
Have students read the title and preview
the illustrations. Point out that while
the illustrations show characters in old-
fashioned dress, the title suggests a
different time period. Encourage students
to write predictions that might help explain
this discrepancy.
ESSENTIAL QUESTION
Ask a student to read aloud the Essential
Question. Have students discuss how the
story might help them answer the question.
Imagine for a moment that the year is 1890. No indoor
plumbing. No refrigerators. No electricity, period! This is the
life that 13-year-old Genevieve Welsh and her younger brother
Note Taking:
Gavin have to endure for the whole summer, since their mother has 1 Use the Graphic Organizer
decided that the family’s vacation will be spent at a frontier fantasy
camp near Laramie, Wyoming. When the Welsh family arrives, all ILLUSTRATION: Craig Orback. TEXT: Little Blog on the Prairie by Cathleen Davitt Bell. Text copyright As students read the selection, ask them
their modern conveniences—even, to Gen’s horror, her shampoo— to fill in the graphic organizer on Your
© 2010 by Susan Cathleen Davitt Bell. Used by permission of Bloomsbury Children’s Books.
are taken away and placed in storage by the camp’s owners, Ron and Turn Practice Book page 2 to record the
his daughter Nora. Genevieve even has to wear the fashions of the
1890s, including long dresses and something called “pantaloons.”
characters, settings, and plot events in the
Will the family survive, living together in a tiny log cabin? beginning, middle, and end of the selection.
Mr. Welsh is afraid of almost all animals, but Genevieve, at least,
has a head start. Before they left she decided to hide her cell phone 1 Author’s Craft: Word Choice
in order to keep in touch with her friends. Little does she know they
will turn her text messages into a blog called … What does the word endure, in the first
. . . Little Blog on the Prairie. paragraph, imply about the way Gen will be
spending the summer? (that it will be a hard
summer living like it is the year 1890)
11
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LITERATURE ANTHOLOGY, pp. 10–11 10/27/11 11:55 AM
‡ Is the narrator of the introduction a character in the

story? (no) How can you tell? (The narration is in
the third-person and the narrator is just telling
about the action, not participating in it. )
‡ Tell students they will look for the literary
elements of realistic fiction as they continue
to read.
LITERATURE ANTHOLOGY T25B

Develop
Comprehension
2 Strategy: Visualize
Teacher Think Aloud When I read
descriptive passages, I use the words and
phrases in the text to form a mental picture.
The sentences about the cold outdoors
helps me “see” the setting. I know that snap
in the air when dewy grass has a silver
look to it, so I can practically feel the chill. Gavin opened the front door, and the and using the other to hold herself steady as
Visualizing this helps me understand Gen’s
2
room was suddenly flooded with light. she climbed the ladder.
perspective. I could see colors outside: a bright blue “You mean in 1890 you couldn’t even
sky, the intense green of the woods, the get dressed without someone to help you
packed-down dirt in front of the house, and with your buttons?” I said.
3 Genre: Realistic Fiction some yellow weeds poking up through it. “I guess not,” my mom answered.
Is the narrator in this part of the story a It looked cold—you can always tell—like
at early Saturday soccer games in the fall,
“Your dad got a little impatient this morning
character? (yes) How do you know? (the when the field is almost silver-colored with
helping me with mine.” And when she
turned I noticed he’d missed every other one.
pronoun I) Who is the narrator? (Genevieve) dew, and you get clumps of grass clippings
“Here,” I said, but just as I was slipping
stuck in your cleats when you run.
the last button through its hand-sewn hole,
“Don’t go out to explore yet,” Mom we heard shrieking coming from outside.
called before Gavin crossed the threshold. Before we could even start to wonder what
“First wood! You too, Genevieve,” she said. it was, Gavin burst in.
“We need a lot to keep this fire going.”
“You won’t believe the chickens,” he said,
3 I called back, “How am I supposed to breathless, wild eyed, his fingers splayed—he
button this dress?” I couldn’t reach behind was shaking them out like they were wet.
my back to get it fastened.
“Gavin?” my mom said. “What
My mom took a break from the stove to happened?”
come help, gathering her skirts in one hand
12

Sentence Structure
Point out the em dashes in the first paragraph ‡ What is the parenthetical thought? (that you can
on page 12. Explain that em dashes can set off always tell when it’s cold)
abrupt changes in thought or signal parenthetical
information.
‡ What is the main thought expressed in the
sentence? (that it looked cold outide)
T25C UNIT 1 WEEK 1

WEEK 1
“They tried to kill me,” he said. But from the moment I took a step off
“Who?” answered my mom, making her the porch, I was pretty much attacked.
STOP AND CHECK
way down the ladder as fast as she could. Wings flapping, feathers flying, clawed
“Gavin!” she exclaimed once she was feet leaping so high I was afraid for my Visualize How does Gen’s description of
face. There were screeches and squeals. I
standing on the floor again and could focus the area around the cabin help you picture
on what he was saying. “Where’s the wood covered my eyes, tripping backward onto
the porch, scrambling to stand up again, the location of the frontier fantasy camp? (I
you went to get?”
“I got too scared,” he said.
reaching blindly behind me for the door. see the blue sky and green grass, which tells
“Scared?”
It was the chickens. me there is only nature around.)
Gavin was right. They were going to
“Of the chickens.” He was mumbling
poke out my eyes or peck off my toes. They
now, like he was a little embarrassed. And
would stop at nothing.
4 Skill: Character, Setting, Plot:
he should have been. Who’s afraid of a
couple of chickens? Well, besides Dad. “I think they’re hungry,” said Gavin Compare and Contrast
when I was safely inside, panting,
“Look,” my mom said. “You can’t all
untangling my skirt from my legs. I
Add information about the characters and
4 b phobic. Farm kids need to be tough,
be
swore my dress had been in on the attack, setting to your graphic organizers.
a you two are farm kids now. Those
and
whipping this way and that, trapping me.
chickens are more afraid of you than you Paraphrase the third sentence in the
“It took them a minute to find me,” he
are of them.” She pointed to a box next to seventh paragraph. Use this sentence
continued. “They came from over by the
the woodstove. “This is the wood box. In
1890, kids would have kept this box filled
barn. But now they know where we are, to show that Gen’s life at camp may be
they’re just waiting for us to come out
to the top all day long, without ever having different from her life back home. Add that
again. They’re guarding the door.”
to be reminded. I know you are hungry and
“I don’t think it’s hunger,” I said. “I
information to the Beginning section.
cold right now, but let’s get off on a good
footing. If you can take this on as a project, think they hate us.” Character
we’ll all be warm and fed very soon.” “Here,” said my mom. “Give them Gen (girl, age 13), Gavin (Gen’s brother), Gen’s
“But—,” Gavin started. this.” She was holding some cornmeal in a mother, Gen’s father
tin cup.
“Oh, fine,” I said. “I’ll get the wood.” I
“You give it to them,” I said. “I’m not
was thinking that if I could get out of the Setting
house, I’d warm up in the sunshine. going back out there.”
summer at frontier fantasy camp in Laramie,
“Do chickens eat that?” asked Gavin. Wyoming; everything is as if it’s the year 1890
“What if that isn’t something they even
STOP AND CHECK
like? What if it makes them angrier?”
Visualize How does Gen’s “It does look a little thin,” Mom said. Beginning
description of the area around the “I’m not sure how they’d be able to peck it Gen has to wear old-fashioned clothes, get along
cabin help you to picture the location up off the ground.” without shampoo, collect fire wood for heat and
of the frontier fantasy camp? cooking, and escape attacking chickens—none of
which she would have had to do at home.
13
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Specific Vocabulary
Point to the word splayed on page 12. Point to the idiom off on a good footing on page 13.
‡ Identify context clues to figure out what splayed ‡ If you trip at the beginning of a race, are you more
means. (shaking them out like they were wet) likely to win or lose the race? (you will probably lose)
‡ What is another way to describe splayed fingers? ‡ If you start the race well, are you more likely to win?
(fingers that are spread out or apart) (yes)
‡ Explain that this idiom means to begin
something well so you can succeed.
LITERATURE ANTHOLOGY T25D
Develop
Comprehension
5 Literary Element: Dialogue
Identify two examples of dialogue on
page 15 that help identify the story as
realistic fiction. (“What time is it, anyway?”
and “I don’t know how you tell time out
here. Ron gave your dad a watch yesterday,
but he forgot to wind it, and now it’s off.”)
Explain why these examples help you
identify the story as realistic fiction. (The
dialogue sounds like something real people
would say in everyday life.)
6 Skill: Character
Reread Gen’s thoughts after her mother
says, “It’s funny, all these little things, isn’t
it?” Turn to a partner and paraphrase what
Gen thinks. (Gen’s sarcastic thoughts show
that she doesn’t think it’s funny at all.)
Compare and contrast Gen’s attitude about
the camp with her mother’s attitude about
the camp. (Gen seems resentful about
being at the camp. Gen’s mother thinks
their situation is interesting and humorous.)
14

Specific Vocabulary
Point out the phrase running the gauntlet on ‡ Based on the overall meaning of the sentence,
page 15. what does the phrase running the gauntlet mean?
‡ What is Gen’s father talking about in this sentence? (“to run through a passage while being attacked”
(running past attacking chickens) or “to get through a difficult situation”)
T25E UNIT 1 WEEK 1

WEEK 1
“Can I try a pinch?” asked Gavin. out his hand to examine it. “I guess it didn’t
“You want it raw?” said my mom. break the skin.” My mom rolled her eyes,
Gavin just shrugged. “I’m hungry.” reaching behind herself to straighten her 7 Strategy: Visualize
bun, then peering into the bucket of water.
“I’ll try to light the fire with what we Teacher Think Aloud To help me
“It’s only half filled,” she said.
have
hav inside,” my mom said.
“Some of it spilled while I was running
understand a story, I visualize its characters,
5 “What time is it anyway?” I said. I was
starting
sta to get the feeling that it was really the gauntlet just now,” he said. “I hope settings, and events. Earlier, I used the
early in the morning. Like, bus-stop early. there’s enough for coffee.” descriptive details of the cold outdoors to
“I don’t know,” my mom confessed, kind “I was going to make grits,” my mom
put myself in Gen’s place and experience the
said. “It’s fast, and we have cornmeal.”
of laughing. “I don’t know how you tell time
“Do I like grits?” Gavin asked.
setting as she did. What details on page 15
out here. Ron gave your dad a watch yesterday,
but he forgot to wind it, and now it’s off. It’s “What are grits?” I said. help you visualize how Gen sees her father
fun all these little things, isn’t it?”
funny, “You’re going to make coffee first,” my as he comes into the cabin?
6 “Ha,” I said in a way that I hoped dad said. “Because I need coffee before I can
Prompt students to apply the strategy in a
com
communicated that “funny” was dead last take on one more thing today.” His teeth
in the list of words describing all these little were chattering. He pointed to the cookbook Think Aloud by asking them to use details in
things—with “annoying,” “unnecessary,” from 1882. “Does that show you how to the story to visualize Gen’s father.
and “unfair” coming closer to the top. make coffee? Do we even have coffee?”
7 Just then my dad approached the cabin. My mom lifted the lid on a trunk. There
Student Think Aloud I read on page 15
I ccould tell because I heard the chickens were some bags and a few tins in it. She that as Gen’s dad burst through the door
start screaming and squealing followed by pulled out a wooden box with a crank on there were “feathers floating in a cloud
Dad letting out a surprised “Oh!” Then the top and a tin box with a lid. “Coffee!”
he must have started to run, because the she said brightly. It was pathetic how she
around his legs.” This image makes me think
screaming and screeching got louder and was trying to act like she was in a good of a funny movie, and I understand that Gen
I could hear wings flapping. My dad burst mood and trick the rest of us into agreeing thinks her father’s actions are amusing.
through the door, out of breath, feathers with her.
floating in a cloud around his legs. He “Is there orange juice?” Gavin asked.
slammed the door behind him. “How can there be orange juice if there
“They’re just chickens,” my mom said. isn’t even a refrigerator?” I said.
“I don’t know why you all are so afraid.” “How can there be no refrigerator?”
My dad didn’t answer her. His face was Gavin asked.
white. “I think one of them was foaming at “We’ve got to light this fire,” my
the mouth,” he said. mom said.
“Beak,” my mom corrected. “We’ve got to get me some coffee,” said
“Birds carry disease,” he said. He placed my dad.
the bucket of water on the table and held
15
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Encourage students to notice cognates on page 15:

confessed/confesar; pathetic/patético. Ask if
anyone can find another cognate. (communicated/
comunicar)
‡ What does Gen say is pathetic? (her mother trying
to act as if she’s happy with how things are going
at camp)
LITERATURE ANTHOLOGY T25F

Develop
Comprehension
8 Vocabulary: Context Clues
What context clues in the sentence can
help you figure out or clarify the meaning
of the word bellows? (In the first paragraph,
Gen’s mom is starting a fire in the stove. The
words flapping air into the stove describe
what Gen’s mom is doing with the bellows,
so it must be a tool for blowing air at a fire
to help the flames burn strongly. )
My mom had put a match to the fire “Hey, Pumpkin,” I watched her say to
in the stove and after a few smoke-filled one of the chickens. Just the sound of her
attempts finally got it going when we had voice seemed to calm them down. “Hey,
our first visitor. Those hungry chickens were Daisy.” She pulled a handful of something
like a doorbell, squealing and squawking. I out of her pocket and tossed it on the
knew somebody was in the yard. ground. Daisy and Pumpkin scrambled to
My mom was too busy flapping air into peck at it. It didn’t look like cornmeal.
8 the stove with the bellows to notice, but I I would have stepped into the yard and
opened the door a crack to peek out. asked her what she was giving them, but
It was Nora. when she looked up, there was a glimmer
I watched her, wanting to see how an of something in her eyes that made me
experienced farm person managed around afraid to talk to her.
killer fowl. A muzzle? A shotgun? But the Instead of saying hi to me or anything
thing is, when the chickens saw it was Nora, like that, Nora shook her head like I wasn’t
they didn’t even attack. there and said, “The new folks never feed
16

Genre
Discuss how Gen’s first-person narration gives Reread the third paragraph on page 17.
students insight into Gen’s character and her feelings ‡ How does this observation of Nora’s behavior help
about Nora. Reread the sixth paragraph on page 16. you understand how Gen sees Nora? (The words
‡ Does Gen want to speak with Nora? (yes) What not even bothering to expand that thought into
stops her from doing so? (She sees something a full sentence show that Gen thinks Nora is
in Nora’s eyes that makes her afraid to speak disrespectful of her mother, generally rude, and
with her.) somewhat full of herself.)
T25G UNIT 1 WEEK 1

WEEK 1
9 Ask and Answer Questions

Generate a question of your own about the
text and share it with a partner. To find the
answer, try rereading the text. For example,
you might ask, “Why does Gen say that
Nora technically owns the place?” To find
the answer, you can reread page 11. (Nora
technically owns the place because she is
the owner’s daughter.)
10 Author’s Craft: Word Choice

An author conveys tone, or a particular
attitude, in a text through word choices.
What words on page 17 that relate to
Nora and her actions share the same base
those poor chickens. And if you’d fed them closed the door and changed the vents in
and shut them in the coop like my dad told the door and the side of the stove until they
word? (approved, approval, approving,
you to last night,” she added, meeting my met her approval. disapproving) Turn and discuss with a
gaze, “you’d be eating eggs for breakfast “Breakfast plans?” she asked my mom, partner what attitude the words convey and
this morning, instead of what all it is you’re not even bothering to expand that thought how these words affect the reader. (They
planning to make without milk or eggs.” into a full sentence.
With that, she stepped inside and
help the reader see Nora as judgmental and
“Grits,” my mom said, and Nora nodded,
w
walked around the cabin like she owned neither approving nor disapproving. they set her up as an opponent of Gen.)
9 iitt which I guess, technically, she did, but
it, “Better with a little salt pork if you can
still. She pulled the drawer out of the spare it,” she said. Then she jutted her chin
ccoffee grinder and looked inside, nodding
10 b
briefly to show my dad that she approved.
toward a shelf where all the dishes were
stacked—tin plates, a stack of tin cups.
My mom had finally closed the door to the Nora said, “Coffeepot’s up there.”
stove, and Nora opened it again, inspected
I looked over at my dad, hoping to
the fire, added two pieces of kindling, then
get some kind of a reading from him on
17
010_023_CR14_SA6_U1W1_SEL_187126.indd 17
LITERATURE ANTHOLOGY, pp. 16–17 10/25/11 12:53 PM
Help students understand Nora’s effect on the ‡ What is Nora doing in the illustration? (feeding the
chickens. Point out the illustration on pages 16 chickens)
and 17. ‡ How does the chickens’ behavior change after Nora
‡ How do the chickens behave before Nora arrives? feeds them? (They are eating calmly.)
(They are jumping and squawking.)
LITERATURE ANTHOLOGY T25H

Develop Nora. He didn’t disappoint. He had a kind

of sarcastic expression on his face. Nora
mornings,” she said. “Especially when the
place stands empty a few days.”
Comprehension turned to me like a teacher who hears a kid

talking in the middle of class.
“You’re Genevieve, right?” she said.
Meanwhile, my mom had put the coffee
grounds in the pot, and was starting to heat
up the water for the grits. “Will you stay
“How old are you?” for breakfast?” she asked Nora.
“I’m thirteen,” I said. “But I turn “Nah.” Nora shook her head. “I’ve got
11 Skill: Character, Setting, Plot:
fourteen in September. I’ll be in high chores and lessons, and shoot, we get up at
Compare and Contrast school.” I don’t know why I needed to tell 4:30 in the summer. For me, it’s closer to
Look for text evidence on page 18 to help her that, other than the fact that the term dinnertime than it is to breakfast.”
“high school” felt comforting. It was nice “It’s almost nighttime?” Gavin asked.
you paraphrase what Gen thinks about to remind myself that Nora or no Nora, “Did you really just say shoot?” I asked.
Nora. Use the descriptive details to think at some point all of this would be over and
Nora ignored my question. “No,
about the ways that Gen and Nora are alike I’d be back with Kristin and Ashley in the
dinner’s what you eat at the noon meal,”
world where I belonged.
and different. “I’m fourteen,” Nora said. “But I’ll be
she said. “And we’re having chicken and
dumplings.”
Add to your graphic organizer information fifteen in October. So I guess that makes
I wish I had been stronger. I wish we
about the character of Nora. me a full year older than you.”
all had. But at the mention of chicken
“Almost,” I said. and dumplings—and I didn’t even know
How do the differences and similarities “What?” what that was, except something they had
between Gen and Nora cause conflict “Almost a full year,” I said. I knew I was for dinner in the song “She’ll Be Comin’
in the middle of the story? Add that being picky about it, but she was wrong Round the Mountain”—I felt my spine go
and that should count for something when limp. It was as if all the bones in my body
information to the Middle section of your
11 yyou’re acting like you are the biggest expert had been replaced by longing for whatever
graphic organizer. on everything in someone else’s house. “My chicken and dumplings were. One look at
birthday’s in September. So we’re actually Gavin, Mom, and Dad told me they were
Middle eleven months apart.” feeling exactly the same way. We were all
Because Gen and Nora are similar in age they are As if I hadn’t said a word at all, Nora leaning toward Nora as if we might smell
competitive with each other, which is seen when the hot food coming off her.
reached up to the dish shelf, pulled down a
Gen feels the need to point out that Nora is not
tin cup, and used it to scoop water from the “I’m sure you’ll be having stuff like
a whole year older than she is. Nora is stern—she
answers questions very seriously—whereas Gen bucket and pour it into the pump mounted that in no time,” she said, and I knew that
is sarcastic and crack jokes. The result is that on the counter. She pumped vigorously and what she really meant was that we probably
Gen backs away from acting in a friendly manner poured more water into the pump, until wouldn’t have a meal like that until we got
toward Nora. water started flowing out of the pump on its home and drove straight from the airport to
own. “You’ve got to prime the pump in the a restaurant.
18

Connection of Ideas
Tell students that connecting new information (She mentions high school, which reminds her
about a character to what they already know from of her life back home and her friends, Kristin and
the story can give them a richer understanding of Ashley.)
the character’s experience. ‡ How do her thoughts affect Gen as she struggles
‡ You know that Gen is not happy at camp, but you’ve with feeling belittled by Nora? (They bolster her
never seen her in her life at home. What happens on and make her feel like her old self; she feels
page 18 that brings up an image of home for Gen? better knowing that camp will be over one day.)
T25I UNIT 1 WEEK 1

WEEK 1
Grits, which we sat down to eat as soon boil some for that washing, right? The only
a Nora was gone, taste exactly like what
as thing that would make it worse out here is
12 t
they are—cornmeal mixed with water. I if one of us got dysentery.”
d
don’t think they’re supposed to be crunchy, My mom said, “Don’t you have some Gen describes the grits the family sat down
or have a smoky flavor, but these did. work to do outside?” and Dad stood, took
“Why did we come here again?” I said one more bite, then left the cabin. My mom
to eat. How does this description help you
after taking my first bite. turned to me. “Genevieve,” she said. “It understand Gen’s reaction after taking a
My mom said, “They’re better with will be your job to clear the table, scrape bite?
butter.” the food off the plates into a bowl for the
animals, and clean the dishes after the meal. Student Think Aloud I have grits when I
My dad said, “And when they’re not
burnt.” You can also make the beds, and I’ll expect visit my grandmother and they are similar
My mom pushed her dish away and
you to set the table and sweep out the
to the texture of oatmeal. I would not like
house after every meal. When you’re done
stood up to pump water in a bowl to do the
you can help your dad in the fields.”
s. crunchy oatmeal so I can understand why
dishes, and my dad said, “You’re going to
I stood there and stared at her. 13 Gen asks why the family came to the camp
after she eats the grits. She doesn’t like
crunchy grits either.
13 Skill: Make Inferences

Do you think Gen has quite a lot of chores
back home? (no) Why do you think this way?
(After her mother goes through the long
list of chores Gen is responsible for, Gen just
stands there and stares at her, as if she’s in
shock about the amount of work she has
to do.)
19
010_023_CR14_SA6_U1W1_SEL_187126.indd 19
Help students understand a sarcastic expression. ‡ Why does Gen’s father have a sarcastic expression?
Review the meaning of sarcastic as “in a way that (Because he is thinking sharp or unkind thoughts
involves sharp words designed to insult or hurt about Nora’s behavior)
someone.”
‡ What does someone’s face look like when they use
sharp words? (Have students make faces.)
LITERATURE ANTHOLOGY T25J

Develop Week 1 – Monday

11:16 am
Week 1 – Monday
11:17 am
Comprehension 14 I am standing in the middle of a cornfield. I am

holding a hoe. As my mom said when we were
setting off to work in the field, we are farmers
Here’s the thing: being a farmer is BORING. I
am halfway down one row, there are ten rows to
go, and it’s already taken TWO HOURS.
now.
14 Genre: Realistic Fiction

Have students reread the text messages
on page 20. What is Gen’s reaction to
being in the middle of a cornfield? (She
thinks it is boring.) Do you think a typical
teenager would react similarly to being
in a cornfield? (Yes.) Why do you think
the author included text messages in this
realistic fiction story? (Text messages are
a part of the everyday, real lives of most
teens. Including them in realistic fiction
adds a real-life flavor to the story.)
20

Sentence Structure
Point out the ellipses on page 21. Ellipses can ‡ What effect do the ellipses have in this sentence?
sometimes be used as a pause in dialogue. (The ellipses create a dramatic pause so the dad
‡ Why do you think the dad looks at each member of can look at each member of the family and make
the family after he says “I’m telling you . . . ?” (He sure they understand what he is saying and how
wants to make sure they know absolutely not to serious he is.)
run if they see a bear.)
T25K UNIT 1 WEEK 1

WEEK 1
I turned the phone off and slipped it Gavin had been swinging his legs, but
i
into my pocket. I did this every time I sent now he stopped.
15 a text, promising myself I wouldn’t get it “You’re scaring him,” said my mom.
15 Skill: Character
out again until much later. I didn’t want to “You kind of look like a bear right Reread the first paragraph on page 21. Turn
get caught. And I didn’t want to run down
the battery. But then two seconds would
now,” Gavin said. to a partner and compare and contrast
pass and I’d find myself reaching for it
“You should be scared,” Dad said to
Gavin, but he backed away. “If you want to
Gen’s phone fixation with her brother’s
again. I couldn’t help it. It was like the way
avoid a bear, the best thing to do is make candy fixation. (Gen cannot stop texting
Gavin sneaks his candy from the jar on top
of the fridge where my mom makes him
sure they know where you are. Call out to her friends. Gavin’s fixation isn’t texting but
keep it.
them as you walk. Call out ‘Bear, bear.’”
rather sneaking candy from the jar. Both
“They speak English?” I asked.
I had to have some weeding done when Gen and Gavin can’t help themselves, no
“Do you know what you do if you see a
my dad got back, though, so I swore that
bear?” my dad asked. matter how hard they try.)
this time I’d keep the phone in my pocket.
My dad had gone to get us water, taking “Run?” I said.
Gavin along with him. “Never run. I’m telling you . . .” He STOP AND CHECK
Before we’d headed out to the cornfield, looked at each one of us hard. “If you see a
my dad sat Gavin, my mom, and me down bear, stay put. Wave your hands above your Visualize How does visualizing Gen’s
on the edge of the porch to tell us what we head. It will make the bear think you’re father’s warning about bears make his
needed to know about bears. bigger than you are, that you’re not worth character more comical? (The descriptive
attacking.” He was demonstrating, but with
“I assume you’re not talking about the
the sun behind him, he looked like he was
details in the text help readers picture Gen’s
Chicago football team,” my mom had said.
performing a rain dance. “And if they come father, who is looking like a bear, growling,
“They could be anywhere,” my dad
replied.
for you anyway, what you do is you crouch with hunched shoulders and bushy
down on the ground.” He showed us this
When Gavin said, “Seeing a bear would too, his forehead in the dirt, his knees
eyebrows. Picturing him in the dirt with his
be so cool,” my dad hunched his shoulders tucked under his chest, his arms covering knees under his chest is humorous and a
up toward his ears, drew his bushy
eyebrows together, and stood over him.
the back of his head. His voice was muffled, little silly.The situation makes it hard to take
but he still managed to shout out, “The
“Bears are no joke,” he growled. “You idea here is that you’re using your body to
his warning seriously.)
have to be careful. Especially in the woods.” protect your vital organs. Better to have the
bear rip some meat off your back than to
STOP AND CHECK puncture your lungs or heart.”
Now, all alone in the cornfield, I
Visualize How does visualizing
thought, “Ugh. Meat.”
Gen’s father’s warning about bears
make his character more comical?
21
010_023_CR14_SA6_U1W1_SEL_187126.indd 21
Encourage students to notice cognates on page 21:

demonstrating/demostrar; puncture/pinchar.
Students may not be familiar with tools. Hold up a
picture of a gardening hoe (page 23) and explain
what the tool is and how it is used.
LITERATURE ANTHOLOGY T25L

Develop Week 1 – Monday

11:41 am
belting it out, but who cared? Except for
the bears, I was completely alone.
Comprehension ARE there really bears out there? My dad said if

you’re all by yourself you should sing to keep them
away.
I was already on the third verse when I
noticed Gavin and my dad ten feet away,
listening. Gavin said, “Yeah, the ‘80s!” and
I felt my face go hot. I went back to my
weeding in silence.
16 Skill: Character, Setting, Plot: Week 1 – Monday
Compare and Contrast 11:42 am

Week 1 – Monday
But the way I sing, a bear might attack me just to
What has happened in the story to show make me stop. 1:24 pm
that Gen is adjusting to life at camp? You know what’s worse than being caught by your
Do you think Gen’s perception of camp

little brother singing “Beat It” at the top of your lungs
I heard something rustling behind me
while you do a little corn-weeding dance? Having him
is changing? Is Gen changing? Support and I jumped. I stashed the phone thinking
it must be my dad. But then when I called
follow you down the row, doing a little dance of his
your answer with details from the text to out “Dad?” and the sound of my voice died
own, and stopping only to say, “Come on, Gen, you know
complete the End section of your charts. unanswered in the great openness of the
you’re feeling it.” All morning long.
field, with the mountains beyond, I started

End to get a little freaked out. Week 1 – Monday
Gen starts out in the corn field by hacking the “They told him don’t you ever come 1:29 pm
corn with the hoe, but she soon gets the hang of around here,” I started, my voice warbly My one consolation is that last night Gavin got a
cutting down only the weeds. Her new skill shows and small. “Beat It” was the only song I mosquito bite on his eyelid, and it’s swollen so bad he
that she is starting to adjust to life at camp. Her
knew all the words to because my sixth- can’t open that eye. Actually, it kind of makes me feel bad
singing and dancing to keep bears away show an
grade gym teacher had made us learn a for him.
attitude more upbeat than at the beginning of
the story. Gen may even start to appreciate the dance to it. I went on a little bit louder. I
changes that life at camp has brought. wanted to be sure a bear could hear.
After lunch that day—grits again,
Holding the hoe in two hands, I because my mom hadn’t figured out how
brought the blade down on a clump of to cook anything else—we went back into
weeds growing up around a cornstalk. You the field. I was able to text again when it
have to hit them at the root and it’s not
always easy to figure out where they are.
was my turn to fetch water, and that’s how 16
it went over the next few days—heinous
This time I took down the corn plant as chores, stolen moments to text, lots of
well. I’d been doing that a lot. singing and calling out to bears who may or
The next time, I didn’t hit the corn. I may not have been listening.
started doing a little dance in time to the
song, hacking away at the weeds. I was
22

Prior Knowledge
Point out the title of the song Gen sings: “Beat It.” ‡ Pop and dance music became popular in the
Then read Gavin’s reaction to hearing the song: 1980s. Fond memories of that enjoyable time
“Yeah, the ‘80s!” cause some people to be sentimental about ‘80s
‡ Explain that “Beat It” was a hit song more than music.
thirty years ago. It was released in 1982. ‡ Do you think Gavin really likes ‘80s music when he
says “Yeah, the ‘80s!” (No. He is likely trying to
annoy his sister and get her attention.)
T25M UNIT 1 WEEK 1

WEEK 1
Return to Predictions
Review students’ predictions and purposes
for reading. Ask them to answer the
Essential Question. (New experiences offer
new perspectives by exposing a person to
unfamiliar surroundings, people, and ways
of life. In Gen’s case, what is unfamiliar also
begins as unwanted, but she gradually
adjusts to the changes.)
23
010_023_CR14_SA6_U1W1_SEL_187126.indd 23
Specific Vocabulary
Point out the word warbly on page 22. Help students understand that when the author says
‡ Identify context clues to figure out what warbly Gen’s voice “died unanswered in the great openness
means. (her voice starts out small; she goes on a of the field,” it means that no one responded to
little louder) the question she asked. Then explain that to be
“freaked out” means to be worried and panicked.
‡ How does a warbly voice sound? (A warbly voice is
Ask students to use the phrase “freaked out” in a
full of turns and variations, perhaps a little shaky.)
sentence.
LITERATURE ANTHOLOGY T25N

About the About the Author

Author Cathleen Davitt Bell
started writing books when
she was nine years old because
Meet the Author she loved to read. She wanted
her favorite stories to “keep
Cathleen Davitt Bell on going.” However, Cathleen
Have students read the author biography. Tell admits that her early attempts
never really got off the ground.
them that Little House on the Prairie is a novel She just wasn’t able to put
about frontier life during the late 19th century down on paper the grand
and also a television series. Ask: images and full story lines she had in her head. Over
time, though, she learned to start small and build
‡ How does information about the novel help on each spurt of writing until what she put down on
you understand why Cathleen Davitt Bell paper more closely resembled her original ideas.
titled her story Little Blog on the Prairie? Little Blog on the Prairie has the honor of being
selected for the Texas Lone Star Reading List.
‡ What ideas might Cathleen Davitt Bell have Cathleen lives with her husband, two children, and
built upon to write Little Blog on the Prairie? two dogs in Brooklyn, New York.
Author’s Purpose Author’s Purpose

To Entertain The author includes text messages in the
story. How are these messages set apart
Remind students that this realistic fiction from the rest of the text, so readers can
Flo Lunn
story contains elements that make it life-like easily tell when Gen is sending a message to
her friends?
and entertaining. Students should note that
the text messages lend authenticity because
they contain the week, day, and time they
were sent, like real text messages. Gen’s way
of writing messages may seem familiar to
students, making the story entertaining.
24
Author’s Craft
Figurative Language: Hyperbole 024_025_CR14_SA6_U1W1_AICC_118712.indd 24
Explain that hyperbole is an exaggerating

statement that an author uses for effect.
Discuss the effects of hyperbole in the text.
‡ Hyperbole can increase the humor of a
situation: They tried to kill me. (p. 13, said by
Gavin about the chickens)
‡ Have students find other examples of
hyperbole used for humorous effect, such
as “. . . I was afraid for my face . . . ,” “They
were going to poke out my eyes or peck
off my toes. They would stop at nothing,”
“I think they hate us.” (page 13)
T25O UNIT 1 WEEK 1

WEEK 1
Respond to Reading Respond to

Summarize
Summarize the important events that
Characters
Reading
Setting
helped change Gen’s perspective in
Little Blog on the Prairie. Information
Beginning
Summarize
from your Character, Setting, Plot Chart
may help you.
Middle
Review with students the facts from their
End
graphic organizers. Model using the facts to
summarize Little Blog on the Prairie.
Text Evidence Ana
Analytical
1. How do you know that Little Blog on the Prairie is W
Writing W
Write About Reading: Compare and
realistic fiction? Identify at least two features the author Contrast Remind students how to compare
C
includes to support your answer. GENRE
and contrast. Using facts from their organizers,
2. How is Genevieve’s life at home different from her life have students write to compare and contrast
at fantasy frontier camp? Give three examples that contrast her
home life with life at the camp. COMPARE AND CONTRAST
Gen’s perspective at the beginning and at the
end of the story. Include facts about the plot
3. What is the meaning of the word vital on page 21? Use context
clues to help you figure out the meaning. SENTENCE CLUES and theme, or story message. How have Gen’s
4. Authors often compare and contrast the similarities
experiences changed her perspective? Have
and differences between characters in order to create partners share their writing.
tension in the plot. Write about how the author creates
tension between Nora and Gen by comparing and contrasting
these two characters. WRITE ABOUT READING Text Evidence
1. Genre Answer It describes events that
Make Connections could really happen. Evidence It includes
How have Genevieve’s experiences at camp given
her a new perspective on the life she left behind in realistic characters and a realistic setting.
the city? ESSENTIAL QUESTION
2. Character, Setting, Plot: Compare and
Genevieve sends text messages at the end of the Contrast Answer Gen’s life at home
story. How does this help to reveal Gen as more of a
“typical” teenager than Nora, and make it easier to
makes her happy, while life at camp is
have readers identify with her? TEXT TO WORLD uncomfortable. Evidence Camp has no
modern conveniences; Nora is unfriendly;
25
clothes are old-fashioned; chores are hard.
3. Context Clues Answer Vital describes
024_025_CR14_SA6_U1W1_AICC_118712.indd 25 11/18/11 10:58 AM
something that can’t be done without.
Evidence On page 21, Genevieve’s father
says vital organs need to be protected; he
Make Connections refers to the lungs and heart, two organs a
Essential Question Have partners discuss how Gen’s person cannot live without.
experiences at camp have changed her perspective on Ana
Analytical
W
Writing 4 Write About Reading: Character, Setting,
4.
the life she left behind at home. Have students share Plot: Compare and Contrast The author
their ideas with the class. creates tension between Nora and Gen
Text to World Have students share their thinking by making them close in age, so readers
about how text messages make it easier for readers to (and Gen) think the girls can be friends.
identify with Gen as a more typical teen than Nora. Ask But, while Gen is friendly and funny,
why it is important for readers to identify with Gen. Nora is unfriendly and serious. They are
competitors.
LITERATURE ANTHOLOGY T25P

Develop
Comprehension
LEXILE
“The Writing 950
on the Wall”
Grade
Gr
rad Band 6–8 Lexile Range
e
925
5 1185
185
950 “The Writing on the Wall”
Options for Close Reading

‡ Whole Class
‡ Small Group
‡ Independent
1

What makes this text complex? Organization
Organization Explain to students that the first two paragraphs on
page 26 provide background information about the
Connection of Ideas
anecdote the author is about to tell. Help students
identify the narrative’s organization.
‡ What signal words and phrases on pages 26 and
27 help you understand when events occur? (when,
early July, once, after class)
T25Q UNIT 1 WEEK 1

WEEK 1
Compare Texts
Students will read a personal narrative
about a boy. Explain that personal narratives
are accounts of events told by a character or
narrator. Ask students to do a close reading
to understand the content. As they reread,
have them use the visualize strategy or
When my mother reminded me that myself again. Working from memory, I
made sketch after sketch of landscapes
other strategies they know. They will also
the classes in New York would be taught
by real, working artists, I felt a glimmer and other natural scenes. Each stroke take notes. Students will use their notes and
of excitement about going. And when of the brush or scratch of the pencil the images they visualized to compare this
she told me I could stay with my aunt brought me closer to remembering why
text with Little Blog on the Prairie.
and her family, who live in the city, it I had come. The teachers walked around
seemed sort of crazy not to go. the room and made comments on what
I arrived in early July. New York was each student was doing. 1 Ask and Answer Questions
just as noisy and teeming with people “Your images are very realistic
as I thought it would be. When my older and accurate,” one teacher told me.
Why did the narrator apply to an art college
cousin Ken and I took the train to the “Why don’t we see what happens if in New York? Did he really want to go?
college for the first time, I had some you loosen them up a little? Try using
serious doubts about whether I had brighter colors and bolder shapes and
With a partner, paraphrase your answers.
made the right choice about coming. I motions.” She told me I should go to (He wanted to compare his art to others’ art,
was so used to the quiet countryside. the Museum of Modern Art to look at but he didn’t want to go to New York.)
There I could just let the sights inspire the paintings of artists like Vincent Van
me by letting them seep gently into Gogh and Georges Seurat, so after class
my awareness. In New York, nothing Ken and I went to the museum. I saw
seeps gently. People pushed past us several paintings by Van Gogh. Using
How did the narrator feel when he was in
to squeeze through the doors of the brash, flowing strokes of rich color, he
subway cars. Everything had hard edges painted forms found in nature in ways New York? In Allen Crossing?
and moved at a supersonic pace. It all I had never seen. Seurat applied paint Ana
Analytical
W
Writing Write
W About Reading Take notes about
came at me so quickly that I felt I had in a variety of multi-colored dots that
ILLUSTRATION: Brian Demeter
2 no time to process it all. allowed a viewer’s eye to blend the

how each place made the narrator feel.
h
Art classes were another story. Once colors. When I tried applying some of (Allen Crossing: He felt inspired by the quiet,
I was able to start making art, I felt like these same techniques to my own art, gentle nature. New York: He felt things were
27 too fast to take in.)
026_029_CR14_SA6_U1W1_PP_118712.indd 27
‡ In what order are the events described? Help students understand the concept of
(chronological, sequential) inspiration. Reread the second sentence of the
second paragraph on page 26.
‡ Explain that inspiration is the creative idea.
‡ What does the narrator get inspiration from?
(nature)
‡ What does he need inspiration for? (to create art)
LITERATURE ANTHOLOGY T25R
Develop I was amazed at the change. My careful

images gained a new movement.
cousin knew them. He introduced me
to Myles, LeShawn, and Pete.
Comprehension Toward the end of my two weeks,

I was going back to my aunt’s house
with Ken, and my head was so full of the
Myles had seen us looking through
my sketchbook. “What’s in the book?” he
asked, so I showed it to the three boys.
colors and shapes I was making in class “Cool,” Myles said. “If you’re into art,
that I took out my sketchbook to work you should come with us,” and with
3 Ask and Answer Questions on one of my drawings. that he opened his backpack and I saw
How was the graffiti art different from the “Can I see that?” Ken asked. When it was filled with cans of spray paint.
I handed him the sketchbook, he began As far as I was concerned, art was not
art the narrator had been creating? (Instead flipping through the pages. Finally made with spray paint.
of just images from nature, the graffiti he said, “Dude, these are great; they I started to protest that I didn’t want
artists drew images from city life too.) remind me of graffiti.” to proceed when the train pulled into
I looked at my sketches and was the subway station, Ken grabbed me,
Write About Reading Write a response confused because to me graffiti was not and we followed Myles, LeShawn, and
about what the narrator learned in New art, it was just messy, unreadable writing Pete up the steps to the street.
York about inspiration. Use evidence from scrawled on walls—and you weren’t Suddenly we turned the corner and
supposed to do it. In most places it was standing in front of us was a huge factory
the text. (He learned that inspiration is against the law. that was completely coated with graffiti.
different for everyone. What one person “Hey!” A loud voice broke The walls were covered with colors so
doesn’t like might inspire another person my reverie. bright they looked like neon; detailed
portraits appeared next to cartoon-like
to create art. The narrator might not like I looked up to see three tall teenage
boys staring at us across the aisle. I creatures and words and calligraphy-like
graffiti art, but he can respect the way the sat up straighter and tried to look like symbols were emblazoned in six-foot
city gives the graffiti artists the energy to I wasn’t intimidated, but then Ken said, high characters. Everywhere I looked
there was something new to see.
create.) “Hey, Myles!” and I realized that my
28
026_029_CR14_SA6_U1W1_PP_118712.indd 28 11/12/11 8:22 AM

Connection of Ideas
Have students reread the first three paragraphs on
page 28.
‡ Why is the narrator confused when Ken says the
sketches remind him of graffiti? (Because the
narrator doesn’t think of his art as being like
graffiti.)
T25S UNIT 1 WEEK 1

WEEK 1
“What is this place?” I muttered as

I looked around to see if anyone was
watching us. Make Connections
“It’s a legal graffiti exhibit space,”
Myles said, “like a big gallery for street
Essential Question Have students
art.” He explained that he and LeShawn paraphrase and share information about the
and Pete had been selected to paint narrator’s perspective on art before his trip
to New York City, so they can more easily
there in a contest their school had held
before summer recess. They showed
me sketches of what they planned to contrast it with his changed perspective.
paint, and then I turned my gaze to the Suggest students reread the last page of
factory again. What I saw was art not
unlike what I had been making. The big
u
the selection to help them formulate their
3 difference was, along with images from
d answers.
nature, the artists also drew images
n
Text to Text Have groups of students
from city life. There was a subway
train crammed with people rushing compare their responses to the Ask and
off to work and there were tall, shiny Answer Questions prompts with what they
buildings stretching up into the sky. In
learned in Little Blog on the Prairie. Each
every sketch, there was an energy that
reminded me of that first subway ride, group can report back to the whole class.
only it was a creative energy, not a (In “The Writing on the Wall,” the narrator is
panicky energy.
overwhelmed by the speed of the city, but
What I learned that summer in
New York was indispensable to me,
he does learn something valuable from his
for now I know that inspiration is art classes and the art museum he attends.
different for everyone. What drives In Little Blog on the Prairie, Gen is similarly
one person crazy can be the thing that
uncomfortable with her new surroundings,
drives another person to create. I may
Make Connections but rather than learning something, she
not look at the city the way Myles,
How did this student’s trip to New York
LeShawn, and Pete do, but they may
City change his perspective on art? only tolerates the situation. The narrator
not see nature the way I do. I respect
ESSENTIAL QUESTION allows his new environment to teach him
the way the city’s energy inspires them.
And now I use that energy wherever I What kinds of experiences gave the something about art. Gen doesn’t have
am to create my own art. characters you have read about a new quite the same learning experience, but
perspective on their lives? TEXT TO TEXT
does start to accept the changes in her
environment.)
29
026_029_CR14_SA6_U1W1_PP_118712.indd 29
Encourage students to notice cognates on

pages 28–29: confused/confundir; intimidated/
intimidar; protest/protestar. Ask students to find
another cognate. (energy/energía)
‡ The narrator doesn’t want to go with Myles,
LeShawn, and Pete. He starts to protest. What do
you think protest means? (“to object or complain”)
LITERATURE ANTHOLOGY T25T

AFTER READING: WHOLE GROUP
Phonics/Fluency
LESS O
IN I
M
N
20 Short Vowels
Mins
Go
Use combined
knowledge of Remind students that every syllable in a word has one vowel sound.
all letter-sound Then display the Apple, Egg, Insect, Octopus, and Umbrella Sound-
correspondences, Spelling Cards for the short-vowel sounds. Point to each card Short
syllabication patterns, Vowels
and morphology
and say the sound. Have students repeat. Provide a sample word
(e.g., roots and for each spelling. For example, the /a/ sound can be spelled a,
affixes) to read as in alligator. Present the
Lesson
multisyllabic words
‡ /a/ as in alligator
in context and out of ‡ /e/ as in elephant and head
context. RF.5.3a
‡ /i/ as in insect
Read on-level prose
and poetry orally with ‡ /o/ as in octopus
accuracy, appropriate ‡ /u/ as in umbrella
on successive
readings. RF.5.4b Write other words containing each short-vowel sound on the board,
underline the short-vowel spelling, and model blending each one.
Rate: 117–137 WCPM
2 Model
ACADEMIC Write the word shop on the board. Underline the letter o and read
LANGUAGE
• expression, phrasing
the word aloud. Then write the following words on the board.
• Cognates: expresión,
Underline the short vowel in each and say each word aloud.
fraseo bend plant stretch gust flick
wealth wrist clock bland swung
stop sash bread much sniff Farewell to Me
3 Guided Practice
adventure.”
boldd
oold

ew
g Newbol
wbo
b

reg
Greg
Gre
Gr
G
22 23
022_025_CR14_SI6_U1W1_MR_118711.indd
022 025 CR14 SI6 U1W1 MR 118711 indd 22 1/20/12
022_025_CR14_SI6_U1W1_MR_118711.indd
025
2:45CR14
PM SI6 U1W1 MR 118711 indd 23 1/9/12 5:00 PM
View “Cow
Ask students to read each word above and say its vowel sound. Help Music”
them pronounce the words as needed. Then have them sort the
words by spelling pattern, including ea for /e/.
Refer to the sound
transfers chart in the
Language Transfers
Handbook to identify
sounds that do not
transfer in Spanish,
Cantonese, Vietnamese,
Hmong, and Korean.
T26 UNIT 1 WEEK 1

WEEK 1
Read Multisyllabic Words
Transition to Longer Words Help students transition from
reading one-syllable to multisyllabic short-vowel words. Point Monitor and
out that knowing short-vowel sounds makes it easier to read
longer words. Write the sets of words below in four columns
Differentiate
on the board. Have students read a word in the first column,
and then model how to read the corresponding longer word.
Point out the added syllable(s), such as a prefix or suffix, to help Quick Check
Q
students gain awareness of these common word parts. Repeat
Can students decode multisyllabic
with the remaining word sets. Then point to each word in
words with short vowels? Can students
random order and have students chorally read the words.
read words with expression and
wrap unwrap sent represent phrasing? Can students read fluently?
dress dressing stub stubborn
flick flicker step stepstool
sun sunglasses wind winded
back backwards slam slamming Small Group Instruction
If No Approaching Level Reteach
pp. T42, T46
ELL Develop
pp. T59, T62
If Yes On Level Apply
pp. T48–T49
Beyond Level Apply
pp. T52–T53
Expression and Phrasing

Explain/Model Explain to students that reading aloud a text
with expression helps make the meaning of the text clear.
Adding emotion to your voice can communicate the sense of
the scene and the feelings of the characters. Being attentive ONLEVEL PRACTICE BOOK p. 8
to phrasing, by reading words in chunks and choosing
appropriate pauses, also helps convey the text’s meaning.
Turn to “Cow Music,” Reading/Writing Workshop pages 22–25.
Model reading aloud the two paragraphs under “Not Bad At
All!” Point out how to add emotion and read words in chunks.
Practice/Apply Have students read with partners. One
student should read aloud the narrator’s text, and the other
student should read aloud Jason’s dialogue. Then have
partners switch roles. Offer feedback on students’ expression
and phrasing as needed.
Daily Fluency Practice

Students can practice fluency using Your Turn Practice Book
passages.
p. 8 p. 8 p. 8
PHONICS/FLUENCY T27
Wrap Up the Week

Integrate Ideas
L STU
IA
RESEARCH AND INQUIRY
DI
SOC
ES
Perspectives
OBJECTIVES Create a Presentation

Conduct short
research projects to Explain that students will work in small groups to research an invention
answer a question COLLABORATE of the 19th century and to answer the question, how did the invention
(including a self- affect the lives of ordinary people? Students will then use their research to
generated question), make a presentation to the class. Discuss the following steps:
drawing on several
sources and
generating additional 1 Choose a Topic Distribute the Unit 1 Week 1 Fact Sheet. Have
related, focused students work in groups to choose a 19th-century invention to
questions that allow research. Make sure that no groups choose the same topic and
for multiple avenues
of exploration.
that students follow agreed upon rules for discussion. Have groups
WHST.6.7 generate a question they would like to answer during their research.
Present claims and
findings, sequencing 2 Find Resources Review how to locate and use reliable print and
ideas logically and digital resources. Students should verify all facts in multiple sources.
using pertinent
descriptions, facts, 3 Guided Practice Have groups make an Accordion Foldable® to
and details to
accentuate main record details from different sources about the invention and to draw
ideas or themes; a conclusion about how the invention changed people’s lives. Remind
use appropriate eye students to record the author, title, and publication information. Tell
contact, adequate students to post on the Shared Research Board questions they have.
volume, and clear
pronunciation.
SL.6.4 4 Create the Project: Presentation Have students use their research
to create a presentation. First have students provide details about the
ACADEMIC
19th-century invention. Then have them explain how that invention
LANGUAGE made everyday life easier for ordinary people. Encourage students to
• research, resources, describe what life was like before the invention.
presentation
• Cognates: recursos, Give the Presentation
presentación
Matt Hage/Photolibrary
Have each group present to another group. If possible, they should

include pictures or photos of the invention to enhance their presentations.
Have students use Presenting Checklist 1 to evaluate their presentations.
T28 UNIT 1 WEEK 1

WEEK 1
TEXT CONNECTIONS Connect to Essential Question
OBJECTIVES
Review the key
Text to Text
ideas expressed Cite Evidence Explain to students that, working in groups, they will use
and demonstrate COLLABORATE all the texts they read this week to compare information they have learned
understanding of
about how new experiences offer new perspectives. Model how to
through reflection compare this information by using examples from “Cow Music,” Reading/
and paraphrasing. Writing Workshop pages 22–25, and the
SL.6.1d week’s Leveled Readers. Review class
notes and completed graphic organizers.
You may also wish to model going back
into the text for more information. You can
use an Accordion Foldable® to record
comparisons. Students should cite at
least three examples from each text.
Present Information Ask groups to present their findings to the class.
Encourage discussion, asking students to comment on information on the
charts that is similar and ideas that are different.
WRITE ABOUT READING Ana

Analytical
W
Writing Analyze to Inform/Explain
OBJECTIVES Write an Analysis

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts that
informational texts they read this week. Using text evidence, students will analyze how the
to support analysis, author developed the characters, setting, and plot.
reflection, and
research. W.6.9 Discuss how to analyze a text by asking how and why questions.
Write informative/ ‡ Why do you think the author created realistic characters or included
explanatory texts personal details about himself or herself?
to examine a topic
‡ How did the author make the setting important to the plot?
and convey ideas,
concepts, and Use Your Turn Practice Book page 9 to read and discuss the student
information through model. Then have students select a text and review details about the
the selection,
characters, setting, and plot. Have them write an analysis that explains the
organization, and
analysis of relevant author’s development of the characters, setting, and plot or the narrator’s
content. W.6.2 use of personal details. Remind students that good explanatory writing
provides evidence to support ideas and includes different sentence types.
Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the text supports their ideas.
INTEGRATE IDEAS T29

L A N G UAG E A R T S : W H O L E G R O U P
Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Organization
Mins
Go
Strong Openings Digital
Expert Model Explain that writers of narratives include a strong
opening to capture readers’ attention and make them want to keep Expert Model
reading. A strong opening may introduce the narrator of the story. It gs

ter
ion?
Farewell to Me
I crammed one last box into the back seat
and slammed the car door. It felt as if I were
slamming the door on my whole life. At first, I
about
may also suggest when and where the story takes place and introduce er?
was thrilled when Mom told me she’d gotten a
fantastic new job as a veterinarian at an animal
hospital. Then, because she always saves the bad
news for last, she told me the really heinous part.
The hospital wasn’t in our city; it was miles away
a problem or situation that drives the events of the narrative. A strong in the middle of nowhere. And I’m definitely not
a country girl.
Reading/Writing opening sets the stage for key people, places, and events in a narrative Expert
Workshop Model
to be fully developed.
030_031_CR14_SI6_U1W1_WRT_118711.indd 30 1/18/12 12:04 PM
OBJECTIVES Read aloud the expert model from “Cow Music.” Ask students to listen
Write routinely over COLLABORATE for details that grab their attention as well as for those that introduce
extended time frames the people in the story, the setting, and story’s problem. Ask them to
(time for research, look for descriptions of how events begin to unfold. Have partners Editing Marks
reflection, and
discuss what they notice.
revision) and shorter p g y
Student Model
Grammar Handbook
Gramm
Sente
Sente
See pa
Hang Ten!
time frames (a single It was the best day of my life—or
sitting or a day or Student Model Remind students that a strong opening grabs at least, I thought it was. When my
Grandmother told me I could choose
the spot for our next car trip. I
two) for a range of readers’ attention and provides important story details and events. didn’t have to think twice. For years,
I’ve been a fanatic about surfing. I Your Tu
discipline-specific Read aloud the student draft “Hang Ten!” As students follow along, Student
tasks, purposes, and Model
audiences. W.6.10
have them focus on the revisions the writer made to strengthen the
opening. 030_031_CR14_SI6_U1W1_WRT_118711.indd 31 1/9/12 1:58 PM
• Analyze models to Invite partners to discuss how Amr’s revisions make the opening
understand how COLLABORATE stronger. Ask them to suggest other details Amr could add to grab
writers organize
ideas to write a readers’ attention.
strong opening.
• Write about an
experience visiting
an unfamiliar place.
• Include a strong
opening to revise
writing.
ACADEMIC Genre Writing

G
LANGUAGE
• organization, Narrative Text
opening, narrative,
For full writing process lessons and rubrics, see:
• Cognates:
organización, ‡ Autobiographical Sketch, pp. T344–T349
narración
‡ Personal Narrative, pp. T350–T355
T30 UNIT 1 WEEK 1

WEEK 1

SCAFFOLD
Provide support to help English Language Learners use the writing trait.

Write Help students Describe Ask students Discuss Check for
complete the sentence to complete the sentence understanding. Ask: Who
frames. The writer grabbed frames. Encourage is the narrator? What is
my attention with . students to provide the problem? How does
Some words that help to details. The narrator is the writer grab readers’
create a strong opening interesting because . attention?
are . The opening grabbed my
attention because .
READERS TO WRITERS T31

Writing Every Day: Organization

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Strong Openings Writing Entry:
Strong Openings Use Your Turn Practice Book page Strong Openings
Prewrite Provide students with 10 to model a strong opening. Revise Have students revise
the prompt below. I was hiking to the bottom of the their writing from Day 1 by
Describe an experience you have Grand Canyon. It was cold and foggy. strengthening the opening with
had when first visiting an unfamiliar I could feel the steep cliffs rising information that sparks readers’
place. Include a strong opening. sharply above us. interest and makes them want to
read on.
Have partners list places they have Model revising the first sentence to
visited. Then have them add notes tell more about the narrator. Use the Conferencing Routines.
that tell about experiences they Circulate among students and
I’d been dreading summer vacation stop briefly to talk with individuals.
had in each place. since I learned where Mom was Provide time for peer review.
Draft Have each student select dragging me — I was hiking to the
a place and experience to write bottom of the Grand Canyon. Edit Have students use Grammar
about. Remind students to include Handbook page 450 in the
Discuss how details grab readers’ Reading/Writing Workshop to
strong openings in their drafts. attention and begin the sequence edit for errors in sentence types and
of events. Be sure students to correct sentence fragments.
introduce the narrator’s problem.
Teacher Conferences
STEP 1 STEP 2 STEP 3
Talk about the strengths of Focus on how the writer uses Make concrete suggestions
the writing. the target trait for the week. for revisions. Have students
All of the details you provided You include details about the work on a specific assignment,
focus on the event you’re narrator that help make your such as those to the right, and
writing about. You chose strong, opening strong. You could then meet with you to review
descriptive words to help readers further strengthen the opening progress.
visualize the scene. if you included details about the
narrator’s problem that grab my
attention and make me want to
read more.
T32 UNIT 1 WEEK 1

WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Writing Entry: Share and Reflect
Strong Openings Strong Openings Discuss with the class what they
Prewrite Ask students to search Revise Have students revise learned about including a strong
their Writer’s Notebooks for the draft writing from Day 3 by opening to engage readers and to
topics on which to write a draft. strengthening the opening with encourage them to read on. Invite
Or, provide a prompt such as the details that capture readers’ volunteers to read and compare
following: attention. Invite them to tell more draft text with text that has been
Describe a time when you had a good about people and the situation. As revised. Have students discuss
experience somewhere you initially students are revising their drafts, the writing by focusing on the
did not want to go. Include a strong hold teacher conferences with effectiveness of the opening. Allow
opening. individual students. You may also time for individuals to reflect on
wish to have students work with their own writing
Draft Once students have chosen
partners to peer conference. progress and
McGraw-Hill Companies Inc./Ken Karp, photographer
their topics, ask them to create

Edit Invite students to review record observations
a sequence chart showing the
the rules for sentence types and in their Writer’s
sequence of events. Students can
fragments on Grammar Handbook Notebooks.
use their charts as they write their
drafts. page 450 in the Reading/Writing
Workshop and then edit their drafts
for errors.
Peer Conferences
Suggested Revisions Focus peer response groups on including a
Provide specific direction to help focus young writers. strong opening to engage readers and prepare
them for further events in the narrative.
Focus on a Sentence Provide this checklist to frame discussion.
Read the draft and target one sentence for revision. Rewrite this
sentence by adding interesting details about .
Focus on a Section
Underline a section that needs to be revised. Provide specific
✓ Does the opening include interesting
details about the narrator?
suggestions. This opening includes some strong writing. I think
you could grab my attention with details about . Leave me ✓ Is the problem the narrator will face
wanting to find out what happens to . described or hinted at?
Focus on a Revision Strategy ✓ What events are set in motion?

Underline a section of the writing. Ask students to use a specific ✓ Are any parts of the writing unclear?
revision strategy, such as substituting. Replacing everyday words
with precise, descriptive words will make your opening stronger.
WRITING EVERY DAY T33

Grammar: Sentence Types

DAY
DAY DAY
DAY
1 2
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
My family eat a late dinner last when does the movie start. Want
night. we had a long day to come?
(1: ate; 2: We; 3: day.) (1: When; 2: start?; 3: Do you want)
Introduce Sentences and Review Sentences and

Reading/Writing Fragments Fragments
Workshop
‡ A sentence is a group of words Review that a sentence expresses a
that expresses a complete complete thought. Have students
OBJECTIVES
thought. I read mystery books. explain how a fragment differs from
Demonstrate
‡ Sentences begin with a capital a sentence.
command of the
conventions of letter and end with an end
standard English punctuation mark. Can you find Introduce Sentence Types
grammar and usage ‡ A declarative sentence is a
my book?
when writing or
speaking. Produce ‡ A fragment is a group of statement. Nick is a skateboarder.
complete sentences, words that is punctuated like a ‡ An imperative sentence gives a
recognizing command. Always wear a helmet
sentence but does not express a
and correcting
inappropriate complete thought. Your book is. when skateboarding.
fragments and Have partners discuss sentences ‡ An interrogative sentence asks
run-ons. L.4.1f a question. Can you skateboard?
and fragments using page 450 of
• Identify sentence
the Grammar Handbook. ‡ An exclamatory sentence
types. expresses excitement. I’m
• Capitalize and amazed by Nick’s skating skills!
punctuate sentence
types correctly.
• Proofread sentences.
COLLABORATE
TALK ABOUT IT
Go
Digital SPEAK IN SENTENCES
Ask partners to use complete
USE SENTENCE TYPES
Put students in groups of four, and
sentences to tell each other about a ask one student to say a declarative
time they went someplace new. At sentence about a new experience
Sentence
Types the end of each sentence, partners he or she had. Other group
should verify whether they heard members should say an imperative
Grammar a complete thought. Challenge sentence, an interrogative
Activities students to include one sentence sentence, or an exclamatory
fragment as they speak. sentence on the same topic.
T34 UNIT 1 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
What a funny play, do you think it hey. What are you doing here! At the end of the day. The sun set in
will win an award! (1: Hey!; 2: here?) shades of pink and orange!
(1: play! or play.; 2: Do; 3: award?) (1: day,; 2: the; 3: orange.)
Mechanics and Usage: Proofread Assess

End Punctuation Have students correct errors in Use the Daily Language Activity and
‡ Every sentence begins with a these sentences. Grammar Practice Reproducibles
capital letter. 1. After dinner and dessert. page 5 for assessment.
‡ A statement ends with a period. We had to do homework.
(1. dessert,; 2. we) Reteach
‡ A command ends with a period
or an exclamation point. 2. Oh no. I forgot my notebook at Use Grammar Practice
school? (1: no!; 2: school!) Reproducibles pages 1–4 and
‡ A question ends with a question
selected pages from the Grammar
mark. 3. Don’t forget to bring your
Handbook for additional
An exclamation ends with an notebook home next time?
‡ reteaching. Remind students that
exclamation point. (time! or time.)
it is important to use complete
‡ An exclamation point can set off 4. Yay? you found my notebook! sentences as they speak and write.
an interjection—a word that (1: Yay!; 2: You)
Check students’ writing for use of
expresses strong emotion. Have students check their work the skill and listen for it in their
Wow! It’s snowing! using Grammar Handbook speaking. Assign Grammar Revision
Refer to Grammar Handbook pages pages 450 and 476. Assignments in their Writer’s
450 and 476. Notebooks as needed.
See Grammar Practice Reproducibles pp. 1–5.
EXPRESS END PUNCTUATION COMPLETE FRAGMENTS CATCH THE FRAGMENT

Have students write one sentence Students should write five sentence Have each member of small groups
of each type and one including an fragments and trade with another write an assigned sentence type,
interjection about a place they once partner. Each student should as well as a fragment. As each
visited. Then have pairs take turns complete his or her partner’s group reads aloud, the class should
reading aloud their sentences with sentence fragment aloud and in mark down who read a complete
exaggerated expression and have writing. Have pairs review written sentence and its type, and who read
their partners identify the sentence sentences to verify that they a sentence fragment. Then have
type, as well as the interjection. express a complete thought. them correct the fragment.
GRAMMAR T35
Spelling: Short Vowels

DAY
DAY DAY
DAY
1 2
OBJECTIVES Assess Prior Knowledge Spiral Review
Demonstrate
Read the spelling words aloud, Review the -tch spelling for the
command of the
conventions of drawing out the vowel sounds. /ch/ sound in batch. Then read each
standard English Point out that short vowel sounds sentence below, repeat the review
capitalization,
are often spelled with just one word, and have students write the
punctuation, and word.
spelling when vowel: a for /a/, e for /e/, i for /i/, o
writing. Spell for /o/, and u for /u/. Explain that 1. Stuff the tent in the bag.
correctly. L.6.2b short vowels can be spelled with 2. Tomi baked a batch of cookies.
other patterns, such as ea for /e/.
3. Shaheed has good common
Spelling Words Demonstrate sorting the spelling sense.
gram swan fund words by pattern under key words
clash prod text gram, dwell, strict, mock, and shrunk. Have students trade papers and
dense shrunk rank (Write the words on index cards or check the spellings.
dread scuff brink the IWB.) Sort a few words. Point Challenge Words Review this
prank clutch mock
strict threat plaid
out the spelling of the vowel sound week’s short vowel spelling
drill dwell of each word as it is sorted. patterns. Then read each sentence
Review stuff, batch, sense Then use the Dictation Sentences below, repeat the challenge word,
Challenge guest, cleanse from Day 5. Say the underlined and have students write the word.
word, read the sentence, and repeat 1. The guest left early.
Differentiated Spelling
Approaching Level
the word. Have students write the 2. Cleanse the wound daily.
words and check their papers.
gram swan sum Have students check and correct
cash prod text
dent shrunk rank
their spellings and write the words
dread scuff brim in their word study notebooks.
thank fuss guess
trim threat crank
drill dwell
Beyond Level
cleansed
grammar
drilling
swapping
sweltering
texture COLLABORATE
WORD SORTS
cluttered production quenched
density shrunken bristle
OPEN SORT PATTERN SORT
dreadful scuff mystify
prankster clutching plaid Have students cut apart the Complete the pattern sort using
strictly threatening Spelling Word Cards in the Online the key words from Day 1, pointing
Resource Book and initial the back out the same and different middle
of each card. Have them read the vowels. Have students use Spelling
words aloud with a partner. Then Word Cards to do their own pattern
have partners do an open sort. sort. Then have them work with a
Have them discuss why they sorted partner to compare and check
the words as they did. their sorts.
T36 UNIT 1 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Word Meanings Proofread and Write Assess
Have students copy the sentences Write these sentences on the board. Use the Dictation Sentences for
below into their word study Have students circle and correct the posttest. Have students list
notebooks. Say the sentences aloud each misspelled word. Make sure misspelled words in their word
and ask students to fill in the blanks students have access to a print study notebooks. Look for students’
with a spelling word. or digital dictionary to check and use of these words in their writings.
1. Playing a on someone can correct their spelling.
get you in trouble. (prank) 1. I shronk my plad shirt. (shrunk; Dictation Sentences
2. A forest has a lot of trees plaid) 1. A gram is a small amount.
that are close together. (dense) 2. I dred driving in dinse traffic. 2. The colors clash.
3. If you stand at the of a (dread; dense) 3. The fog was dense.
cliff, you are at its edge. (brink) 3. I mawk her when her shirt and 4. Do you dread giving a speech?
pants claish. (mock; clash)
Challenge students to come up 5. Sarah played a prank on Julio.
with other sentences for spelling, 4. The teacher was striect about 6. His father was strict but kind.
review, or challenge words. Have students reading the whole
teaxt. (strict; text) 7. We had a fire drill at school.
them write the sentences in their
8. A swan floated on the pond.
word study notebooks and trade Error Correction Students may
them with a partner. have difficulties with the less
9. Do not prod me for gossip.
common short vowel spellings, 10. My skirt has shrunk and is tiny.
such as the /a/ sound spelled ai 11. Try not to scuff your shoes.
and the /e/ sound spelled ea or eu. 12. Clutch your hat in the wind.
Provide several sample words for
13. Beetles are a threat to trees.
each spelling for students to record
in their word study notebooks. 14. Min and I dwell in the city.
15. Give to the relief fund.
16. Read the text for homework.
See Phonics/Spelling Reproducibles pp. 1–5. 17. What rank is higher than major?
18. She is on the brink of tears.
19. It’s not nice to mock people.
SPEED SORT BLIND SORT
20. The golfers wore plaid pants.
Have partners do a speed sort Have partners do a blind sort: one
to see who is faster. Then have reads a Spelling Word Card; the Have students self-correct the tests.
them do a word hunt in the week’s other tells under which key word
reading for words with short vowel it belongs. Then have partners use
spelling patterns. Have them their word cards to play Spelling
record the words in their Day 2 Fish, matching pairs by spelling
pattern sort in their word study pattern.
notebooks.
SPELLING T37
Build Vocabulary
DAY
DAY DAY
DAY
1 2
OBJECTIVES Connect to Words Expand Vocabulary
Determine or
Practice this week’s vocabulary. Help students generate different
clarify the meaning
of unknown and 1. What might be a consolation forms of this week’s words by
multiple-meaning for losing a race? adding, changing, or removing
words and phrases inflectional endings.
based on grade 6 2. What might cause you to feel a
reading and content, glimmer of excitement? ‡ Draw a T-chart on the board.
choosing flexibly from Write consolation in the first
3. If your friend serves a heinous
a range of strategies. column and consolations in the
Use context (e.g., meal, how might you respond?
second column.
the overall meaning 4. Why is a bike indispensable to
of a sentence or ‡ Have students share sentences
someone with a delivery job?
paragraph; a word’s using the words.
position or function in 5. How is a child’s perception of a
a sentence) as a clue ‡ Students can add to the chart
storm different from an adult’s?
to the meaning of a doing the same for glimmer,
word or phrase. 6. What are common reasons for perception, and threshold, and
L.6.4a people to be phobic? then share sentences using the
7. Do you like sarcastic humor? different forms of each word.
Expand vocabulary
by adding inflectional Why or why not? ‡ Have students copy the chart
endings. 8. Where is the threshold to this into their word study notebooks.
room?
Vocabulary Words
consolation perception
glimmer phobic
COLLABORATE
BUILD MORE VOCABULARY
heinous sarcastic
vie
indispensable threshold Re w
ACADEMIC VOCABULARY CONTEXT CLUES
Discuss important academic words. ‡ Write the following sentence on
‡ Display affect, encounter, the board: The threshold to Kim’s
perspective. room was so littered with junk, her
mother had to leap to get inside.
Define the words and discuss
Go ‡
their meanings with students. ‡ Underline the words to Kim’s
Digital ‡ Write affect and affected on
room and inside.
the board. Have students find ‡ Ask: How do these clues help
and define related words. you figure out the meaning of
Vocabulary Have partners ask and answer threshold?
questions using the words. ‡ Have partners write their
Vocabulary ‡ Repeat with encounter and responses and a definition in
Activities perspective. their word study notebooks.
T38 UNIT 1 WEEK 1

WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Reinforce the Words Connect to Writing Word Squares
Review this week’s vocabulary. ‡ Have students write sentences Ask students to create Word
Have students orally complete each in their word study notebooks Squares for each vocabulary word.
sentence stem. using this week’s vocabulary. ‡ In the first square, students write
1. The consolation of getting ‡ Tell them to write sentences the word (e.g., phobic).
a made up for not getting that provide word information ‡ In the second square, students
the I had hoped for. they learned from this week’s write their own definition of the
2. A glimmer of came readings. word and any related words,
through the threshold when ‡ Provide the Day 3 such as synonyms (e.g., scared,
Lee opened the . sentence stems 1–6 for students terrified, fear, irrational).
3. The comedian told needing extra support. ‡ In the third square, students
heinous , and no one liked draw an illustration that will help
his sarcastic . Write About Vocabulary Have them remember the word (e.g., a
students use this week’s words person looking scared of
4. If you are phobic about spiders,
to write something related to the a spider).
you might if you see one.
theme of “changes” in their word
5. His perception of teens is that ‡ In the fourth square, students
study notebooks. They might write
they are . write nonexamples, including
about how their perception of
antonyms for the word (e.g.,
6. A is indispensable to a something they were phobic about
comfortable, brave).
painter. changed when they learned an
indispensable lesson.
CONTEXT CLUES: SHADES OF MEANING MORPHOLOGY

SENTENCE CLUES Help students generate words Use the word perception to learn
Remind students to look for clues related to heinous. Write heinous on other words with the same root.
in the same and nearby sentences the board, followed by four blank ‡ Draw a word web on the board
to figure out the meaning of lines, and ending with the word and write perception in one of
unknown words. fantastic. the outer circles.
‡ Display Your Turn Practice ‡ Have partners generate words to ‡ Have students look up the origin
Book pages 3–4. Read the fill in the blanks, working down in a print or online etymology
second paragraph. Model the synonym scale from heinous dictionary. Write the root and its
figuring out the meaning of the and then up the antonym scale familiar forms in the center circle
word agitated. to fantastic. of the web (capere, ceive, cept).
‡ Have students complete page 7. ‡ Ask students to copy the ‡ Have students add words with
‡ Students can confirm meanings completed scale into their word the same root to the web.
in a print or online dictionary. study notebooks.
VOCABULARY T39
D I F F E R E N T I AT E D I N S T R U C T I O N • S M A L L G R O U P
Approaching Level
Realistic
FC_Genre
Xxxx
Fiction
by Susan Paris
illustrated by Soud
Leveled Reader: Go
Silver Linings Digital
Before Reading
Realistic
FC_Genre
Preview and Predict

Xxxx
Fiction
by Susan Paris
PAIRED illustrated by Soud
The Big Trek

READ
‡ Read the Essential Question with students: How do new experiences
Leveled Reader
offer new perspectives? Leveled
LEXILE 710 ‡ Have students read the title and table of contents for Silver Linings Readers
and then preview its illustrations. Ask students to predict what the
OBJECTIVES story will be about.
Read on-level prose
and poetry orally with
accuracy, appropriate Review Genre: Realistic Fiction
rate, and expression Review with students that realistic fiction presents settings and plot
on successive
events that could occur in real life, as well as characters who speak and
readings. RF.5.4b
act like real people. The narrator may be a character in the story or may
Determine the
tell the story without taking part in it. Help students identify evidence
meaning of words
and phrases as they that Silver Linings is realistic fiction.
are used in text,
and connotative During Reading
meanings; analyze
the impact of a
Close Reading
specific word choice Note Taking: Ask students to use the graphic organizer on Your Turn
on meaning and Practice Book page 2 as they read the selection.
tone. RL.6.4
Pages 2–3 In one or two sentences, tell what event starts the plot of the Use Graphic
Organizer
• Read realistic fiction. story. Compare sentences with a partner. (Casey, a runner, twists her
• Visualize to ankle before a big track-and-field meet.)
understand plot and
Pages 4–5 Turn to a partner and discuss why the author says that
character.
Casey is exhausted. Why didn’t the author use the word tired? (The word
exhausted is stronger than tired. It helps readers understand how Casey
ACADEMIC
LANGUAGE
feels after coming home from the doctor.)
• realistic fiction, Pages 6–9 What does the context clue “You poor thing” on page 6 tell you
characters, setting, about the meaning of commiserates? (“You poor thing” is an expression
plot, compare,
contrast, visualize
of sympathy. Commiserates must mean “shows sympathy.”) Summarize
• Cognates: ficción
the plot events in this part of the story. (Despite the fact that Casey
realista, comparar, doesn’t think of herself as a team player, her friend Kim persuades her
contrastar, visualizar to help with the school play.)
T40 UNIT 1 WEEK 1

WEEK 1
Pages 10–12 What event starts to make Casey think that she is doing
“a pretty good job”? (Casey fills in for a sick actor and remembers the Literature
actor’s lines.) Circles
Pages 13–15 What evidence on page 13 shows that Casey’s feelings Ask students to conduct a
about the play and the actors have changed? (She feels a tingle of literature circle using the
excitement when she thinks about opening night.) What happens on Thinkmark questions to guide
opening night? (Many people compliment Casey’s performance, and the discussion. You may wish to
she looks forward to performing the play again.) have a whole-class discussion
about what students learned
about how experiences can
After Reading change perspectives from both
selections in the Leveled Reader.
Respond to Reading
Revisit the Essential Question and ask students to complete the Text
Evidence Questions on page 16.
Ana
Analytical
W Write
W
Writing About Reading Check that students have accurately Level
described
d i the changes in Casey as seen from Kim’s perspective.
Up
Realistic
Call Me
Fiction
Max
by Vivienne Joseph
Fluency: Expression and Phrasing

illustrated by
Scott Angle
Realistic
FC_Genre
Xxxx
Fiction
Model Model reading page 13 with proper expression and phrasing.

by Susan Paris
Next, reread the page aloud and have students read along with you. illustrated by Soud
PAIRED
PAIR
PA
P IRED
Xxxx Xxx
Fashion Swap
READ
REA
EAD
D
Apply Have students practice reading with a partner.

FC_G
Realis
R li
Gen
stic
enre
enr
ti
tic
F
Fictio
Xxxx on
on
PAIRED
The Big Trek
READ
Compare Texts
Read about a group of students whose perspectives
change when they become lost on a hike.
PA I R E D R E A D THE BIG TREK

by Su
Susan
S Paris
illustrated
e by Soud
IF students read the Approaching Level

When I was 17, I spent a summer at an outdoor
education center miles from anywhere, deep in the forest.
We spent the whole vacation hiking, kayaking, and
orienteering. The emphasis was on challenging ourselves
and teamwork, and I loved every minute of it.
In our second week, our instructor, Daniel, took us

on a three-hour hike. Halfway through, we stopped for a
snack by a waterfall. Daniel gave us directions for getting
fluently and answered the questions
Illustration Samantha Asri
“The Big Trek”

back and told us to remember all the skills we’d been
THEN pair them with students who have

taught. He explained that he would be leaving us, but we
weren’t really listening: we were too busy having fun.
proficiently read the On Level and have

Make Connections: Write About It 17
PAIRED
READ The Big Trek
students
• echo-read the On Level main selection.
&9B&5B/5B*B8:
/ $
L GG
Before reading, note that “The Big Trek” is a Leveled Reader

personal narrative that presents characters • use self-stick notes to mark at least one
whose perspectives change as a result of new experiences. Then discuss character or plot event that they would
the Essential Question. After reading, ask students to make connections like to discuss in each section.
between the changing perspectives in Silver Linings and “The Big Trek.”

The On Level challenges students by
FOCUS ON LITERARY ELEMENTS including more difficult vocabulary
Students can extend their knowledge of the use of and using more complex sentence
dialogue in fiction by completing the literary elements structures.
activity on page 20.
APPROACHING LEVEL T41

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H S H O R T V O W E L S
2
OBJECTIVES
I Do
Explain that when a vowel appears between two consonants, it usually
Know and apply makes a short-vowel sound. Write fan on the board and read it aloud.
grade-level phonics Underline the letter a. Point out that in fan, the letter a appears between
and word analysis
skills in decoding two consonants and stands for /a/, a short-vowel sound. Repeat with leg,
words. RF.5.3 sit, top, and run. Review the letter and sound for each short vowel.
Decode words with We Do

Write cap, tip, pop, gem, and hug on the board. Model how to decode the
short vowels. first word. Have students identify the vowel sound, telling if it is short
or long. Students can read the rest of the words aloud and identify the
vowel sounds.
You Do
Add these words to the board: rot, bat, fig, rug, and bed. Have students
read each word aloud and identify its vowel sound. Then point to the
words in random order for students to read chorally. Repeat several times.
TIER
BUILD WORDS WITH SHORT VOWELS
2
OBJECTIVES
I Do
Remind students that multisyllablic words are made up of smaller word
Use combined parts, or syllables. Explain that they will be building longer words with
knowledge of a short vowel in each syllable. Remind students that short vowels often
all letter-sound
correspondences, appear between two consonants.
syllabication patterns,
and morphology We Do
Display these Word-Building Cards one at a time: sun, stand, set, head.
(e.g., roots and Model sounding out each syllable. Have students chorally read each
affixes) to read syllable. Repeat at varying speeds and in random order. Next, display all
accurately unfamiliar four cards. Work with students to combine pairs of syllables to form two-
multisyllabic words
syllable words with a short vowel in each syllable. Have students chorally
in context and out of
context. RF.5.3a read the words: sunset, headstand, headset.
Write other short-vowel syllables on the board, such as mad, in, mag, mis,
Build words with short You Do
vowels. ness, land, net, and led. Have students work with partners to build words
with a short vowel in each syllable. Then have partners share the words
they built and compile a class list.
T42 UNIT 1 WEEK 1

WEEK 1
P R AC T I C E S H O R T V O W E L S
OBJECTIVES
I Do
Explain to students that when a vowel appears between two consonant
Use combined sounds, as in ban or tend, it usually has a short-vowel sound. Write the
knowledge of word pen on the board and read it aloud, explaining that the short-vowel
all letter-sound
correspondences,
sound /e/ is spelled e. Then write the word tread and read it aloud. Point
syllabication patterns, out the consonants that bracket the vowel sound and explain that even
and morphology though the vowel sound is spelled ea, it is still the short e sound, /e/.
(e.g., roots and
affixes) to read
We Do
Write the words bath, den, spreading, mix, fifth, brushing, and bus on the
accurately unfamiliar board. Model how to decode the first word; then guide students as they
multisyllabic words
decode the remaining words. Help them first identify the vowel sound
context. RF.5.3a in each word. This will help them to read the blended words. For the
multisyllabic words, divide the words into syllables using the syllable-
Decode words with scoop procedure to help students read one syllable at a time. Review with
short vowels. students the spelling for each short-vowel sound.
You Do
Afterward, point to the words in random order for students to
chorally read.
For the ELLs who need phonics, decoding, and fluency practice, use
scaffolding methods as necessary to ensure students understand the meaning
of the words. Refer to the Language Transfers Handbook for phonics
elements that may not transfer in students’ native languages.
PHONICS/DECODING T43
Approaching Level
Vocabulary
TIER
REVIEW HIGHFREQUENCY WORDS
2
OBJECTIVES
I Do
Use High-Frequency Word Cards 1–10. Display one word at a time,
Acquire and use following the routine:
accurately grade-
appropriate general Display the word. Read the word. Then spell the word.
academic and
domain-specific
We Do
Ask students to state the word and spell the word with you. Model using
words and phrases; the word in a sentence and have students repeat after you.
gather vocabulary
knowledge when
You Do
Display the word. Ask students to say the word then spell it. When
considering a word completed, quickly flip through the word card set as students chorally
or phrase important
to comprehension or read the words. Provide opportunities for students to use the words in
expression. L.6.6 speaking and writing. For example, provide sentence starters such as I
always ____. Ask students to write each word in their Writer’s Notebook.
Review high-frequency
words.
TIER
REVIEW VOCABULARY WORDS
2
OBJECTIVES I Do
Display each Visual Vocabulary Card and state the word. Explain how the
Acquire and use photograph illustrates the word. State the example sentence and repeat
accurately grade- the word.
appropriate general
academic and
We Do
Point to the word on the card and read the word with students. Ask them
domain-specific to repeat the word. Engage students in structured partner talk about the
words and phrases;
gather vocabulary
image as prompted on the back of the vocabulary card.
knowledge when
Display each visual in random order, hiding the word. Have students
considering a word You Do
or phrase important match the definitions and context sentences of the words to the visuals
to comprehension or displayed.
expression. L.6.6
T44 UNIT 1 WEEK 1

WEEK 1
ANSWER YES/NO QUESTIONS
OBJECTIVES
I Do
Display the Visual Vocabulary Card for consolation. Ask: Is missing the
Acquire and use beginning of a movie one consolation of arriving late to the theater?
accurately grade-
appropriate general Review the definition of consolation, and discuss why the answer is no.
academic and
domain-specific
We Do
Display the vocabulary card for the word glimmer. Ask: If a person shows a
words and phrases; glimmer of sadness, does it mean that person is extremely sad? Explain that a
gather vocabulary
glimmer is a subtle sign, so the answer to the question is no.
knowledge when
considering a word Display the remaining cards one at a time, asking each question below.
or phrase important You Do
to comprehension or
Have students answer yes or no and explain their answers.
expression. L.6.6
‡ Is a heinous chore one that you look forward to doing?
‡ Are ingredients indispensable to a chef?
‡ Can your perception of a scene affect the way that you describe it?
‡ Is a person who is not afraid of something also a phobic person?
‡ Is it a good idea to be sarcastic to the school principal?
‡ When you came into this room, did you pass over a threshold?
CO N T E X T C LU E S
OBJECTIVES
I Do
Display the Comprehension and Fluency passage on Approaching
Determine or Reproducibles pages 3–4. Read aloud the second paragraph. Point to
clarify the meaning the word concerned. Explain to students that they can use the words and
of unknown and
phrases in the sentence to figure out the meaning of concerned.
multiple-meaning
words and phrases Think Aloud I don’t know the word concerned, but I see some clues
based on grade 6
reading and content, that might help me figure out its meaning. The narrator says that Alex’s
choosing flexibly from parents were “already worried about his grades” and were now “even more
a range of strategies. concerned.” From those clues, I think that concerned means “to be worried.”
Use context (e.g., the
overall meaning of a Write the definition of the word from the clues.
sentence or paragraph;
a word’s position or
We Do
Ask students to point to the word advanced in the second paragraph. With
function in a sentence) students, discuss how to use sentence clues in the text to figure out the
as a clue to the meaning of the word. Write the definition of the word.
meaning of a word or
phrase. L.6.4a Have students find the meanings of pastimes on page 3 and commanded
You Do
on page 4, using clues from the passage.
VOCABULARY T45
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES
I Do
Explain that reading with expression includes grouping words into
Read on-level prose meaningful phrases. Clues such as commas and end punctuation signal
and poetry orally with when to pause and when to lower or raise your voice. Words in the text
accuracy, appropriate
rate, and expression that describe the characters or the setting are also clues. Read the first
on successive paragraph of the Comprehension and Fluency passage on Approaching
readings. RF.5.4b Reproducibles pages 3–4. Tell students to listen for pauses and emotion.
Use punctuation and We Do

Read the rest of the page aloud and have students repeat each sentence
text clues as a guide after you, using the same expression and phrasing. Explain how pauses
for determining and voice level changed depending on punctuation and other text clues.
expression and
phrasing. Have partners take turns reading sentences from the Approaching
You Do
Reproducibles passage. Remind them to focus on their expression and
phrasing. Provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y S TO R Y E L E M E N T S
2
OBJECTIVES
I Do
Write characters, setting, and plot on the board. Explain the following:
Describe how a Characters are people or animals in a story; setting tells when and where
particular story’s or a story takes place; plot is the series of events, giving a story a beginning,
drama’s plot unfolds
in a series of episodes middle, and end. A story often involves a character facing a problem.
as well as how the
characters respond We Do
Read page 3 of the Comprehension and Fluency passage in the
or change as the Approaching Reproducibles. Ask: Who is the story mainly about? Point
plot moves toward a out that the answer is a character’s name. Then ask: Where is Alex? Explain
resolution. RL.6.3 that this is the setting. Next, help students identify the beginning plot
event. Point out that the main character in the story faces a problem at the
Identify character,
setting, and plot.
beginning. Have students explain what that problem is.
You Do
Have students read the rest of the passage. As they read, they should write
down the name of the new character as well as the middle and ending
plot events. Review their notes with them and ask them to think about
how Alex changes from the beginning to the end of the story.
T46 UNIT 1 WEEK 1

WEEK 1
R E V I E W CO M PA R E A N D CO N T R A S T
OBJECTIVES
I Do
Remind students that when they compare, they tell how things are alike,
Describe how a and when they contrast, they tell how things are different. Then explain
particular story’s or that as they read a story, they can compare and contrast the characters,
in a series of episodes
settings, and plot events in the beginning, middle, and end of the story.
as well as how the
Read together the first page of the Comprehension and Fluency passage
or change as the on Approaching Reproducibles page 3. Model identifying in the second
plot moves toward a paragraph Alex’s thoughts and feelings about math. Point out that you
resolution. RL.6.3 can compare and contrast the way that this character perceives himself
and his math skills at the beginning of the story with the way that he
Compare and contrast
characters settings,
thinks about those things at the end of the story.
and plot events in
Have students read the rest of the passage. Ask them to compare and
a story. You Do
contrast Alex’s attitude toward math at the beginning of the story with his
attitude toward it at the end of the story.
SELFSELECTED READING
OBJECTIVES Read Independently

Describe how a Have students choose a realistic fiction book for sustained silent reading.
particular story’s or
Remind students that:
in a series of episodes ‡ comparing and contrasting the characters, setting, and plot events in
as well as how the the beginning, middle, and end of a story will help them understand
characters respond
or change as the
the characters and follow the story better.
plot moves toward a ‡ focusing on descriptive words and phrases in the text will help them
resolution. RL.6.3 visualize the setting, characters, and plot events.
Cite textual evidence
to support analysis Read Purposefully
of what the text says Have students record on Graphic Organizer 90 the characters, setting,
explicitly as well as
and plot events, as they read independently. After they finish, they can
the text. RL.6.1 conduct a Book Talk, each telling about the book that he or she read.
‡ Students should share their organizers and answer this question: How
Visualize to understand
did the main character change during the story?
plot and characters.
‡ They should also tell the group if there were any sections that they
visualized to better understand the characters and plot.
COMPREHENSION T47
On Level
Realistic
Call Me
Fiction
Maxby Vivienne Joseph

Call Me Max Go
illustrated by
Digital
Scott Angle
Before Reading
Preview and Predict
‡ Read the Essential Question with students: How do new experiences Realistic
Call Me
Fiction
offer new perspectives? Max

PAIRED by Vivienne Joseph
Xxxx Xxx
Fashion Swap
READ illustrated by
‡ Have students examine the title, the table of contents, and the Scott Angle
Leveled Reader illustrations in Call Me Max and predict what will happen to Max Leveled
LEXILE 790 in the story. Readers
OBJECTIVES Review Genre: Realistic Fiction

Read on-level prose Review with students that realistic fiction presents settings and plot
accuracy, appropriate events that could occur in real life, as well as characters who speak
rate, and expression and interact as real people do. The narrator may be a character in the
on successive story or may tell the story without taking part in it. Ask students to find
readings. RF.5.4b evidence that identifies Call Me Max as realistic fiction.
Determine the
meaning of words
and phrases as they
During Reading
are used in text,
Close Reading
and connotative Note Taking: Ask students to use the graphic organizer on Your Turn
meanings; analyze Practice Book page 2 as they read the selection.
the impact of a
specific word choice Pages 2–7 With a partner, list the key plot events in Chapters 1–2. (Max Use Graphic
Organizer
on meaning and arrives at his new school and bumps into a bully named Luke. Max
tone. RL.6.4 wants to be called Max instead of Maximiliano, but Luke teases him
about his name. Max makes friends with Kayleen after he helps her
• Read realistic fiction.
when she falls in the cafeteria.)
• Visualize to
understand plot and Pages 8–9 How can you use context clues to figure out the meaning of
character. persisted on page 9? (The word but in the next sentence tells me that
when some kids stopped calling Max by his full name, it was in contrast
ACADEMIC to those who called him Maximiliano whenever they could. Persisted
LANGUAGE must mean “continued.”)
characters, setting, Pages 10–11 What happens in the middle of the story? How does
plot, compare, this compare to events at the beginning? How does the character Luke
contrast, visualize compare with the character Kayleen? (Max tries out for the swim team
• Cognates: ficción and earns respect from Luke for his swimming skills. At the beginning
realista, comparar,
of the story, Luke teased Max. Kayleen was friendly to Max right away,
contrastar, visualizar
but Luke wasn’t friendly until he saw Max could swim well.)
T48 UNIT 1 WEEK 1

WEEK 1
Pages 12–15 Turn to a partner and discuss how descriptive details help
you visualize the excitement of the race. (When I read that the building Literature
“rang with…shouts” and that Max was sucking in huge gulps of air, I Circles
could really picture the scene and feel how excited Max was to swim
Ask students to conduct a
and win.) Then discuss what happens at the end of the story. (Max has to
literature circle using the
swim in the meet when Luke is injured. He brings the team to victory. Thinkmark questions to guide
Luke finally calls him Max.) the discussion. You may wish to
have a whole-class discussion
After Reading
Respond to Reading change perspectives from both
Level
Ana
Analytical
W Write About Reading Check that students have correctly
W
Writing
traced
d the changes in Luke’s attitude toward Max over the course of
Up
the story. Realistic
Fiction
In the
Lion’s
De n
Fluency: Expression and Phrasing by Andre Ngapo
illustrated by
Bradley Clarke
Realistic
Model Model reading page 9 with proper expression and phrasing. Call Me
Fiction
Next, reread the page aloud and have students read along with you. Max
by Vivienne Joseph
illustrated by
Scott Angle
Apply Have students practice reading with a partner. P

PAIRED
R
RE
READ
REA The Wall
Wa
Realistic
R
F
Fictio n
Callll Me
Ca
Max
PAIRED
Xxxx Xxx
Fashion Swap
Compare Texts READ
Read about a girl whose perspective on her mother
changes when they buy clothes for each other.
PA I R E D R E A D bbyy Vivien
VViiv ne Joseph
illustra
illus ted by
illus
illustration: Carlos Aon
Scott
S
Sco Angle
When I was 13, my mother

and I started getting into a lot of
arguments with each other. I’m
IF students read the On Level fluently and
ashamed to admit that it wasn’t
about anything that really
mattered. No, the arguments answered the questions
“Fashion Swap”
were always, quite simply, about
how I dressed.
“Viv,” Mom would say, “that
shirt simply isn’t right for school.
Why don’t you wear that nice
sweater I bought you for your
proficiently read the Beyond Level and have
birthday?”
Meanwhile, I’d be admiring
my outfit, twirling as I looked
at my reflection in my bedroom
mirror, and imagining hearing
PAIRED
Make Connections: Write About It READ

my new best friend, Carole,
Xxxx nXxx
Fashio Swap
praising my fashion sense.
&9B&5B/5B*B8:
/ 2
17
students
L GG
Before reading, point out that “Fashion Leveled Reader • partner-read the Beyond Level main
Swap,” like Call Me Max, is realistic fiction selection.
that takes the form of a personal narrative; that is, the narrator tells • discuss how and why the characters’
about an event or series of related events in his or her life. Then discuss perspectives changed.
the Essential Question. After reading, ask students to make connections
between the experiences in Call Me Max and “Fashion Swap.”
The Beyond Level challenges students
FOCUS ON LITERARY ELEMENTS by including more difficult vocabulary
Students can extend their knowledge of the use of and using more complex sentence
dialogue in fiction by completing the literary elements structures.
ON LEVEL T49
On Level
Vocabulary
OBJECTIVES
I Do
Use the Visual Vocabulary Cards to review the key selection words
Acquire and use consolation, glimmer, heinous, phobic, sarcastic, and threshold. Point to each
accurately grade- word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask students which word has a similar meaning to consolation: happiness,
domain-specific We Do
words and phrases;
comfort. Together, identify consolation and comfort as having similar
gather vocabulary meanings. Replace consolation with comfort here to verify that it makes
knowledge when sense: It was a consolation to know the glass I broke was already cracked.
considering a word
or phrase important
You Do
Have partners choose the word in each group that has a similar meaning
to comprehension or to the vocabulary word. Then have them use the synonym in a sentence to
expression. L.6.6 verify that the choice makes sense.
glimmer: flash, crack heinous: ridiculous, horrible
phobic: nervous, scared sarcastic: mocking, hilarious
threshold: window, gateway
OBJECTIVES
I Do
Remind students they may figure out the meaning of an unknown word
Determine or from clues in the sentence or in nearby sentences. Use the Comprehension
clarify the meaning and Fluency passage on Your Turn Practice Book pages 3–4 to model.
of unknown and
multiple-meaning Think Aloud I want to know what the word agitated means. When I
words and phrases
based on grade 6
reread this sentence, I learn that Alex’s parents are already concerned
reading and content, about his grades. They’re even more concerned because of an important
choosing flexibly from test. So I think agitated means “being disturbed or upset.”
a range of strategies.
Use context (e.g., the We Do
Have students continue reading until they encounter accelerated. They
overall meaning of a should look for clues in the sentence to determine the definition. Point out
sentence or paragraph; “same math subject” and “despite being almost two years younger.”
function in a sentence) Have partners determine the meanings of the words absorbed on page 3
as a clue to the You Do
and commanded on page 4 as they read the rest of the selection.
phrase. L.6.4a
T50 UNIT 1 WEEK 1

WEEK 1
Comprehension
R E V I E W CO M PA R E A N D CO N T R A S T
OBJECTIVES
I Do
Remind students that when they compare, they tell how things are
Describe how a alike; when they contrast, they tell how things are different. Explain that
particular story’s or comparing and contrasting the setting, characters, and plot events as they
read will help them better understand the story.
as well as how the
Have a volunteer read the first two paragraphs of the Comprehension and
or change as the Fluency passage on Your Turn Practice Book pages 3–4. Direct students
plot moves toward a to the second paragraph, and have them identify Alex’s attitude toward
resolution. RL.6.3 math and how he views his mathematical abilities. Urge students to keep
these beginning details about Alex in mind so that they can compare and
contrast as they continue reading.
You Do
Have partners compare and contrast to identify changes in Alex’s attitude
as they read the rest of the passage. Then have them explain how
comparing and contrasting Alex’s attitude from the beginning to the end
helped them understand his character and the plot.

drama’s plot unfolds ‡ Before they read, have students preview the book, reading the title and
in a series of episodes viewing the illustrations.
as well as how the
characters respond ‡ As students read, remind them to use descriptive words and phrases to
or change as the visualize characters, setting, and plot events.
plot moves toward a
resolution RL.6.3 Read Purposefully
Cite textual evidence Encourage students to read different books with stories that show how
to support analysis new experiences offer new perspectives.
explicitly as well as ‡ As students read, have them use Graphic Organizer 90 to fill in details
inferences drawn from about the characters, setting, and plot events.
the text. RL.6.1
‡ They can use this organizer to help them write a summary of the book.
Visualize to understand ‡ Ask students to share their reactions to the book with classmates.
plot and character.
VOCABULARY/COMPREHENSION T51
Beyond Level
Realistic
Fiction
In the
Lion’s
De n
by Andre Ngapo
Leveled Reader: Go
In the Lion’s Den
illustrated by
Digital
Bradley Clarke
Before Reading
Realistic
Preview and Predict

Fiction
In the
Lion’s
PAIRED
De n
The Wall
by Andre Ngapo
READ
‡ Read the Essential Question with students: How do new experiences illustrated by
Bradley Clarke
Leveled Reader
offer new perspectives? Leveled
LEXILE 900 ‡ Have students examine the title, the table of contents, and the Readers
illustrations in In the Lion’s Den. Ask students to predict what the

OBJECTIVES Lion’s Den is and why it is important to the story.
Read on-level prose
Review Genre: Realistic Fiction
rate, and expression Review with students that realistic fiction presents true-to-life settings,
on successive characters, and plot events that one might find in real life. The narrator
readings. RF.5.4b
may be a character in the story or may tell the story without taking part
Determine the in it. Have students identify text and visual details that identify In The
meaning of words Lion’s Den as realistic fiction.
and phrases as they
are used in text,
including figurative During Reading
and connotative
meanings; analyze Close Reading
the impact of a
Note Taking: Ask students to use the graphic organizer on Your Turn
on meaning and Practice Book page 2 as they read the selection.
tone. RL.6.4 Pages 2–3 What is the connotation of the expression “lion’s den”? Why Use Graphic
Organizer
do you think the author chose “Lion’s Den” as the name of the debating
• Read realistic fiction.
chamber? (The connotation is one of danger. The author chose “Lion’s
• Visualize to
understand plot and Den” to suggest the intensity of the competition.)
character. Explain to a partner how figurative language in the first two paragraphs
helps you visualize. (By comparing the room to a dark jungle, with the
ACADEMIC Lions’ debate team sprawled like predators, the author helps me “see”
LANGUAGE the room and feel the Colts’ fear.)
characters, setting, Pages 4–6 With a partner, compare and contrast the perspectives
plot, compare, presented on these pages. What is the key plot event? (From Antonio’s
contrast, visualize confident perspective, his team can’t lose. Sean seems less confident,
• Cognates: ficción but he tries his best. The key plot event occurs when Antonio and
realista, comparar,
contrastar, visualizar
Sean see each other and there is a hint that Antonio knows something
damaging about Sean.)
T52 UNIT 1 WEEK 1

WEEK 1
Pages 7–10 Summarize the plot in the middle of the story. (Sean’s team
won one of the debates against the Lions, and Antonio is determined Literature
to bring Sean down. During their second debate, Antonio calls Sean Circles
“freeze boy,” an old nickname. It almost causes Sean to fail, but he’s
encouraged by Antonio’s own teammate, and he does well.)
Pages 11–15 Turn to a partner and compare and contrast the way that Thinkmark questions to guide
Antonio and Sean change. (Antonio is no longer confident. He is in the discussion. You may wish to
trouble with his team and has had to apologize to Sean. Sean, however, have a whole-class discussion
has overcome his fear. He feels strong enough to be generous to about what students learned
Antonio and encourage him during the debate.)
change perspectives from both
After Reading
Respond to Reading
Ana
Analytical
W Write
W
Writing About Reading Check that students have correctly
compared and contrasted Antonio’s changed feelings about debating.

Model Model reading page 15 with proper expression and phrasing.
Next, reread the page aloud and have students read along with you. Gifted and Talented
Synthesize Challenge small
Realistic
R
F
Fictio n
groups of students to write a
IIn th e
Compare Texts
Read about a girl whose experience at camp helps
L io n ’s short sequel to In the Lion’s Den,
Den
her overcome her fear of climbing.
PA I R E D R E A D The Wall by Andre Ngap

iillust
illu
ill
llu
llu rated by
o
telling it from the perspectives
The summer I turned 12, I was
desperate for a growth spurt.
Summer camp was looming,
and I was so worked up about
Brad
B
Brarra ley Clark
e
of both Antonio and Sean.
my height—or lack of it—that I’d
gotten into a massive argument
with my mom.
“But I’ll hate it!” I whined,
Remind students to recall what
“The Wall”
“I know I will!” I was absolutely
they know about each character

certain that everyone was going
to see me as nothing more than
“the short girl.”
“You won’t know anything
until you get there,” soothed my mom, but I wouldn’t listen,
and the changes that he has

and I sulked for the entire journey.
My cabin mates were Kate, Amanda, and Chanelle, who
were all perfectly nice, but I was too busy worrying about my
Illustration: Diane Palmisciano
height to bother making friends.

On Monday, Maggie, one of the counselors, told us about
Make Connections: Write About It

the obstacle course, and my heart plummeted to the ground—
I’d seen the course when we’d driven in, and I’d seen the wall.
17
PAIRED
READ The Wall
experienced. In addition, point out
that students are writing realistic
&9B&5B/5B*B8:
/ %
L GG
Before reading, ask students to note that Leveled Reader

“The Wall” is realistic fiction in the form of fiction, so they should be aware
a personal narrative. Unlike In the Lion’s Den, there is only one narrator. of the true-to-life nature of the
Discuss the Essential Question. After reading, have students make dialogue and actions that they
connections between experiences in In the Lion’s Den and “The Wall.” attribute to each character.
FOCUS ON LITERARY ELEMENTS

Students can extend their knowledge of the use of
dialogue in fiction by completing the literary elements
BEYOND LEVEL T53

Beyond Level
Vocabulary
REVIEW DOMAINSPECIFIC WORDS
OBJECTIVES
Model
Use the Visual Vocabulary Cards to review the meanings of the words
Acquire and use indispensable and perception. Write social studies-related sentences on the
accurately grade- board, using the words.
appropriate general
academic and Write the word reluctant on the board and discuss its meaning with
domain-specific
words and phrases;
students. Then help students write a sentence using the word.
gather vocabulary
Have partners discuss how some people are reluctant to new experiences
knowledge when Apply
considering a word and how a person’s surroundings can be indispensable in changing his
or phrase important or her perception. Then have partners write sentences using the words
to comprehension or indispensable, perception, and reluctant to explain their ideas.
expression. L.6.6
OBJECTIVES
Model
Read aloud the third paragraph of the Comprehension and Fluency
Determine or passage on Beyond Reproducibles pages 3–4.
clarify the meaning
of unknown and Think Aloud I’m not sure of the meaning of the word pastimes. The word
multiple-meaning favorite in the same sentence indicates that pastimes are enjoyable things.
words and phrases
based on grade 6
The next paragraph describes how Alex takes his time to carefully make
reading and content, origami. These context clues make me think that pastimes are enjoyable
choosing flexibly from ways to spend time.
Use context (e.g., the With students, read the fourth paragraph on page 3. Help them figure out
overall meaning of a the meaning of absorbed.
Apply
Have pairs of students read the rest of the passage. Ask them to use
function in a sentence) context clues to determine the meanings of granted and commanded
as a clue to the
on page 4.
phrase. L.6.4a
Gifted and Synthesize Have partners discuss what they’ve learned by exploring and
Talented
answering this week’s Essential Question. Then have them use the words
indispensable and perception to write a response to the question as it
relates to the Comprehension and Fluency passage.
T54 UNIT 1 WEEK 1

WEEK 1
Comprehension
R E V I E W CO M PA R E A N D C O N T R A S T
OBJECTIVES
Model
Remind students that when they compare and contrast, they analyze how
Describe how a things are alike and different. Explain that comparing and contrasting
particular story’s or story settings, characters, and plot events as they read will help them
understand how and why characters grow and change (or recognize
as well as how the that they do not). It also will help them follow the rising action, arc, and
characters respond resolution of a plot.
or change as the
plot moves toward a Have students read the first page of the Comprehension and Fluency
resolution. RL.6.3 passage on Beyond Reproducibles pages 3–4. Ask open-ended questions
to facilitate discussion, such as What are Alex’s perceptions about math at
the beginning of the story? Students should support their responses with
text evidence.
Apply
Have students note details about characters, setting, and plot events in
the rest of the passage as they independently fill in Graphic Organizer 90.
Then have partners use their organizers to describe how Alex changes
from the beginning to the end of the story.

drama’s plot unfolds ‡ As students read, have them fill in Graphic Organizer 90.
‡ Remind them to use descriptive words and phrases to help them
as well as how the
characters respond visualize as they read.
or change as the
plot moves toward a
Read Purposefully
resolution. RL.6.3 Encourage students to keep a reading journal. Ask them to read
Cite textual evidence different books with stories that show how new experiences offer new
to support analysis perspectives.
explicitly as well as ‡ Students can write summaries of the books in their journals.
inferences drawn from ‡ Ask students to share their reactions to the books with classmates.
the text. RL.6.1
Gifted and Independent Study Challenge students to discuss how their books
Visualize to understand Talented
relate to the Weekly Concept of perspectives. Have students compare the
plot and character.
changes in perspective that the characters in their books go through with
the changes in perspective that the characters in “Cow Music” and the
week’s Leveled Readers go through.
English Language Learners
Shared Read Go
Cow Music Digital
Before Reading
Build Background Farewell to Me
always saves the bad news for last,
into the car fast so no one could see
Read the Essential Question: How do new experiences offer new

adventure.”
bold
oold
d
g New
ew bol
wbo
b
reg
Greg
perspectives?
Gre
Gr
G
22 23
Reading/Writing
022_025_CR14_SI6_U1W1_MR_118711.indd
022 025 CR14 SI6 U1W1 MR 118711 indd 22 1/20/12
022_025_CR14_SI6_U1W1_MR_118711.indd
025
2:45 CR14
PM SI6 U1W1 MR 118711 indd 23 1/9/12 5:00 PM
Workshop View “Cow

‡ Explain the meaning of the Essential Question, including the Music”
vocabulary in the question: Experiences are the things that happen to
OBJECTIVES you or the things that you do. Your experiences affect your perspectives,
to support analysis or the ways you think about something.
of what the text says ‡ Model an answer: The girl who visited the Tlingit clan house
experienced a new way of living. She saw that a large group of
the text. RL.6.1 people could live together in one space. This experience changed her
perspective about how people can live.
Describe how a
particular story’s or ‡ Ask students a question that ties the Essential Question to their own
drama’s plot unfolds background knowledge: What experiences have you had that helped
you think about something differently? Turn to a partner and explain.
as well as how the
characters respond Call on several pairs.
or change as the
plot moves toward a
resolution. RL.6.3
During Reading
Interactive Question-Response
LANGUAGE ‡ Ask questions that help students understand the meaning of the text
OBJECTIVE after each paragraph.
characters, settings, ‡ Reinforce the meanings of key vocabulary.
and plot events.
‡ Ask students questions that require them to use key vocabulary.
‡ Reinforce strategies and skills of the week by modeling.
ACADEMIC
LANGUAGE
• visualize, compare,
contrast, characters,
setting, plot
• Cognates: visualizar,
comparar, contrastar
T56 UNIT 1 WEEK 1

WEEK 1
Page 23 Paragraph 2
Farewell to Me Why does Celia feel a glimmer of hope that

Paragraph 1 country life might be okay? (Her mother never
What was the bad news the narrator received from let her go out alone in the city, but she lets her
her mom? (She has to move from the city to the explore alone in the country.) Do you think Celia’s
country for her mother’s job.) perceptions are changing a little? Explain your
answer to your partner.
Paragraphs 3–7
Explain and Model Character, Setting, Plot:
Page 25
Compare and Contrast Celia is the narrator
and main character. In the beginning of the story,
Paragraph 1
she lives in the city. She doesn’t want to leave the
Have students choral read the last three sentences
city or her friends. Have students compare Celia
in the paragraph after you, emphasizing Celia’s
and her friends. What do you notice about Celia’s
surprise that the boy is dressed so well.
friends, Hana and Leo? (Celia and her friends are all
musical.) Why is Celia so surprised? (She didn’t expect to see
a well-dressed country kid in the fields, especially
Why do you think Celia’s mother says that one playing a saxophone.)
moving to the country is “an exciting beginning”?
(Because she wants to make Celia feel better Not Bad At All!
about leaving her old life; Celia’s mother will have Paragraph 1
a new job, they will have a new home, and Celia How is Jason similar to Celia’s friends, Hana and Leo?
will make new friends.) (Hana and Leo wrote songs with Celia, and Jason
wants to write songs with someone.)
Page 24 Paragraph 2
Paragraph 4 How does Celia feel about living in the

Explain and Model Context Clues Show country at the end of the story? (She says her
how phobic is related to “unfamiliar things” and perception of country life has changed and she
unfamiliar things can be scary. The word is also is happy. She has more freedom and she found a
contrasted with “don’t be afraid”; these clues, show friend who is musical.)
that the meaning of phobic is “afraid or scared.”
Not So Bad After Reading

Paragraph 1 Make Connections
Explain and Model the Strategy When I read ‡ Review the Essential Question.
the words crooked roof, rickety front porch, and ‡ Make text connections.
places for bats to hide, I can really picture, or
visualize, Celia’s new home. The description helps me ‡ Have students complete the ELL
understand that Celia sees it this way because she Reproducibles pages 3–5.
doesn’t want to be there.
ENGLISH LANGUAGE LEARNERS T57


Realistic
Caalllll M
Ca
Call Mee
Fiction
Max
M
Ma
ax
ax
byy Vivienne
ien Joseph
illustrated
illust
oseph
rated by
Leveled Reader: Go
Call Me Max
Scott Anglee
Digital
Before Reading
Realistic
Preview Calallll Me
Ca
Call Me
Fiction
PAIRED
Max
M
Ma
ax
ax
by Vivienne Joseph
by Joseph
Fashion Swap illustrated by

by
READ
‡ Read the Essential Question: How do new experiences offer new Scott Angle
Leveled Reader
perspectives? Leveled
LEXILE 550 ‡ Refer to A New Point of View: How can a visit to a new place help Readers
someone gain a new perspective?

OBJECTIVES
Read on-level prose ‡ Preview Call Me Max and “Fashion Swap.” Our purpose for reading
and poetry orally is to find out how new experiences changed the perspectives of the
with accuracy, characters in the stories.
appropriate rate, and
expression. RF.5.4b
Vocabulary
Determine the
meaning of words
Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
and phrases as they embarrassed, proud. Use the routine found on the cards.
are used in text,
and connotative During Reading
meanings; analyze
the impact of a
specific word choice Note Taking: Have students use the graphic organizer on ELL
on meaning and Reproducibles page 2. Use the questions below after each page is read
tone. RL.6.4
with students. Use Graphic
Organizer
Visualize to Pages 2–4 The last sentence in the third paragraph on page 4 contains a
understand plot and text message. What does the message mean? (Once the kids at Max’s new
character.
school know what he can do, he will make lots of friends.)
Pages 5–7 Say the word embarrassed on page 5 aloud. Work with a
ACADEMIC partner to use context clues to find out what the word means. (Max says
LANGUAGE
he was sure kids would tease him about his name. When people are teased
characters, setting, they feel uncomfortable. Embarrassed means “felt uncomfortable.”)
plot, compare, Pages 8–9 Thinking about joining the swim team gives Max phobic
contrast, visualize
thoughts. Max’s friends help him get over his fears. Visualize Kayleen and
• Cognates: ficción
realista, comparar,
Melinda’s reaction when Max says he is going to try out. What does this
contrastar tell you about Kayleen and Melinda? (They are supportive of Max and
happy for him.) Have students connect their personal experiences to Max’s
experience of having fears.
T58 UNIT 1 WEEK 1

WEEK 1
Pages 11–12 Look at the picture on page 11. How are Luke and Max
alike and different? Accept oral responses from volunteers; ask others to Literature
elaborate. (They both like swimming, both are in middle school; Max is Circles
new to school, Luke isn’t.)
Pages 13–15 What did Luke call Max at the beginning of the story? literature circle using the
(Maximiliano) Discuss with a partner why Luke finally calls him Max. (Max Thinkmark questions to guide
wins the relay race and gains Luke’s respect.) the discussion. You may wish to
After Reading about how new experiences can
change perspectives in both
Respond to Reading Help students complete the graphic organizer selections in the Leveled Reader.
on ELL Reproducibles page 2. Revisit the Essential Question. Ask
students to work with partners to summarize and answer the Text
Level
Evidence Questions. Support students as necessary and review all
responses as a group.
Up
Ana
Analytical
W W
Write About Reading Have students work with a partner to
Writing
Realistic
Fiction
Call Me
compare and contrast the characters in Call Me Max by writing two or Max
by Vivienne Joseph
illustrated by
three words to describe each one. Realistic

Scott Angle
Calallll M
Ca
Call Mee
Fiction
Fluency: Expression and Phrasing Max

Max
ax
byy Vivien
Vivienne Joseph
oseph
illustratedd by
illustrate
Scott Angle
Angle
Model Model reading page 5 with proper expression and phrasing. PAIRED
PAIR
PA
AIRED
RED
READ
EAD
EA
ADD Xxxx Xxx
Fashion Swa
Swap
Next, reread the page aloud and have students read along with you.
Apply Have students practice reading with a partner. PAIRED
READ Fashion Swap
Realistic
R
F
Fictio
Callll Me
Ca
n
IF students read the ELL Level fluently and

Max
Compare Texts
Read about a girl whose perspective on her mother
changes when they buy clothes for each other.
PA I R E D R E A D byy VViiv
ivie
viennne Jose
illluus
usstra
oseph
traatedd by
SSccott
ott Annglee
ph answered the questions
illustration: Carlos Aon
When I was 13, my mother

and I started getting into a lot of
proficiently read On Level and have ELL
arguments with each other. I’m
ashamed to admit that it wasn’t
about anything that really
mattered. No, the arguments
“Fashion Swap”
were always, quite simply, about
how I dressed.
“Viv,” Mom would say, “that
shirt simply isn’t right for school.
Why don’t you wear that nice
students
sweater I bought you for your
• echo-read the On Level main selection with

birthday?”
Meanwhile, I’d be admiring
my outfit, twirling as I looked
at my reflection in my bedroom
mirror, and imagining hearing
PAIRED
Make Connections: Write About It READ

my new best friend, Carole,
Fashion Swap
praising my fashion sense.
17 their partners.
Before reading, ask students to note that Leveled Reader • list words with which they have difficulty.
the genre of this text is personal narrative. • discuss these words with their partners.
Then discuss the Essential Question. After reading, ask students to
make connections between what they learned in Call Me Max and
“Fashion Swap.”
FOCUS ON LITERARY ELEMENTS including difficult vocabulary and
Students can extend their knowledge of dialogue by more complex sentence structures.
completing the literary elements activity on page 20.


Vocabulary
P R E T E AC H V O C A B U L A R Y
OBJECTIVES Preteach vocabulary from “Cow Music,” following the Vocabulary Routine
I Do
Acquire and use found on the Visual Vocabulary Cards for the words consolation, glimmer,
accurately grade- heinous, indispensable, perception, phobic, sarcastic, and threshold.
appropriate general
academic and After completing the Vocabulary Routine for each word, point to the
words and phrases;
word on the Visual Vocabulary Card and read the word with students. Ask
gather vocabulary students to repeat the word.
knowledge when
Using their own words, have partners write definitions or related words for
or phrase important the vocabulary words. Then have each pair share their work.
to comprehension or
expression. L.6.6 Beginning Intermediate Advanced/High
Have students copy the Ask students to write a Challenge students to
LANGUAGE definitions correctly and definition and list a related write a definition and list
OBJECTIVE read them aloud. word for three vocabulary a related word for each
Use vocabulary words. words. vocabulary word.
REVIEW VOCABULARY
OBJECTIVES Review this week’s vocabulary words and High-Frequency Words 1–10.
I Do
Acquire and use The words can be reviewed over a few days. Read each word aloud,
accurately grade- pointing to it on the Visual Vocabulary Card, and have students repeat
appropriate general
academic and after you. Then follow the Vocabulary Routine on the back of each card.
domain-specific
words and phrases; We Do
Ask students to guess the word you describe. Use gestures, antonyms, or
gather vocabulary synonyms as clues. Have students name and define the vocabulary word.
knowledge when
Have students, in small groups, take turns providing clues for the
or phrase important remaining words while others guess.
to comprehension or
Help students copy clues Have students write clues Ask students to write clues
LANGUAGE they created as a group in complete sentences. and then use each word in
OBJECTIVE and read them aloud. a sentence.
Use vocabulary words.
T60 UNIT 1 WEEK 1

WEEK 1
OBJECTIVES Read aloud the first paragraph of the Comprehension and Fluency
I Do
Use context (e.g., the passage on ELL Reproducibles page 3, while students follow along. Point
overall meaning of a to the word deafening. Tell students that they can use context clues in the
same or in nearby sentences to help them figure out this word’s meaning.
function in a sentence)
as a clue to the
Think Aloud I’m not sure what deafening means, but I see a clue in the
meaning of a word or sentence. I see the word noise and read that in the cafeteria you usually
phrase. L.6.4a “could barely hear a tray drop.” I take that to mean that the cafeteria is
usually very loud. Deafening must mean “very loud.”
LANGUAGE Have students point to fiddle in the third paragraph. Help identify the
OBJECTIVE We Do
Use context clues.
context clues nervously and the sentences that describe Alex as he folds
the paper. Write the definition of the word on the board.
You Do
Have partners write a definition for constructed in the fourth paragraph,
using context clues.

Help students locate the Ask students to read aloud Have students explain
context clues. Have them the context clues on the how the context clues
use this frame for writing: page, as well as their helped them define the
Constructed means ___. definition for the word. word.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Cow Music”:
Acquire and use definitely, goal, freedom; and Call Me Max: encourage, ignore, opinion. Define
accurately grade- each word for students: A goal is a something you hope to achieve.
appropriate general
academic and Model using the words in a sentence: My goal is to teach you vocabulary.
Being attractive wasn’t a big goal at the moment. Then provide a sentence
words and phrases;
gather vocabulary frame and complete it with students: I can achieve my goal of by .
knowledge when
Have pairs make up their own sentence frames and share them with the
or phrase important class to complete.
to comprehension or
Help students copy and Provide sentence starters Have students define the
LANGUAGE complete the frames. for students, if necessary. words they used.
OBJECTIVE
Use academic vocabulary
and high-frequency words.
VOCABULARY T61

Writing/Spelling
W R I T I N G T R A I T: O R G A N I Z AT I O N
OBJECTIVES Explain that good writers begin a story with a strong opening. It captures
I Do
Engage and orient readers’ attention; introduces characters, the setting, and the problem;
the reader by and sets the story events in motion.
establishing a context
and introducing Read the Expert Model passage aloud as students follow along and
a narrator and/or We Do
characters; organize an
note the characteristics of a strong opening. Then use a concept web to
event sequence that illustrate the features of a strong opening, using examples from the Expert
unfolds naturally and Model. Model writing sentences that exemplify a strong opening.
logically. W.6.3a
You Do
Using information from the concept web, have pairs write a new opening
paragraph. They should try to include a setting, characters, and a problem
LANGUAGE
OBJECTIVE
the characters face. Edit each pair’s writing. Then ask students to revise.
Write a strong
opening.
Help students copy the Have students revise, Have students revise for a
completed paragraph and adding details to stronger opening and edit
revise one as a group. strengthen the opening. the revision for errors.
SPELL WORDS WITH SHORT VOWELS
OBJECTIVES Read aloud the Spelling Words on page T36, drawing out the short-vowel
I Do
Demonstrate sound in each word. Point out the single-vowel spelling in most of the
command of the words. Then point out the ea spelling for /e/ and the ai spelling for /a/.
conventions of
standard English Read the Dictation Sentences on page T37 aloud. Read the underlined
capitalization, We Do
punctuation, and
word slowly in each sentence. Have students repeat and write the word.
spelling when
You Do
Display the words. Have students exchange their lists with a partner to
writing. L.6.2
check the spelling and write the words correctly.
LANGUAGE Beginning Intermediate Advanced/High

OBJECTIVE
Have students copy the After students have Have students say which
Spell words with short
correctly spelled words corrected their words, words were more difficult
vowels.
and say them aloud. have pairs quiz each other. to spell and explain why.
T62 UNIT 1 WEEK 1

WEEK 1
Grammar
S E N T E N C E T Y P E S A N D F R AG M E N T S
OBJECTIVES Remind students that a sentence is a group of words that tells a complete
I Do
Demonstrate thought, begins with a capital letter, and ends with an end punctuation
command of the mark. Write on the board: Tina rides a bike. Ride only in the bike lane. May I
conventions of
standard English
ride with you? We’re going so fast! Read each sentence aloud and review the
grammar and usage different types of sentences. Then write on the board: I so many cars and
when writing or bikes. Discuss that the group of words is a fragment because the action
speaking. L.6.1 word or verb is missing. Revise the fragment by adding the word see.
We Do
Write the sentence frame pairs below on the board. Explain that the first
LANGUAGE
OBJECTIVE set of words in each pair is a sentence fragment because it doesn’t express
Write sentences. a complete thought. Identify the type of sentence that each frame will be
when completed and review its function. Ask volunteers to provide words
to complete each fragment. Fill in the frames with students’ responses.
Grades K-6
Then read the completed sentences aloud for students to repeat.

Language
Transfers
Handbook Statement: Every morning, I. Every morning, I .
Command: Your hands before dinner. your hands before dinner.
Language Transfers
Question: Did study for the test? Did study for the test?
Handbook
Exclamation: How happy feel today! How happy feel today!
Speakers of Spanish
and Korean may
You Do
Write four fragments on the board. Have students revise each fragment
have difficulties with to make a complete sentence. Then have students identify the types of
subject pronouns.
Reinforce the use of
sentences they have written.
the first-person subject
pronoun I with a
singular present-tense Help students complete Read aloud each fragment Have students circle the
verb. each sentence orally and discuss why it does words they added to each
before they copy it. not tell a complete fragment and label each
Provide a word bank that thought. Provide a word type of sentence. Ask
includes the names of the bank with the names of them to explain why they
four types of sentences. the four sentence types. chose each label.
For extra support, have students complete the activities in the Grammar
Practice Reproducibles during the week, using the routine below:
‡ Explain the grammar skill.
‡ Model the first activity in the Grammar Practice Reproducibles.
‡ Have the whole group complete the next couple of activities, and then
do the rest with a partner.
‡ Review the activities with correct answers.
WRITING/SPELLING/GRAMMAR T63
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: WRITING:

Character, Setting, Plot: Context Clues: Sentence Writing About Text RL.6.3,
Compare and Contrast Clues L.6.4a RL.6.5, W.6.9a
RL.6.3, RL.6.5
Grade 6
Assessment Includes
Weekly
Assessment ‡ Performance Tasks
‡ Approaching-Level Assessment
State Standards
online PDFs
Grades 1-6
Fluency Goal 117 to 137 words correct per minute (WCPM)
Accuracy Rate Goal 95% or higher
Fluency Administer oral reading fluency assessments using the
Assessment
following schedule:
State Standards
‡ Weeks 1, 3, 5 Provide Approaching-Level students at least
three oral reading fluency assessments during the unit.
‡ Weeks 2 and 4 Provide On-Level students at least two oral
reading fluency assessments during the unit.
‡ Week 6 If necessary, provide Beyond-Level students an oral
reading fluency assessment at this time.
Also Available: Selection Tests online PDFs
T64 UNIT 1
WEEK 1
Using Assessment Results
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 43–45 on Compare and
COMPREHENSION multiple-choice items Contrast from the Tier 2 Comprehension
correctly . . . Intervention online PDFs.
Students answer 0–6 . . . assign Lesson 134 on Using Sentence Clues

VOCABULARY multiple-choice items from the Tier 2 Vocabulary Intervention
correctly . . . online PDFs.
Students score less than . . . assign Lessons 43–45 on Compare

“3” on the constructed and Contrast and/or Write About Reading
WRITING responses . . . Lesson 194 from the Tier 2 Comprehension
Intervention online PDFs.
Students have a WCPM . . . assign a lesson from Sections 1, 7, 8, 9, or 10

score of 109–116 . . . of the Tier 2 Fluency Intervention online PDFs.

students requiring:
TIER

TIER
PROGRESS MONITORING T65

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

adversity Shared Read “Drumbeat of Freedom,” 36–43
Genre Historical Fiction
alliance
Lexile 810L
confinement
inflicted
reminisce
retrieved Comprehension Strategy ..................... Visualize, T82–T83
smuggle Comprehension Skill .............................. Character, Setting, Plot: Sequence,

T84–T85
spindly
Genre ............................................................. Historical Fiction, T86–T87
Vocabulary Strategy ............................... Context Clues, T88–T89
Writing Traits .............................................. Word Choice, T94–T95
Grammar Handbook............................... Subjects and Predicates, T98–T99
Go
Digital
T66 UNIT 1 WEEK 2

"Sherlock Holmes and the Adventure of the Blue Gem" by Murray Shaw and M.J. Cosson and illustrated by Sophie Rohrbach. Text copyright © 2011 by Murray Shaw. Ilustrations copyright © 2011 by Lerner Publishing Group, Inc. Reprinted with the permission
of Graphic Universe ™, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc. Permission to Lerner
Publishing Group, Inc., to use the characters by Sir Arthur Conan Doyle granted by Dame Jean Conan Doyle.
Novel Mystery
Lexile GN660L
Genre Graphic
of the Blue Gem
Sherlock Holmes
and the Adventure
Essential Question
ALLIANCES
Why do people form alliances?
Lexile 950L
Lexile 750L
Homer P. Figg, 30–45
Classroom Library
APPROACHING
Genre Historical Fiction
Complex Text
The Mostly True Adventures of

APPLY WITHAPPLY
ON LEVEL
Lexile 830L
READ
PAIRED
Yu the Great:
Terrible Flood
Novel Legend
Lexile GN690L
Genre Graphic
Conquering the
Lexile NP
BEYOND
Genre Poetry
Differentiated Text
Lexile 920L
“Enough!” 48–49
ELL
WEEK 2
CLOSE READING
Lexile 610L
WEEKLY OVERVIEW
T67
"Yu the Great: Conquering the Flood," by Paul D. Storrie and illustrated by Sandy Carruthers. Copyright
© 2007 by Lerner Publishing Group, Inc. Reprinted with the permission of Graphic Universe ™, a division of
Lerner Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any
manner whatsoever without the prior written permission of Lerner Publishing Group, Inc.
TEACH AND MANAGE
How You Teach

Alliances “Drumbeat of Freedom” The Mostly True Adventures
Minilessons Visualize; Character, of Homer P. Figg
Setting, Plot: Sequence; Historical “Enough!”
Fiction; Paragraph Clues; Writing Traits
Reading/Writing Literature
Workshop Anthology
36–45 30–49
32–33


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Character, Setting, Plot Long Vowels
Fluency

Strong Words Forming Alliances
Independent
Practice Go Digital
Vocabulary, pp. 11, 17 Interactive Games/Activities

Comprehension and Fluency, Vocabulary
pp. 13–15
Comprehension
Genre, p. 16
Phonics/Word Study
Phonics, p. 18
Grammar
Spelling/Word Sorts
Listening Library
Contracts Unit 1 • Week 2 • Alliances 3
Goo On
O nl
nl
Online To-Do List Lev
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 2
Leveled Readers Create a Presentation, T92
Text Connections
Compare Alliances, T93
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
13–24


15
( More
2 Activities
on back
2
1
TEACH AND MANAGE T69

Write to Sources
and Research
Character, Setting, Plot: Sequence,
T84–T85
Summarize, T89R
Plot, T89R
Research and Inquiry, T92
Summarize, p. 47
Analyze to Inform/Explain, T93 Sequence, p. 47
Comparing Texts, T105, T113, T117, T123
Sequence, pp. 13–15

Go Genre, p. 16
Digital
Analyze to
Whiteboard Sequence Your Turn Practice Book

23
Go
T344–T349
Pee
Go
Digital
Narrative Text:
h Edition

WEEK 2
Writing Trait: Word Choice
Strong Words, T94–T95
Word Choice: Strong

Words, pp. 44–45
15
Go Word Choice:
Digital
Strong Words, Word Choice: Strong
Card 15 Words, p. 20
Interactive

Go
Digital
Grammar
Subjects and Predicates, Subjects and Predicates
T98–T99
Spelling
Long Vowels, T100–T101
LLong Vowels
Go
Digital
Interactive

READING
Build Background Alliances, T74–T75 Comprehension
• Strategy: Visualize, T82–T83
Teach, Aloud: “The Drummer Boy,” T76–T77
• Skill: Character, Setting,, Plot: Seq
Sequence, T84–T85
Analytical
A
Writing
W
Model Comprehension • Genre: Historical Fiction, T86–T87

Whole Group
• Preview Genre: Historical Fiction, T86–T87 Practice Your Turn 12–17

and • Preview Strategy: Visualize, T82–T83
Vocabulary Strategy: Context Clues,
Apply Vocabulary Words in Context, T78–T79 T88–T89
Practice Your Turn 11
Close Reading of Complex Text “Drumbeat
of Freedom”, 36–39
Leveled Reader The Sit-In, T104–T105 Leveled Reader The Sit-In, T104–T105
Phonics/Decoding
coding Decode Words with Long Vocabulary
abular Review Vocabulary Words,
Approaching Vowels, T106 6 2
TIER
T108 8 2
TIER
Level Vocabulary Comprehension TIER
0 2
TIER
8 2 • Identify Time-Order Words, T110
• Identify Related Words, T109 • Review Character, Setting, Plot: Sequence, T111
Leveled Reader Judy’s Dream, T112–T113 Leveled Reader Judy’s Dream, T112–T113
On Level Vocabulary Review Vocabulary Words, T114 Comprehension Review Character, Setting,
Small Group
Plot: Sequence, T115
Leveled Reader Change the World, Step by Leveled Reader Change the World, Step by
Step, T116–T117 Step, T116–T117
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Character, Setting,
Level T118 Plot: Sequence, T119
Shared Read “Drumbeat of Freedom”, Leveled Reader Judy’s Dream, T122–T123

T120–T121 Vocabulary Review Vocabulary, T124
English Phonics/Decoding Decode Words with Long Writing Writing Trait: Word Choice, T126
Language Vowels, T106
Grammar Subjects and Predicates, T127
Learners Vocabulary
• Preteach Vocabulary, T124
LANGUAGE ARTS Writing Process: Autobiographical Sketch, T344–T349
Writing Readers to Writers Readers to Writers

Whole Group
• Writing Trait: Word Choice/Strong Words, T94–T95 • Writing Trait: Word Choice/Strong Words, T94–T95
Grammar Grammar Subjects and Predicates, T98 Grammar Subjects and Predicates, T98
Spelling Long Vowels, T100 Spelling Long Vowels, T100
Spelling
• Connect to Words, T102 • Expand Vocabulary, T102
Build Vocabulary • Academic Vocabulary, T102 • Review Sentence Clues, T102
T70 UNIT 1 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Long Vowels, Fluency Intonation, T91 Integrate Ideas
Integrate Ideas
Close Reading The Mostly
True Adventures of Homer P. Close Reading “Enough!” 48–49
Figg, 30–47
Literature
Anthology
Literature
Anthology
Leveled Reader The Sit-In, T104–T105 Leveled Reader Paired Read: Leveled Reader Literature Circle, T105
Phonics/Decoding
coding Build Words with Long “Uprising,” T105 Comprehension Self-Selected Reading,
TIER
Vowels, T106
6 2 Phonics/Decoding Practice Long Vowels, T111
Fluency Intonation, T110
0 2
TIER
T107
Vocabulary Context Clues, T109
Leveled Reader Judy’s Dream, T112–T113 Leveled Reader Paired Read: “We Were Leveled Reader Literature Circle, T113
Vocabulary Context Clues, T114 There,” T113 Comprehension Self-Selected Reading,
T115
Leveled Reader Change the World, Step by Leveled Reader Paired Read: “Watching the Leveled Reader Literature Circle, T117
Step, T116–T117 March,” T117 Comprehension
Vocabulary Gifted
FPOand • Self-Selected Reading, T119 Gifted and
Talented Talented
• Context Clues, T118 Gifted and • Independent Study: Alliances, T119
• Shades of Meaning, T118 Talented
Leveled Reader Judy’s Dream, T122–T123 Leveled Reader Paired Read: “A Little Leveled Reader Literature Circle, T123
Phonics/Decoding Build Words with Long Longer,” T123
Vowels, T106 Vocabulary Additional Vocabulary, T125
Vocabulary Context Clues, T125 Phonics/Decoding Practice Long Vowels,
Spelling Words with Long Vowels, T126 T107
LANGUAGE ARTS
• Writing Trait: Word Choice/Strong Words, T94–T95 • Writing Trait: Word Choice/Strong Words, T94–T95 • Writing Trait: Word Choice/Strong Words, T94–T95
Grammar Mechanics and Usage, T99 Grammar Subjects and Predicates, T99 Grammar Subjects and Predicates, T99
Spelling Long Vowels, T101 Spelling Long Vowels, T101 Spelling Long Vowels, T101
• Context Clues, T103 • Shades of Meaning, T103 • Morphology, T103

Access Complex Text
A C T
Scaffold to
Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Prior Knowledge Continental Army T81
Genre Historical Fiction T87
Prior Knowledge
"Drumbeat of Freedom" Gettysburg T89B
Lexile 810L
Napoleon T89L
Purpose
Tone T89C
Point of View T89G, T89O
Genre
Historical Fiction T89E, T98N
Connection of Ideas
Relationships T89F, T89I
Inferences T89H, T89K
Literature Anthology Recognize T89M
The Mostly True Adventures of Homer P. Figg Sentence Structure T89S
Lexile 950L
"Enough!" Lexile NP

SCAFFOLD
support Workshop "Drumbeat Judy’s Dream T122–123
of Freedom" T120–T121 "A Little Longer" T123
THEN scaffold instruction using the small
group suggestions.

WEEK 2
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Visualize T83
Comprehension Skill Character, Setting, Plot:
Sequence T85
Genre Historical Fiction T87 Beyond
Vocabulary Strategy Context Clues T89 T113

Phonics/Fluency Long Vowels, Intonation T91

On Level
ing
Approach ELL
T105 T123
T 123
Additional Vocabulary T125 Context Writing Trait: Spelling Grammar

allowed march Clues T125 Word Choice Long Vowels Subjects and
brave peaceful T126 T126 Predicates T127
loyalty tattered


LESS O
IN I
M
N
10 Build Background
Mins
Go
FPO Why do people form alliances?
Writing Workshop. Tell them that an alliance is when people come
together to achieve a common goal. People might form alliances to get
something they want or to overcome adversity.
Workshop Discuss the photograph of the two brothers with students. Focus on Concept
how the boys’ alliance helps them reach their goal.
OBJECTIVES ‡ The boys share an interest in minor league baseball, and they need
Interpret information money to go to the games.
media and formats ‡ The older brother does yard work for neighbors, and the younger
Watch Video
(e.g., visually, brother helps him so they can clean more yards.
quantitatively, orally) ‡ The partnership enables the boys to earn more money each week.
and explain how it
study. SL.6.2
Talk About It
Engage effectively in a
Ask: What makes the alliance formed by Hector and his brother
range of collaborative COLLABORATE successful? Have students discuss in pairs or groups.
discussions (one-on- ‡ Model using the graphic organizer to generate words and phrases
one, in groups, and
teacher-led) with
related to alliances. Add students’ contributions.
diverse partners on ‡ Have partners generate additional related words and phrases for the Use Graphic
grade 6 topics, texts, Organizer
graphic organizer and discuss successful alliances.
and issues, building
on others’ ideas and
expressing their own
clearly. Follow rules for
collegial discussions,
set specific goals and
deadlines, and define
individual roles as Collaborative Conversations
needed. SL.6.1b
Listen Carefully As students engage in partner, small-group,
Build background and whole-class discussions, encourage them to follow discussion
knowledge on rules by listening carefully to speakers. Remind students to
alliances.
‡ always look at the person who is speaking.
‡ respect others by not interrupting them.
ACADEMIC
LANGUAGE ‡ repeat peers’ ideas to check understanding.
alliance
T74 UNIT 1 WEEK 2

WEEK 2

SCAFFOLD
Alliances
Use Visuals Point to Describe Have students Discuss Ask students
the picture of the two describe the picture and to discuss why the two
boys. The brothers have what it reveals about brothers formed an
joined hands. People join the boys’ partnership. alliance. Ask questions to
together when they form Ask: Where are the boys? help them elaborate. Why
an alliance. Have students Why do you think they are did the boys want to earn
give an example of when joining hands? Encourage money? What did they
people might form an students to use a concept do to earn money more
alliance. Repeat students’ word in their response. quickly?
responses for the class.

LESS O
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N
Mins
Go
OBJECTIVES Connect to Concept: Alliances Digital
Tell students that people often form alliances to stay safe in times of
media and formats trouble. Let students know that you will be reading aloud a story about
(e.g., visually, a Civil War soldier who befriends a drummer boy.
and explain how it
Preview Genre: Historical Fiction
View
text, or issue under Explain that the story you will read aloud is historical fiction. Discuss Illustrations
study. SL.6.2 features of historical fiction:
Cite textual evidence ‡ has a setting that is a real time and place from history
to support analysis
of what the text says ‡ includes a fictional plot that takes place within the context of actual
explicitly as well as historical events
the text. RL.6.1 ‡ features fictional characters or real people living in a historical
time period
• Listen for a purpose.
• Identify Preview Comprehension Strategy: Visualize
characteristics of
Point out that when readers visualize details in a story, they use
historical fiction.
descriptive words and phrases in the text to form mental pictures of the
setting, characters, or events. Explain that visualizing can help readers
ACADEMIC better understand and remember a story.
LANGUAGE
• historical fiction, Use the Think Alouds on page T77 to model the strategy.
visualize
• Cognates: ficción Respond to Reading
histórica, visualizar
Think Aloud Clouds Display Think Aloud Master 2: I was able to
picture in my mind . . . to reinforce how you used the visualize strategy to © Th M G Hill C i I
understand the story. Model Think

Alouds
Genre Features With students, discuss the elements of the Read Genre Features
Aloud that let them know it is historical fiction. Ask them to think about
other stories that you have read or they have read independently that
were historical fiction.
Summarize Have students retell the most important events of “The Use Graphic
Organizer
Drummer Boy” in their own words.
T76 UNIT 1 WEEK 2

WEEK 2
The Drummer Boy

For a week, George had been watching young washed across Henry. He fought back tears. It had
Henry in camp. The boy seemed determined to been three months since his father and brother
master the drum signals that would relay their had enlisted in the 79th U.S. Colored Troops. Too
officer’s commands to the troops during battle. Yet, young to be a soldier in the 79th, Henry had joined
George had serious doubts that the twelve-year-old another Union troop as a drummer boy. 2
drummer boy was up to the task. Henry’s chance to prove himself in battle came
The sight of Henry leaning against a tree practicing early the next morning. He was more excited
the drum did not ease George’s concerns. The huge than scared as he followed his officer, drumming
drum, which hung from a thick cloth strap around commands to the troops. But soon the battlefield
Henry’s neck, stretched from just below his waist turned to chaos. Smoke from the cannons and
to past his knees. His white-gloved hands moved rifles filled the air. It stung Henry’s eyes. The
in a steady rhythm as he beat out the different smell of gunpowder filled his nose. Gray uniforms
commands over and over. A strained look clouded mixed with blue as the Confederate soldiers broke
his face. George wondered how such a thin boy through the Union lines. 3
was going to lug that huge drum into battle, let Through the smoke, Henry caught sight of George.
alone dash through the smoke and confusion of He was on the ground clutching his broken leg.
fighting to deliver orders or aid. 1 Henry rushed to George and helped him stand.
George approached Henry. “Are you ready for Together, they made their way to safety. As he
battle, drummer boy?” he asked. Henry stopped leaned heavily on Henry, George admitted to
drumming and looked up at George. George himself that he had been wrong about the homesick
reminded Henry of his older brother—tall, coffee- boy. Both knew that this was the beginning of
skinned, a confident smile. A pang of homesickness an alliance that would last through the war.
1 Think Aloud I can use the

moodboard/Corbis
author’s words to visualize 2 Think Aloud I read that

Henry as a drummer boy. I George is tall, coffee-skinned,
read that he is thin and his and has a confident smile
drum hangs from just below and that Henry is homesick. I
his waist to past his knees. will use these descriptions to
visualize their meeting.
3 Think Aloud To visualize

the setting, I will think about
the writer’s description of
the sights and smells of the
battlefield. These details help
me imagine what Henry saw
and experienced.

Vocabulary
LESS O
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10 Words in Context
Mins
Go
Model the Routine
Digital
FPO Introduce each vocabulary word
using the Vocabulary Routine found Vocabulary
ulary Routine
Define:
Example::
Ask:

Workshop
Define: Something that is inflicted on a person, place,
l or thing
hi causes injury
i j
or harm.
OBJECTIVES
Acquire and use Example: The hurricane inflicted damage in many towns.
inflicted
accurately grade- Ask: Describe a time when weather inflicted harm in your area.
appropriate general
academic and
domain-specific Use Visual
words and phrases; Definitions Glossary
gather vocabulary ‡ adversity Adversity is a condition of misfortune that is often
knowledge when
considering a word out of a person’s control.
or phrase important Cognate: adversidad
to comprehension or ‡ alliance An alliance exists if people or groups have come
expression. L.6.6
together to achieve a common goal.
‡ confinement Confinement is a way to keep someone or
ACADEMIC
something from moving about freely.
LANGUAGE
alliance Cognate: confinamiento
‡ reminisce When you reminisce, you remember and talk about
something that happened in the past.
‡ retrieved A lost object is retrieved when it is found.
‡ smuggle If you smuggle something, you bring it in or take it
out secretly or without permission.
‡ spindly Something that is tall, thin, and weak is spindly.
Talk About It
Have students work with a partner to look at each photograph and
COLLABORATE discuss the meaning of each word. Then ask students to choose three
words and use them to write questions for their partner to answer.
T78 UNIT 1 WEEK 2

WEEK 2

SCAFFOLD
O
Use Visuals Let’s look at Describe Have students Discuss Ask students to
P
the photograph for the describe the photograph talk with partners about
F
word inflicted. Point to of the tree. Ask: How was the photograph. Ask: How
the broken tree branch. the damage inflicted? Give do people respond when
Explain that to inflict help with pronunciation. damage is inflicted in their
damage means to cause Ask them to turn to a hometown? Elicit reasons
damage. Ask: What partner and talk about to support students’
caused this damage? What other kinds of damage responses.
else could have inflicted that can be inflicted by
this kind of damage? Give violent weather.
students time to respond.
p. 11 p. 11 p. 11
VOCABULARY T79
O n a cold December evening When Sarah reached the barn,

in 1777, the deep blue curtain of she took a few wary steps inside.
night had begun to drop over the All at once, the lantern’s glow
snow-covered hills and fields of caught a shadowy figure huddled
Valley Forge, Pennsylvania. As in the corner. Sarah held her breath
always at this time, Sarah Bock lit and slowly stepped backward, her
a lantern and walked to the barn to heart pounding. Just as she made it
check on the animals. Though she back to the barn door, she heard a
had only just turned twelve, she young man’s voice.
shouldered many responsibilities “Don’t be afraid,” the man
on her family’s farm. said, limping barefoot out of the
As she crossed the yard, Sarah shadows. “I will do you no harm.”
could see smoke rising above the “Who are you?” Sarah asked.
encampment barely a mile away. There was fear in her voice, but
She had often wondered about the sight of this poor soldier, half
General George Washington and starved and hurt, had already
his Continental Army wintering lessened her alarm.
there. The soldiers faced great
“My name is Charles Kent,” he
adversity during this bitterly cold
said. “I’m stationed with General
winter. They were poorly clothed,
Washington. The men are starving.
and many were hungry or ill.
Might you spare a little food?”
Sarah hurried toward the barn
In recent weeks, word had
to seek refuge from the wind
spread that some of the soldiers
that bit at her cheeks. She took
had taken to begging. Not all of
a shortcut through a stand of
Essential Question the farm families were sympathetic
spindly trees. Their thin branches
Why do people form alliances? to their cause, however. Sarah’s
could barely support the weight
own father had told her he wasn’t
Read how a brother and sister of the snow. Suddenly, she saw
sure the soldiers could succeed in
form an alliance with a soldier in something that made her heart leap
this conflict with the British. He
the War of Independence. to her throat. A trail of footprints
didn’t want anyone in his family to
led from the trees to the barn.
become involved in the war.
Tristan Elwell
Some were smudged with blood.
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Shared Read
Connect to Concept: cite evidence to answer the question. I learn from
Alliances reading the first sentence that the story takes place
Explain that “Drumbeat of Freedom” at Valley Forge in December of 1777. I know that
is historical fiction. It tells the the War of Independence took place at that time.
story of a special alliance formed Reread Paragraph 2: Model using details
Reading/Writing
Workshop at an important time in history. from both the first and second paragraphs to
Read “Drumbeat of Freedom” with paraphrase, or restate, the story so far. Remind
students, noting highlighted vocabulary words. students that paraphrasing helps them remember
important ideas.
Close Reading I read in the first paragraph that the story is
Reread Paragraph 1: Tell students that you are about a girl named Sarah who lives on a farm in
going to take a closer look at the first paragraph Valley Forge during the War of Independence in
to learn where and when this story takes place. 1777. The second paragraph tells me that George
Ask: What information explains that the story is set Washington’s army is camped nearby, suffering
in a real time and place in history? Model how to from the bitterly cold winter.
T80 UNIT 1 WEEK 2

WEEK 2
Sarah had a difficult decision to uncertainly, he added, “This fight is alliance with Charles and the others. resolve that had been tested during
make. Should she obey her father, none of our business.” Now, when Sarah and John knew the long, difficult winter.
or should she help the soldiers? A “I know that’s how Father feels,” their parents couldn’t hear, they even Sarah suddenly realized that
moment later, Sarah spoke in a quiet she answered. “But I believe the spoke about their growing loyalty to her brother was missing. “Where
voice. “I can see how hungry you war is important. These men are the cause of independence. is John?” she asked. Without
are. Stay here. I’ll try to smuggle fighting for us, for our freedom. We One sunny morning in June, answering, her mother stifled a
out some of the salt beef we keep in can’t just stand by while they suffer Sarah awoke to the steady thump sob and wiped tears from her eyes.
our cellar for hard times.” Sarah ran from hunger and disease. How is it of drumbeats echoing through the A feeling of worry rose in Sarah’s
back to the house, and a short time fair that soldiers fighting for such a sleepy valley like a heartbeat. She heart, but it was mixed with pride.
later she returned to the barn with just cause should have these harsh dressed quickly and ran outside Just then, more soldiers strode
the food hidden under her cloak. conditions inflicted on them?” to join her parents. Just beyond by. In their ranks were John and
After that first night, Charles Sarah’s brave words erased the the farm, General Washington’s Charles. When John waved, Sarah
came back to the barn many times. anger from her brother’s face. John troops were marching out of Valley could see in his eyes that he was a
Sarah would bring him beef or hesitated a moment and then sat Forge. Though their uniforms were true supporter of the cause. Now
bread when she went out to do her down with Sarah and Charles. He tattered, they all stood as straight as Sarah stood straight and tall. She
evening chores. listened eagerly to the soldier’s tales arrows. They had retrieved the waved to her brother as he marched
One evening, Sarah had time to of battles against the British. Later away to the drumbeat of freedom.
sit with Charles while he ate. He that night, John brought Charles a
began to reminisce about his family pair of old shoes to wear.
back home. He spoke about life in Soon, the harsh winter melted
the army and why he felt this fight away into spring, and Sarah noticed
for freedom was a worthy one. that the army encampment seemed
Suddenly, they heard a creak. It increasingly busy with activity. The
was the barn door. Sarah jumped to troops, who had been held prisoners
her feet as her 18-year-old brother by the cold, were breaking free from Make Connections
John walked in. She saw surprise the confinement of their winter Talk about the alliance that changes Sarah’s
and then anger cross his face. Before quarters. Were they getting ready understanding of the events unfolding
he could say a word, Sarah swiftly to fight the British again? near her home. ESSENTIAL QUESTION
introduced her new friend. Sarah knew John was Compare the alliance that Sarah forms
“But Sarah, you know Father sneaking away to speak with to one you have formed in your own life.
doesn’t want us involved in this the soldiers, and she was TEXT TO SELF
Tristan Elwell
war,” John scolded. Then, a bit sure he had formed an
38 39

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Make Connections
ESSENTIAL QUESTION
Encourage students to reread to find text evidence
Prior Knowledge
that explains how Sarah and her brother form the
alliance they do. Ask students to explain how these Students may lack the historical background
details help them understand why the alliance was to understand parts of the story. Read the
so strong. last paragraph on page 37.
‡ The Continental Army had very little money.
Continue Close Reading Why might soldiers take to begging? (The
Use the following lessons for focused rereadings. soldiers needed food and warm clothing
to survive the winter.)
‡ Visualize, pp. T82–T83
‡ If the Continental Army lost the war, the
‡ Character, Setting, Plot: Sequence, pp. T84–T85
British would punish the war’s supporters.
‡ Historical Fiction, pp. T86–T87 Why do you think Sarah’s father was against
‡ Context Clues: Paragraph Clues, pp. T88–T89 involvement? (He feared punishment.)
SHARED READ T81

LESS O
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10 Visualize
Mins
Go
1 Explain Digital
FPO Explain that when reading historical fiction, students can visualize,
or form mental pictures, of the characters, the time and place in O n a cold December evening When Sarah reached the barn,
history, and the plot events of the story. Visualizing details in the
She had often wondered about
text helps students remember key plot events as well as details

the sight of this poor soldier, half
Essential Question spindly trees. Their thin branches
the farm families were sympathetic
about the historical period.

Tristan Elwell
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Workshop ‡ Readers should look for descriptive details and use them to form Lesson
mental pictures as they read.
OBJECTIVES ‡ As students read on, they should use new information to change
Cite textual evidence or enhance the details of their mental pictures.
to support analysis
of what the text says Point out that visualizing gives readers a chance to become more
explicitly as well as engaged with the characters, settings, and plot events of a story.
the text. RL.6.1
Determine the
meaning of words Model how descriptive details can help you visualize characters,
and phrases as they settings, and story events. Read aloud the fourth paragraph on
are used in a text,
page 37 and identify the descriptive language that helps you
and connotative visualize what Sarah sees and hears as she enters the barn. Picture
meanings; analyze what Sarah looks like as she reacts to what she sees.
the impact of a
on meaning and
tone. RL.6.4 Have students work in pairs to make a list of descriptive words
and phrases on page 38 that help them visualize John’s reaction to
Visualize to enhance COLLABORATE
understanding. Sarah’s alliance with Charles. Remind them that descriptive words
are sensory words—words that appeal to a readers’ sense of sight,
hearing, feeling, smell, and taste. Have students explore more of the
ACADEMIC
LANGUAGE
story to find other descriptive words and phrases that help them
• visualize, form mental pictures.
historical fiction
• Cognate: ficción
histórica
T82 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students visualize the characters
and events in the story? Do they
recognize the descriptive language that
helps them visualize?

ELL Develop p. T121
SCAFFOLD
Identify Read aloud the Describe Reread the Explain Have students
fourth paragraph on page fourth paragraph on page reread the fourth
37. Point out the words 37. Ask: What did you paragraph on page 37.
wary and huddled. Direct visualize? Have students Then ask partners to list
students to descriptive look for details in the the descriptive words
P O
F
language that helps them story that appeal to sight, and phrases that help
visualize the barn, what hearing, taste, touch, them visualize what is
Sarah sees and hears, and or smell. Ask them to happening. Have partners
how she reacts. Ask: What describe the barn, what explain how they picture
do you picture? Use the Sarah sees and hears, and the characters and
frames: The barn is . how she reacts. Point out setting, citing evidence
I see Sarah . I see the that visualizing is a way from the text to support
young man . of turning what you read their visualizations.
into a mental movie.
pp. 13–14 pp. 13–14 pp. 13–14

Comprehension Skill
LESS O
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10 Character, Setting, Plot: Sequence
Mins
Go
1 Explain Digital
FPO Explain that in fiction, the events of the story occur in a certain
order, usually time order. This order is called the story’s sequence. O n a cold December evening When Sarah reached the barn,
Point out that plot events often begin by introducing a problem or

situation that characters face. The sequence of events shows what

the characters do to address or solve the problem.

Tristan Elwell
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Workshop ‡ Time-order words and phrases, such as before, all at once, a Lesson
moment later, and suddenly, are signal words that help readers
OBJECTIVES recognize the sequence of events.
Describe how a ‡ Determining the sequence of plot events in a story helps readers
unfolds in a series of understand and remember what characters do to solve the
episodes as well as problem they face.
how the characters
respond or change as 2 Model Close Reading: Text Evidence
a resolution. RL.6.3 Help students use the graphic organizer to identify the characters,
Analyze how a the setting, and the story’s problem. Then model using signal words
particular sentence, and phrases to recognize the sequence of events in the plot.
chapter, scene, or
stanza fits into the Ana
Analytical Write About Reading: Summary Model for students how to use
Writing
W
overall structure of a details in the graphic organizer to summarize information about the
text and contributes characters, setting, and sequence of events. Be sure to include the
to the development of story’s problem.
the theme, setting, or
plot. RL.6.5
3 Guided Practice of Model Reading
ACADEMIC Have students work in pairs to complete the graphic organizer. Be
LANGUAGE COLLABORATE sure students reread to find text evidence that will help them list
• sequence, plot important events that lead to the characters’ solution in “Drumbeat
• Cognate: secuencia of Freedom.”
SKILLS TRACE Ana
Analytical Write About Reading: Summary Ask partners to work together
Writing
W
CHARACTER, SETTING, to write a summary of “Drumbeat of Freedom” that includes how
PLOT the characters solve the problem they faced. Remind students that
Introduce U1W1
a summary includes only the most important ideas in a selection. Be
Review U1W2, U1W6,
sure pairs use time-order sequence to order their ideas.
U2W6, U3W6, U4W6, U5W1,
U5W2, U5W6
Assess U1, U5
T84 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students identify main plot events
in sequential order? Can they identify
what the characters do to solve the
story’s problem?

ELL Develop p. T121
ONLEVEL PRACTICE BOOK pp. 13–15

SCAFFOLD
Identify Reread the Discuss Reread. Ask: Explain Reread the
fourth paragraph on What does Sarah do first paragraph with students.
page 37 of “Drumbeat when she reaches the barn? Ask questions that help
of Freedom.” After each What does she see when students identify the
P O
F
sentence, ask what she enters the barn? What key events. Ask: What
happened in the sentence does she do when she happened first? What
and frame a yes/no sees the shadowy figure? happened next? Have
question about the event: What happens next? Have students explain the
Does Sarah enter the barn? partners list and discuss sequence of events in
Then help students list the events and then order their own words before
the events in order. The the events sequentially. they write the events in
first event was . The The first event was . the correct time-order.
next event was . The next event was .
pp. 13–15 pp. 13–15 pp. 13–15

Genre: Literature
LESS O
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10 Historical Fiction
Mins
Go
1 Explain Digital
FPO Share with students the following key characteristics of historical
fiction. On a cold December evening
in 1777, the deep blue curtain of
night had begun to drop over the
When Sarah reached the barn,
she took a few wary steps inside.
All at once, the lantern’s glow
The setting for historical fiction is a real place and time. The story
‡
contains factual details about the setting.

Tristan Elwell
36 37
The characters in historical fiction are imaginary people living in

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Reading/Writing ‡ Present the

Workshop a period in history. Sometimes real people from history may be Lesson
included as characters.
OBJECTIVES
‡ In historical fiction, the story events are fictional, but they take
Analyze how a
particular sentence, place within the context of real historical events.
chapter, scene or
stanza fits into the 2 Model Close Reading: Text Evidence
overall structure of a
text and contributes Model determining what is historical fact and what is fiction on
to the development of page 39 of “Drumbeat of Freedom.”
the theme, setting, or
plot. RL.6.5 Draw students’ attention to the information on page 39 that
describes Washington’s troops at Valley Forge. Discuss the mix
read and comprehend of fiction and real facts. Point out that it is a historical fact that
literature, including Washington’s troops left Valley Forge in June 1778. It is also a fact
stories, dramas, and that many of Washington’s troops wore tattered uniforms. Ask: Is it
poems, in the grades
fact or fiction that Sarah is there?
band proficiently, with Illustrations Point out that the illustration shows soldiers wearing
scaffolding as needed clothes and carrying rifles that were common during the War
for Independence. Remind students that historical fiction uses
range. RL.6.10
descriptive details about characters, plot events, and settings that
Recognize the are drawn from history.
characteristics of
historical fiction. 3 Guided Practice of Close Reading
Have students work with partners to identify two details in
ACADEMIC
COLLABORATE “Drumbeat of Freedom” that show the story is historical fiction. Then
LANGUAGE
• historical fiction, have the partners discuss which other details in the story are fact
factual, fictional and which are fiction.
• Cognate: ficción
histórica
T86 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students identify two details in
“Drumbeat of Freedom” that show it is
historical fiction? Can they distinguish
between factual and fictional details?

ELL Develop p. T123

Genre
Students may have difficulty understanding
why authors include real characters and
settings in historical fiction.
P O
‡ How does mentioning George Washington
add to the realism of the story? (Washington
actually commanded the Continental
F
Army during the War for Independence.)
‡ How does setting the story in Valley Forge
help the author establish the plot events?
(The suffering of the Continental Army at
Valley Forge is a fact of history.) APPROACHING BEYOND ELL
p. 16 p. 16 p. 16
GENRE T87
Vocabulary Strategy
LESS O
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10 Context Clues
Mins
Go
1 Explain Digital
FPO Explain to students that sometimes the context clues in a sentence
may not provide enough information to figure out the meaning of an On a cold December evening When Sarah reached the barn,
unfamiliar or multiple-meaning word. Sentence clues may provide

only a general sense of what an unfamiliar word might mean.

Tristan Elwell
When context clues in a sentence don’t help, students can look
36 37
‡
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Workshop for paragraph clues, or clues in nearby sentences, to determine Lesson
what an unfamiliar word means.
OBJECTIVES ‡ Thinking about the overall meaning of the paragraph in which
Use context (e.g., an unfamiliar or multiple-meaning word appears often points
the overall meaning
of a sentence or students to that word’s meaning.
paragraph; a word’s
position or function in 2 Model Close Reading: Text Evidence
a sentence) as a clue
to the meaning of a Model figuring out the meaning of refuge in the first sentence
word or phrase. L.6.4a of the third paragraph on page 37 by finding context clues in
Verify the preliminary nearby sentences.
determination of the
meaning of a word
or phrase (e.g., by
checking the inferred Have students work in pairs to use context clues in nearby sentences
meaning in context or
to find or verify the meanings of encampment, stand, sympathetic,
in a dictionary). L.6.4d COLLABORATE
and resolve in “Drumbeat of Freedom.” Point out that some of the
words are multiple-meaning words. Remind students that they
may need to look at all the sentences in a paragraph to determine a
ACADEMIC
word’s meaning.
LANGUAGE
context clues, multiple-
meaning words
SKILLS TRACE
CONTEXT CLUES:
PARAGRAPH CLUES
Introduce U1W1
Review U1W2 , U1W3,
U1W5, U3W2, U3W4, U3W5,
U4W1
Assess U1, U3, U4
T88 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students use context clues in
nearby sentences to determine the
meanings of encampment, stand,
sympathetic, and resolve?

ELL Develop p. T125
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK p. 17
SCAFFOLD
Identify Point out the Determine Point out Understand Point out
words encampment, the words encampment, encampment, stand,
stand, sympathetic, and stand, sympathetic, and sympathetic, and resolve
resolve, and define the resolve, and define the and ask students what
words for students. Give words for students. Then each word means. Have
P O
F
examples to illustrate, and have students take turns students point out
reinforce the meanings telling a partner the words context clues that helped
of the words. Then help and phrases that provide them determine the
students replace the context clues to the meanings. Then have
words in the sentences meaning of each of the them replace the words
with words they know four words. in the sentences with
that have a similar words they know and that
meaning. preserve the meanings of
the sentences.
p. 17 p. 17 p. 17

Develop
Comprehension
LEXILE
The Mostly 950
True
Adventures of
Homer P. Figg
Grade
Gr
e
925
5 1185
185
950 The Mostly True Adventures 1
of Homer P. Figg

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex?
Prior Knowledge
Purpose
Genre
Connection of Ideas
T89A UNIT 1 WEEK 2

WEEK 2
H
omer P. Figg is a 12-year-old orphan who has a Predictive Writing
great talent—he can make up a story good enough
to get out of almost any kind of trouble. This talent
Have students read the title and preview the
comes in handy when his guardian, Uncle Squinton—“the illustrations. Have them use the illustrations
meanest man in the entire state of Maine”—sends Homer’s to write their predictions about when the
older brother, Harold, off to take the place of a rich man’s
son in the Union army. Homer decides he can’t just stand
story takes place and what it is about.
around and do nothing. Determined to tell the authorities
that Harold is too young to be a soldier in the Civil War, ESSENTIAL QUESTION
Homer makes up his mind to trace his brother’s path and
find him. Ask a student to read aloud the Essential
Homer’s ability to “stretch the truth” gets him out of Question. Have students discuss what they
several scrapes, until one day he finds himself aloft and alone expect will happen in the story.
in a hot air balloon. Soon he’s flying low over the town of
Gettysburg, Pennsylvania where a battle is about to begin.
As the balloon begins to leak, Homer eventually makes a Note Taking:
soft landing near the battle site. Then he manages to find Use the Graphic Organizer
a soldier from back home who tells him where he might
find his brother. Homer parks himself along a road where As students read the selection, ask them
hundreds of Union soldiers are marching and waits . . . to fill in the graphic organizer on Your
ILLUSTRATION: Mark Pennington. TEXT: From THE MOSTLY TRUE ADVENTURES OF HOMER P. FIGG by Rodman Philbrick.
Turn Practice Book page 12 to help them
Scholastic, Inc./Blue Sky Press. Copyright © 2009 by Rodman Philbrick. Reprinted by permission of Scholastic, Inc.
identify and record the sequence of plot
events.
1 Text Features: Illustrations

Look at the illustration on pages 30–31.
What is happening to this hot-air balloon?
(The balloon is flying low over a battle site.)
What is happening on the ground? (Soldiers
are preparing for battle.)
31
030_045_CR14_SA6_U1W2_SEL_187126.indd 31
Prior Knowledge
Remind students that historical fiction has a setting ‡ Discuss facts about the Battle of Gettysburg.
that draws from history but presents actual events (It lasted three days; it had the greatest number
from the point of view of fictional characters. of casualties in the Civil War; it was the turning
‡ Reread page 31. What is the setting? What actual point in the war.)
event is the story about? (Gettysburg; the actual
event is the Battle of Gettysburg)

Develop They come along at a brisk march,

three hundred and fifty men with a drum
“I want to see my brother, Harold Figg!”
I insist. “He started out as a private but it’s
Comprehension and fife keeping time as they kick up the

dust. They’ve been on the road for hours
and look tired but determined. Some raise
certain he’s been promoted by now.”
The sergeant gets a look on his face
like he’s swallowed a bad egg. He spits
cheers, anxious to join the fight. prodigiously and snarls. “Harold Figg, bah!
Searching for my brother’s face among He’s been promoted all right. Promoted to
2 Strategy: Visualize them, I’m thinking all of my adventures the rear!”
Teacher Think Aloud When I read have been worth it because I got here in “Promoted to corporal? Or is
time to stop Harold dying in battle. Surely
historical fiction, I use descriptive words he will be amazed to see me, and want to
it colonel?”
“He’s in irons, you young fool!” the
and phrases in the text to form mental know how his little brother beat him to sergeant roars. “Arrested and under guard!
pictures. These mental pictures help me the war. Now be off, afore the fighting starts! Away
become more engaged with the characters “Harold!” I cry. “Harold Figg!” with you!”
and better understand how they act and 2 There’s a fearsome-looking sergeant Harold arrested? I assume the burly
ca
carrying the regiment flag, holding it high sergeant is having a joke at my expense.
feel as the plot unfolds. The author uses and proud. He tries to ignore me, but after A bad, cruel joke. But when I go around
phrases such as “big arms” and “stern the men are told to be “at ease,” he plants to the back of the regiment, where some
look” to describe the sergeant. The author the flag in the ground and crosses his big
arms and gives me a stern look. “What do
rickety wagons and a few horses have been
brought up to join the fight, another soldier
describes the sergeant as looking like he you want, boy? Don’t you know this is a tells me that if I want to see Private Harold
“swallowed a bad egg” and says that he war? Go home to your mother!” Figg I will have to parlay with the guards.
“snarls.” These phrases help me “see” the
meeting between the sergeant and Homer.
I picture the sergeant looking down at
Homer, displeased that the boy is there
during the battle.
32

Purpose
Explain to students that the author’s tone shows ‡ How does the author’s tone make you feel engaged
how he or she feels about the characters and the with the characters and more interested in the story?
story. (The author’s tone makes me sympathetic to
‡ Do you think the author is sympathetic to Homer Homer because the sergeant is described as
or to the sergeant? Why? (Homer; because the fearsome and stern. The tone makes me want to
sergeant yells at Homer and is described as know what happens next to Homer and what has
“fearsome-looking” ) happened to Harold.)
T89C UNIT 1 WEEK 2

WEEK 2
4 3 Author’s Craft: Word Choice

Authors choose descriptive words to add
to a text’s meaning. Reread the fourth
paragraph on page 33. Explain to students
that scurvy is a disease that causes people
to feel tired and have rough skin and bad
teeth. Why is scurvy-looking a better word
choice than sick or unwell? (Scurvy is a
disease, so the author’s word choice paints
a vivid picture of Harold as tired, weak, and
having the other symptoms of scurvy.)

In one of the wagons, under guard way is like stepping backward off a cliff. Turn to a partner and discuss the
of three armed soldiers, are five or six Or discovering the world has gone inside
illustrations on page 33. How do the
prisoners, each with a large, crude M out and upside down. I sit next to where
chalked upon his blue uniform. he crouches in the wagon and try not to illustrations help a reader understand the
“M is for mutineer,” a guard tells me, look at his black eye, or notice the sickly characters, setting, and plot? (The look
unwashed smell of him.
showing me his piece of chalk. “That’s my on the guard’s face in the first illustration
idea. The M will be something to aim at if “Homer, what are you doing here?” he
they try running away, ha-ha.” asks, his voice catching.
helps the reader understand that Harold
The guard’s laughter is cruel, as if he “Thought I’d take a stroll behind the has done something seriously wrong. The
thinks he’s made a funny joke and doesn’t barn and this is where I ended up.” I give second illustration helps the reader picture
car who it hurts.
care him a playful nudge. “I come looking for the setting and how Harold is feeling by
3 One of the prisoners, a scurvy-looking you silly! To tell you it was nothing but a
showing the wagon and Harold crouching
fel
fellow with a black eye, is my brother, trick, making you enlist in the army. Squint
Harold. When I call his name he covers his sold you for a substitute and kept the in it.)
face and weeps. money. They fooled you into enlisting. It
All my life, I never knew Harold to be ain’t legal.”
scared or ashamed, and seeing him this
33
030_045_CR14_SA6_U1W2_SEL_187126.indd 33
ELLs may have difficulty with the simile “like Harold. Explain that “falling backward” indicates that
stepping backward off a cliff.” Ask students if they Homer doesn’t know where the situation will lead.
have ever been on a Ferris wheel or a roller coaster.
Describe the feeling of falling from the top to
the bottom. Explain that the author is using the
experience of falling backward from a height to
describe the sick feeling Homer has when he sees

Develop 5
Harold hangs his head. His voice is so
small I have to lean in close. “Don’t matter
from the bullets? Did you run from the
cannon? From men with bayonets?”
Comprehension now,, Homer. I went and done it and will be

court-martialed.”
“What happened?” I ask. “Did you run
My brother shakes his head. Somewhere
in all his sorrow there comes a slight
chuckle. “Disobeyed my squad sergeant.
5 Skill: Character, Setting, Plot

(Sequence)
Who are the main characters in the story?
(Homer and his brother Harold) What is
the setting? (Gettysburg, at the start of the
battle) What problem do the characters
face? (Homer wants Harold to come home,
but Harold has been arrested and faces
court-martial.) Add the information to your
sequence chart.
Characters
Homer and Harold
Setting
Gettysburg, at the start of the battle
Problem
Homer wants Harold to come home, but
Harold has been arrested and faces
court-martial.
34

Genre
Discuss with students how the illustrations on page ‡ How do you know the story is fiction? (The
34 help them recognize that the text is historical characters in the illustration, Harold and Homer,
fiction. are not real-life people from history.)
‡ How do the images tell you that the story is set in ‡ What historical event does the illustration show?
history? (soldiers’ clothes and weapons are old- (Part of the illustration shows an army preparing
fashioned; the farming equipment is not modern) for battle. I know from reading the story that this
is the Battle of Gettysburg.)
T89E UNIT 1 WEEK 2

WEEK 2
I swear he’s worse than Squint.” “It ain’t fair,” I say.

“Is that what happened to your eye?” “Fair doesn’t signify. I swore an oath
and disobeyed. I must be punished.”
He nods. “At first I liked it, being in
the regiment. The fine uniform and the “Do they hang mutineers?” Teacher Think Aloud The author uses
drilling. Shooting rifles. Three good mealseals “Sometimes. Mostly not. Likely they’ll descriptive words to help readers see what
a day. Sleeping in tents. I even liked the 6 send me to prison.”
Homer and Harold experience and better
marching, and folks cheering as we wentt Up to now I’ve been trying to act
by. But I never did like the sergeant telling cheerful, pretending things ain’t so bad.
understand the story. What descriptive
me what to do without so much as a ‘please’ But the prospect of Harold being sent off words do you see on page 35 that help you
or ‘thank you,’ and one day I told him so.
When he objected I slung him down in the
to prison in disgrace makes me gloomy understand the story?
and quiet. Probably they won’t let me go
mud, just like I did to Squint. It got worse off to prison with him. I’ll have to visit, Prompt students to apply the strategy in a
from there,” he adds. “He took it upon
himself to make my life a misery. Said I was
and smuggle in a saw so he can make his Think Aloud by asking them to use details
escape. Then we’ll run away, as far as we
swamp trash not fit to serve.” can get. As far as the Western Territories,
in the first column that help them see the
“So you ran away?” maybe, where land is free and nobody cares scene and understand the story.
“Didn’t get far, as you can see.” what happened in the war. We’ll grow so
much corn that we’ll get fat as ticks, and
Student Think Aloud Harold mentions
“What will happen?”
“It doesn’t matter, little brother. I am build us a fine house with a fireplace and the “folks cheering as we went by” to
disgraced. You must leave here and forget windows and a proper privy. We’ll fish describe one thing he liked about military
you ever knew me.” in mountain streams for trout as big as
life. Then, he describes how he got into
dogs, and someday we’ll sit in rockers on
“Don’t be stupid. That sergeant has
the porch and reminisce about the silly trouble with the sergeant, “I slung him down
knocked the sense right out of you.”
old days when the stupid rotten sergeant in the mud.” Later he asks Homer, “Can’t you
“I mean it, Homer. You need to get
away from here! Whatever happened
blacked his eye, and how we made our great
hear the artillery pounding away?” These
escape. Maybe on horseback, or in a silk
yesterday, whatever you might have seen, balloon, I ain’t decided yet. descriptions and word choices help me
it’s nothing to what will happen today and
“It will be all right,” I tell him. “Our become more engaged in the story because
tomorrow, and every day until one side or
the other is defeated.”
Dear Mother always said things work out I can experience in my mind what Homer
for the best.”
“Couldn’t be worse than yesterday,” and Harold see, hear, and do.
Harold gives me a sorrowful look. “You
I tell him.
were barely four years old when Mother
“Oh yes, it could! The Union has ninety passed. How can you know what she said,
thousand men and will use them all. The or what she believed?”
rebels a similar number. Can’t you hear
“I know because you told me.”
the artillery pounding away? It has started
already.”
35
030_045_CR14_SA6_U1W2_SEL_187126.indd 35
Connection of Ideas
Tell students that when they read a complex text, ‡ How would you describe the relationship between
they should think about relationships between Homer and Harold? (They are brothers and
characters. orphans. Harold is Homer’s only immediate
‡ How is Harold’s sergeant like Uncle Squinton? (He is family, and Homer looks up him.)
mean, and Harold resents him.)

Develop He nods to himself, as if he already

knew what I would say. “I am sorry,
8 I had along the way, when an officer starts
sshouting out commands.
Comprehension Homer. I have to let you down.”

“Don’t be silly. Squint sold you into the
army. It ain’t your fault.”
“Men of the Twentieth Maine, move
out! We are shifting to the left! Keep
formation! Keep formation!”
“You don’t understand,” he says, The guards kick me out of the prisoner
sounding mournful. “I let it happen. I knew wagon, but chase me no farther than a few
7 Vocabulary Strategy: Context Clues
it was a sham, and could have said so before yards. It is easy enough to follow as the
You can often find the meaning of an I joined the regiment. But I wanted to be regiment picks up and moves, along with
shut of the farm, and our hard life. I wanted the rest of the brigade.
unfamiliar word or expression by looking
to breathe air that had never been dirtied There are thousands of soldiers below
at the surrounding words and sentences. 7 by Squinton Leach.” the crest of the hill, awaiting orders. Men
What does Harold mean when he says that “Oh,” I say. from Maine and New York, Pennsylvania
he wanted “to be shut of the farm”? (He “There’s worse.” He hesitates, then and Vermont, Massachusetts and
takes a deep breath and continues. “For Connecticut, Michigan and Illinois, and
wanted to leave it and have nothing more just about everywhere in the Northern
once in my life I wanted not to have to take
to do with it.) What context clues helped care of you. Not to be your brother and states. The sound of rifle and artillery fire
you infer the meaning of the expression? (“I your mother and your father all rolled into coming from the other side of the ridge is
one. I wanted out, Homer. I saw my chance more or less continuous, and the men seem
wanted to breathe air that had never been eager to join the fight.
and took it.”
dirtied by Squinton Leach.”) This is the day, they tell one another.
Poor Harold looks so miserable I can’t
hardly stand it. Besides, the things he’s Today we stand our ground. Today we turn
8 Genre: Historical Fiction telling me don’t exactly come as a big the tables on Robert E. Lee. Today we win
surprise. I sort of knew it all along, that the war.
Look at the second column on page 36. he wanted to get away from Squint, and I feel like tugging on sleeves and saying
What historical facts are mentioned? (the not to always be having to look after his don’t be in such a hurry, the bullets are
little brother. faster than you. But I keep my mouth shut
presence of the Twentieth Maine and other
I say, “It don’t matter because you don’t and my eyes on the prisoner wagon, trying
Union regiments at Gettysburg; Robert E. have to take care of me no more. It’s my to scheme up a plan to break Harold out of
Lee) The Twentieth Maine was a real Civil turn to take care of you.” his confinement.
War regiment. The troops defended a hill Harold studies me and shakes his A little while later I see the wounded
head and smiles a little. “How’d you get being carried back from the top of the
called Little Round Top at the extreme
here, really? A boy your age that never left hill, and it comes to me that maybe being
left of the Union line during the Battle of the farm?” a prisoner and mutineer ain’t such a bad
Gettysburg. I’m about to tell him the story of my thing to be. Nobody’s shooting at them.
true adventures, and all the fun and sorrows Could be worse.
36

Purpose
Point out that the story is told from the point of ‡ How does having Homer tell the story affect the
view of the main character, Homer P. Figg. tone of the story? (It allows the author to express a
‡ What does Homer think of the war? (Homer very simple view of the situation: that not being
doesn’t see the larger significance of the Battle involved in the battle, for whatever reason, might
of Gettysburg or the Civil War. He just wants to not be such a bad thing.)
take care of his brother and get him out of the
fighting.)
T89G UNIT 1 WEEK 2

WEEK 2
9 Then worse himself comes charging up on

b gray horse. Colonel Joshua Lawrence
a big
Chamberlain, the young commander of the
20th Maine, all fitted out with his sword and What does the description of Chamberlain
pistols and his fancy big mustache, and his
eyes glowing. tell you about how the soldiers view him?
“Men of the Twentieth, look to me! (They view him as scary. He is described as
See that small hill?” He points with his “worse himself” with “eyes glowing.”) What
sword. “We must hold that with our lives!
effect will Chamberlain’s appearance will
It guards the left of the Union Army and
cannot be allowed to fall into rebel hands! have on the men? (They will fight.)
Every man! Every man on the double! Run
for the hill and take position! Follow the flag! 10 Skill: Character, Setting, Plot
Quickly now!”
He makes to wheel away and then
(Sequence)
thinks better of it. Instead he sidles up Homer wants to get Harold out of prison.
to the prisoners and shows them the flat
of his sword, tapping it against his boot.
What events take place on pages 36–37 that
10 “Gentlemen! Those willing to fight will get prevent Homer from solving his problem?
a good word from me. Obey your orders and (The battle is breaking out; the soldiers are
I’ll do my best to get the charges dropped.”
preparing to fight.) What event on page 37
presents Harold with a way out of his court-
martial? (Chamberlain tells the prisoners that
if they fight, he will try to get their charges
dropped.) Add the events to your organizer.
Event
The battle breaks out; the soldiers prepare
to fight.
Event
Chamberlain tells the prisoners that if
they fight, he will try to get their charges
dropped.
37
030_045_CR14_SA6_U1W2_SEL_187126.indd 37
Connection of Ideas
Reread the final two paragraphs on page 37. Help students understand the meaning of the verbs
‡ Why do you think Colonel Chamberlain offers to wheel and sidle as they are used in the story.
help the prisoners if they will fight? (He knows he ‡ Wheel means to “turn in a circle.” What does the
will need all the men he can get to hold the hill.) colonel do? (starts to turn around and leave)
‡ What do you think Harold will do? Why? ‡ Sidle means to “move sideways. “ What is another
(He will fight, because he is ashamed.) way to say what Chamberlain did? (He moved
alongside the prisoners.)

Develop To my dismay, the prisoners stand as Then he’s running up the hill, a
Comprehension
one, including my brother, Harold Figg, rifle in one hand and a cartridge pouch
begging to be allowed to fight. in the other.
The guards release them, and they dust “Harold, stop!”
away the M so cruelly chalked upon their He won’t stop. He keeps on going,
uniforms. The prisoners and guards grab running toward the sound of gunfire.
11 Author’s Craft: Suspense rifles and cartridge boxes and run for the
hill, following the flag of the 20th Maine.
What choice do I have? I haven’t come
all this way for nothing. So I follow my
An author of fiction may use suspense All is confusion, but I manage to get to brother up the hill, into the fight, into the
Harold just as he picks up a rifle. Battle of Gettysburg.
to keep his or her readers interested and
guessing as to what might happen next. 11 “Now’s our chance!” I say. “There’s no The top of the little hill is strewn with
o to stop us! We can run for it! We’ll be
one rocks and boulders and a few spindly trees.
What event on this page creates a feeling miles away before they notice!” The men from the 20th Maine spread out
of suspense? Paraphrase a part of the story Harold looks at me like I got two heads. along the ridge, quickly finding shelter
“I gave my word,” he says. among the rocks. From here they may fire
that creates a feeling of suspense as you
“Words won’t stop the bullets!” I say down upon the enemy and still be afforded
read the story. (Homer begs Harold to run as he wrenches himself loose from my some small protection.
from the war, but Harold finally chooses to grasp. “Words won’t keep the shells from
STOP AND CHECK
fight and takes his position on the hill. He exploding! Words won’t stop you getting
killed and leaving me alone in this world!” Visualize As the battle rages, what
tells Homer to hide under a wagon until
He shoves me to the ground. details does the author include that help
the fighting is over. Homer again calls for you realize why Homer and Harold’s
“Stay there!” he orders me. “Crawl
Harold to stop, but Harold keeps running under the wagon and keep yourself safe. I situation is so dangerous? Use Visualize
toward the battle.) will see you after the battle, Homer, after as a strategy to help you as you read.
the fight is done.”
STOP AND CHECK

Visualize As the battle rages, what details
does the author include that help you
realize why Homer and Harold’s situation
is so dangerous? (the trees are too spindly
to hide behind; the rocks provide little
protection; an Alabama regiment attacks
from below and swarms over the rocks)
38

Connection of Ideas
Explore with students what motivates the actions of ‡ Why does Homer follow Harold up the hill instead
Harold and Homer. of staying under the wagon or running away? (He
‡ Why does Harold go into battle instead of running came to find Harold, and now that he has, he’s
away as Homer suggests? (Agreeing to fight was not leaving him.)
the condition for being released, and Harold has
given his word.)
T89I UNIT 1 WEEK 2

WEEK 2

The author writes that the regiment of
Alabama went into battle with a “rebel yell.”
What was the purpose of the rebel yell?
(It was something the Southern soldiers
yelled as they went into battle to inspire one
another and frighten the opposing soldiers.)
What details in the text tell you what it
was and help you determine its purpose?
(Homer describes the yell as a “terrible cry,”
an “owl-like screech,” and a “high-pitched
yelp that makes your skin crawl.”)

They don’t have long to wait. Ten Everywhere I turn there are more
minutes after occupying the hill a full bullets striking all around, like hornets
(Sequence)
regiment of Alabama men attack from swarming, snick-snick-snick. Colonel Chamberlain has given the
b
below, waving their regimental flag. Finally Harold scoots out from behind prisoners the chance to fight. What does
12 Suddenly gray uniforms swarm among his rock and drags me to safety. “What are
Harold do on pages 38 and 39 in response?
the
th rocks and into the open, surging upward you doing, you little fool? Do you want to
with that terrible cry that is called a rebel be killed, is that it?” he asks, panting. (Harold joins the battle and fires his rifle.)
yell. The ki-yi-yip-yip of the rebel yell being “I want to go home.”
Event
partways an owl-like screech and partways a 13 Harold grunts, then takes aim between
high-pitched yelp that makes your skin crawll Harold joins the battle and fires his rifle.
h rocks and fires his Springfield rifle. His
the
if you happen to be on the receiving end. leather cartridge pouch lies open at his side
The bullets start flying before I can and he swings the rifle around, tears the
locate Harold or find a place to hide. paper cartridge in his teeth, rams it down
Bullets spitting off rocks and scudding up the muzzle, swings the rifle back around,
the dirt and making little smacking noises inserts the primer cap, and cocks the
as they hit skinny trees that are too small to hammer—all as quick as you can count.
hide behind.
39
030_045_CR14_SA6_U1W2_SEL_187126.indd 39
Help students understand the words used on page ‡ What other words does the author use that
39 to describe the sounds of the battle. sound like what they describe? (screech, yelp,
‡ How does the author describe the sounds of smacking)
the bullets striking the ground and small trees?
(snick-snick-snick)

Develop Then he takes careful aim and fires and

does it all over again.
After seeing that Harold is well
supplied, I make myself useful hauling
Comprehension There are forty cartridges in his

leather pouch, which means when he fires
thirty-seven more times he’ll be out of
ammunition to some of the others, who are
strung out all the way to the southern end
of the little hill, and under vicious fire from
ammunition. Figure twenty minutes or less, the troops below.
if he keeps up to speed. Time and again the Alabama men
14 Vocabulary: Context Clues scream out their wild rebel yell and swarm
“Where are you going?” he cries.
Context clues can help you understand “To get more ammunition!” up the hill, only to be turned back at the
last moment, punished by the men of
the meaning of idioms and similes. What And that’s what I do, scampering
tthe 20th Maine, who hold their ground,
clue helps you understand what “hunkered down the back slope of the hill, out of thee
14 hhunkered down among the rocks like
line of fire. I follow the others and locatee
down” means on page 40? (Homer says that the powder wagons, hoisting a wooden
ssmoking barnacles, refusing to let go.
they are “hunkered down among the rocks.” ammunition box that looks like a little For an hour or more the bullets fly.
Men are wounded, men scream, men die,
Then he says that the “bullets fly” for an casket and dragging it up to where Harold
but still the bullets fly.
is still loading and firing his rifle, steady as
hour or more. “Hunkered down” must mean a clock, a bullet fired every count of twenty. Colonel Chamberlain is everywhere.
that he and the troops were hiding behind
the rocks to avoid the gunfire.)
40
A C T Access
ccess Complex
omplex Text
ex t
Connection of Ideas
Tell students that when they read complex text, they ‡ How do these paragraphs help you understand why
sometimes have to connect information to infer Homer decides to get more ammunition? (Homer
meaning. Read aloud the first two paragraphs on realizes that Harold and the other soldiers will
page 40 and the dialogue that follows. soon run out of bullets. This will put them in
‡ What is Homer doing in the second paragraph? (He more danger. Thus Homer decides to get more
is figuring out how fast Harold is using bullets ammunition. )
and when he will run out.)
T89K UNIT 1 WEEK 2

WEEK 2

15 How do the illustrations on this page
help you understand the story? (The first
illustration shows Homer carrying the box
of ammunition. It explains why the author
used the phrase “little casket” to describe
the box. The speech balloons reinforce the
He strides along the ridge, in direct line of “Very good! Carry on!” he commands.
the rebel sharpshooters firing from below, “And keep your head down!” fact that the colonel knew what Homer was
ordering where his men should be placed and Then his attention is drawn elsewhere doing and approved.)
how they might best repel the next desperate as one of his officers falls, wounded in the
charge of the troops from Alabama. neck, and he must see to a replacement.
Bullets crease the air around him,
In the first few minutes of the assault
close enough to part his hair, but he never the rebels almost gain the top of the hill, Generate a question about the text, and
fflinches from his purpose. where they are met with pistol shot and share it with a partner. Reread the text to
16 Later I heard he was a college professor sword. A few soldiers fight hand to hand,
find the answer. For example, you might ask
who knew nothing of war excepting what
w rolling among the rocks, but most of the
he’d read in books, but that fateful day casualties are inflicted at a distance of “How is Colonel Chamberlain involved in the
upon the little hill he seems to be Napoleon thirty yards or so. battle?” To find the answer, you can reread
himself, never in doubt as to what must
happen next. He orders where the men
All to gain advantage on a rocky little
page 41. (Colonel Chamberlain tells the men
spur of a hill that happens to stand at the
should move, when the line should be far end of the line, where the Confederates who are fighting where they should go and
extended, and when the wounded should hope to sweep around and crush the when the wounded need to be moved to
be dragged back to safety and carried by
stretcher away from the withering fire.
Union Army from both sides. A small hill
safety.)
shrouded in gray gun smoke and running
The bodies of the fallen have to be left with the blood of the wounded and the
where they fall, to be retrieved when the dead.
battle concludes, if it ever does. The steady hail of lead chops little bits
Seeing me scurrying along with a load of out of the trees, like they are being attacked
ammunition, Colonel Chamberlain pauses by small, invisible axes.
in his purposeful stride and says, “You there, I keep down, like Harold and the
boy! Do you know the risk you take?” colonel suggested, and find myself a good
“Yes, sir!” boulder to hide behind.
41
030_045_CR14_SA6_U1W2_SEL_187126.indd 41
Prior Knowledge
Remind students that historical fiction can be ‡ Why do you think Homer compares Colonel
complex when it assumes knowledge of historical Chamberlain to Napoleon? (Napoleon was a great
events and people that students might lack. Direct military leader. Under his leadership, the French
students’ attention to the third paragraph on military conquered large parts of Europe. Homer
page 41. Help students answer these questions. believes that, at least in this battle, Colonel
‡ Who was Napoleon? (a French military and Chamberlain is also a great military leader.)
political leader in the late 1700s and early 1800s)

Develop 18
All the ammunition has been taken
from the wagons and distributed. It can’t
Good, I’m thinking, sound your retreat!
An army can’t fight without bullets, can
Comprehension last forever, the way the men are using

it up, each taking two or three shots a
minute, but for now the gunfire spits and
it? We are outnumbered, outgunned, and
outfought. The only sensible thing to do is
run for it.
pops like a full load of popcorn in a hot Then, clear as a bell that tolls through
pan of grease. the fog, comes his order.
16 There comes a lull when only a few ““Fix bayonets!” he roars.
(Sequence) guns are popping off and I hear Harold call 17 AAll down the line soldiers eagerly slip
out for more ammunition.
Homer set out to solve his problem of bayonets onto the muzzles of their empty
b
“All gone!” an officer shouts back. “Find rifles and ready themselves for what
getting Harold out of the fighting and cartridges where you can!” happens next.
home safe. Instead, Harold chose to fight Already they are borrowing cartridge Ahead of me, crouching behind his rock,
and Homer followed him. Paraphrase an cases from the many who have fallen. The my brother, Harold, shakes his head at me.
dead men don’t object.
important event from page 42. (Harold and “Homer, get back!” he shouts above the
In my hiding place, curled up small, I’m din. “Go home! Save yourself!”
the other soldiers run out of ammunition praying the cartridges will run out soon, so Then Colonel Chamberlain’s voice
and attack with only their bayonets.) Add we can fall back. booms out, louder than the crack of
the event to your organizer. It comes to this: I care not if the rebels artillery.
take the hill. There are a million hills in “Charge!” he commands, lifting high
Event Pennsylvania, let them have this one if they his sword.
Harold and the other soldiers of the want it so bad!
Harold leaps to his feet and follows him
Twentieth Maine run out of ammunition A little distance away, half obscured down the hill, into the guns of the enemy.
and attack with only their bayonets. by the clouds of gun smoke, the colonel
To this day I cannot say what made me
confers with his officers. From what I can
follow my brother down that hill. It was
see of their faces the news must be very
not ignorance, because I had seen what
STOP AND CHECK grim indeed.
war does, and hated it. It was not courage,
Visualize Visualize how the author because fear of dying made me scream
describes the fight to gain possession of the out loud.
hill. How does he reveal the intensity of the STOP AND CHECK
All I know is, there I was, running after
Harold and begging him to take shelter.
battle? (The author describes the gunfire, Visualize Visualize how the And as I come over the top of the hill the
the hill covered in gun smoke, and the author describes the fight to gain air itself is hot enough to catch afire from
possession of the hill. How does he
fallen soldiers on the ground. This reveals reveal the intensity of the battle?
the heat of flying lead.
the intensity of the fighting.)

42

Connection of Ideas
Help students recognize the crisis in the story at this ‡ Why does Homer think this? (Soldiers can’t fight
point. Point out that the Twentieth Maine has run without bullets.)
out of ammunition. ‡ What does Colonel Chamberlain do instead? (He
‡ What does Homer think will happen when the orders the men to charge the enemy with their
soldiers run out of bullets? (He thinks the regiment bayonets.)
will sound the retreat.)
T89M UNIT 1 WEEK 2

WEEK 2
19 18 Strategy: Visualize
Read page 42. Turn to your partner to
discuss how the author helps you better
understand the story.
Student Think Aloud The author writes that
the gunfire “spits and pops like a full load
of popcorn in a hot pan of grease.” Then he
says the Colonel’s voice “booms out, louder
than the crack of artillery.” These details help
me understand that the battle was loud and
intense.
19 Vocabulary Strategy:
Context Clues
On page 42, the colonel orders his soldiers
to “fix bayonets.” What clues from the text
tell you what a bayonet is? (The soldiers “slip
bayonets onto the muzzles of their empty
rifles.” The soldiers then charge.) Turn to a
partner to discuss the illustrations. Which
illustration on page 43 might help you verify
the meaning of the word? (The illustration
of the soldiers holding their rifles.) Why?
(There is a sharp-looking object attached
to each rifle.) What are bayonets? (knife-like
attachments that soldiers used to charge
against another army)
43
030_045_CR14_SA6_U1W2_SEL_187126.indd 43
Genre
Ask students to reread page 42. Explain that a bell that tolls is a bell that makes
‡ How does mentioning Pennyslvania add to the sound.
realism of the story? (I know that Pennsylvania is a ‡ What does the author mean by “as clear as a bell
real state, where the battle took place.) that tolls through the fog”? (The order was very
‡ How does Homer talking about the hills establish clear. It is hard to see through fog, but easier to
the plot? (It helps me understand how important hear a bell sound in foggy conditions.)
control of this specific hill was to both armies.)
Develop Fast as I’m running over that rough

ground, I can’t seem to catch up to Harold.
Holes appear like stars in the billowing
flag, but still he will not take shelter.
Comprehension Soldiers on either side of him fall like rag

dolls but he keeps on going.
Just ahead of him is the burly sergeant
I search for a rock to throw at him, to
bring him to his senses, but the first thing
my groping hand encounters is the fallen
with the regimental flag, the one who sergeant who passed the flag to Harold. He
cussed Harold and said he was swamp trash. lies on his side, grinning at his pain, hands
20 Skill: Character, Setting, Plot The sergeant stumbles, clutching at his clawing at his wounded stomach. I want to
(Sequence) stomach, and the flag starts to fall. ask him why he blacked my brother’s eye,
and if he’s sorry now, but it don’t seem
Paraphrase the events on pages 44–45 Without breaking stride Harold drops
right to ask.
his empty rifle and seizes the flag from the
that help Homer and Harold solve their wounded sergeant. Instead I lift the pistol from his holster
problem. (Harold carries the flag into battle. “Harold, no!” and take aim, intending to fire at Harold’s
When Homer accidentally wounds Harold, 20 Now all rebel eyes—and rebel guns— feet to get his attention.
I pull the trigger.
Homer takes the flag to keep it from falling w be upon him. My brother holds up the
will
flag as he advances, leaning into the lead- The bullet strikes the ground.
on the ground.) How do these actions help filled air as if he is leaning into warm Harold falls.
solve the problem? (Chamberlain takes the summer rain. At first I think he has finally been
flag; the brothers can leave the battle.) Add “Harold, get down!” I scream. “Get struck by rebel lead and then I see what has
the events to complete your organizer. down or be killed!” happened. My own shot has splintered away
Event
Harold takes the flag to carry it into battle.
Event
When Homer accidentally wounds Harold,
Homer takes the flag to keep it from falling
on the bloody ground.
Event
Colonel Chamberlain takes the flag and
tells Homer to see to his brother.
Solution
The brothers can leave the battle.
44

Purpose
Remind students that the sergeant, now wounded, ‡ Point out that the story doesn’t tell how the men,
was the reason Harold was arrested as a mutineer. armed only with bayonets, forced the Alabama
‡ Why is it appropriate that Harold take the flag soldiers to surrender. The reader is just told that it
from him? (Harold proves that the sergeant’s happens. Ask students why the author handles it
assessment of him is false. Without being ordered this way. (The story is told from Homer’s point of
to, Harold does what a soldier is expected to do.) view. He experiences only what happens to him.
He doesn’t have an overview of the whole battle.)
T89O UNIT 1 WEEK 2

WEEK 2
Essential Question. (People form alliances
for many reasons. One is because they share
a goal or want to achieve the same thing.
Another is that they are family, like Homer
and Harold.)
a chunk of rock that has stuck itself in his Beneath me Harold is groaning and
leg like a dart in a board. trying to pry loose the sliver of stone STOP AND CHECK
As Harold falls, he tries to keep the imbedded in his leg. I am sorry he is hurt
flag upright. but glad that he is alive. Visualize Why are Homer and Harold both
Without thinking I drop the sergeant’s Then I notice that not all the Alabama heroes as the battle ends? (I see Harold
pistol and somehow the flag ends up in my soldiers have surrendered. I notice because taking the flag from the wounded sergeant.
hands and my brother lying at my feet. one of them has risen from the ground with
his sword in both hands. His eyes moving
I then see Homer accidentally wounding
By rights I should toss aside the flag and
drop to the ground and try to get under the from the flag to me, as if deciding what to Harold. Homer grabs the flag so that it will
flying lead, but something in me won’t let strike first, the hated Yankee flag or the boy not fall on the bloody ground. This is why
go. Now that the flag is in my hands it don’t holding it.
both brothers are heroes as the battle ends.)
seem right to let it fall on bloody ground. He hesitates.
A dumb idea. Dumb enough to get me At that moment exactly, Colonel Joshua
killed, but there it is. Lawrence Chamberlain appears and aims
The strangest thing is happening. All his pistol at the swordsman’s head with a
around me, all down the hillside, rebel steady hand.
soldiers are throwing down their rifles and “Surrender or die,” he suggests.
surrendering. The man drops the sword and falls to
his knees.
STOP AND CHECK
“I’ll take the flag,” the colonel says. “See
Visualize Why are Homer and Harold to your brother.”
both heroes as the battle ends?
That day the battle ends for us, but not
Visualize the events in the story to
for others.
help you respond.
45
030_045_CR14_SA6_U1W2_SEL_187126.indd 45
Encourage students to notice cognates on pages

44–45: stomach/estómago; battle/batalla. Ask
if anyone can find another cognate. (attention/
atención)

About the About the Author

Author and Illustrator
Rodman Philbrick
grew up in a small town on the New
Meet the Author and England coast. He began writing
Illustrator short stories when he was in the sixth

grade, and finished his first novel
Rodman Philbrick and when he was only 16 years old. Until
Rodman could make a living writing
Mark Pennington full time, he worked as a boat builder
Have students read the biographies of the and longshoreman, loading cargo onto ships.
The Mostly True Adventures of Homer P. Figg won
author and illustrator. Ask:
Rodman many awards, including a Newbery Honor
‡ What details of Rodman Philbrick’s early life medal. Like Homer, Rodman trusts in the power of
help to explain why he chose to write about imagination: “I believe that we have the ability to
change our lives using our imaginations,” he says.
characters from Maine? “Imagination is a muscle—the more you use it, the
‡ What event in Mark Pennington’s life stronger it gets.”
probably helped him create the art for

Homer P. Figg? Mark Pennington
has been working in the commercial
Author’s art field for over twenty years. He
Purpose
Author’s Purpose In this selection, the
graduated from the Kubert School,
formerly the Joe Kubert School of
author writes about
To Entertain a boy’s extraordinary
Cartoon and Graphic Art, in Dover,
New Jersey, in 1985. He then went
Remind students that authors who write adventure in a battle on to work as a toy designer. In 1988,
that took place long Mark got his first assignment as an
historical fiction tell stories to entertain their
ago. How does his illustrator and has been hard at work ever since.
readers. Part of telling a good story is giving word choice help When he’s not working, Mark likes to spend time
readers the sense of being there. Students you to visualize both helping his wife Cathy and playing with their three
the event and the
may say that the Rodman’s use of words and children. In his free time he gets away from the drawing
time period? board and out into the sunshine where he enjoys
expressions common during the Civil War
playing golf and tennis.
period adds realism to the story. His use of
descriptive words helps readers visualize the 46
battle and share in the characters’ experiences.
LITERATURE ANTHOLOGY, pp. 46–47
Author’s Craft
046_047_CR14_SA6_U1W2_AI_187126.indd 46 10/27/11 9:05 AM
Figurative Language
Explain that the reader’s ability to visualize
characters and settings is closely related to the
author’s skill in using figurative language.
‡ Authors use comparisons to describe.
Example: The sergeant gets a look on his face
like he’s swallowed a bad egg. (p. 32)
‡ Have students find other examples of
comparisons used to describe things, such
as We’ll grow so much corn that we’ll get fat
as ticks and trout as big as dogs. (p. 35)
T89Q UNIT 1 WEEK 2

WEEK 2
Respond
Respond to
to Reading Character
Setting
Reading
Summarize Problem
Use what you learned about character, setting, the story
problem, and the events that lead to a solution in The Events
Summarize
Mostly True Adventures of Homer P. Figg to summarize the Review with students the information from
important events in the story. Information from your their graphic organizers. Model how to use the
Character, Setting, Plot Chart may help you. Solution
information to summarize Homer P. Figg.
Ana
Analytical
Text Evidence W
Writing W
Write About Reading: Plot Development
1. What text features help you know that The Mostly True A
Ask students to choose a character to write
Adventures of Homer P. Figg is historical fiction? GENRE about. Have them use evidence from their
2. What effect does the setting of this story have on the organizers to explain how the character solves
sequence of events in the plot? SEQUENCE the problem he faces. Then have students
3. What is the meaning of the word repel in the first share their writing with a partner.
paragraph on page 41? Use context clues to help you
figure out the meaning. PARAGRAPH CLUES
4. Write about the specific event in the story that you feel Text Evidence
is the turning point in the plot. Use text evidence to
support your choice. WRITE ABOUT READING 1. Genre Answer The use of real-life settings
and people from history show me that the
story is historical fiction. Evidence The
Make Connections author says on page 31 that the story is set
Talk about how the alliance between Homer during the Civil War and refers to Robert E.
and his brother helped both of them survive
the Battle of Gettysburg. ESSENTIAL QUESTION Lee on page 36. I know it is fiction because
Do you feel that forming an alliance can make
Harold and Homer are not real.
a difference in people’s lives? Explain why or 2. Sequence The story’s plot events must
why not. TEXT TO WORLD
align within the framework of the actual
events that took place during the Battle
of Gettysburg. Evidence Homer and
47
Harold are from Maine. Soldiers from the
Twentieth Maine participated in the Battle
of Gettysburg by defending an important
hill. The battle provides a way for Harold
046_047_CR14_SA6_U1W2_AI_187126.indd 47 2/14/12 3:25 PM
and Homer to reunite.

Make Connections 3. Context Clues Answer Repel
Essential Question Have students discuss why people means “to drive back or to fight
form alliances. Have them provide text evidence, against.” Evidence Context clues include
specifically about Homer and Harold, in their answers. “the next desperate charge of the troops”.
Text to World Have students discuss whether Homer’s
Ana
Analytical
W
Writing 4 Write About Reading A turning point in
4.
decision to take part in the Battle of Gettysburg made a the plot is when Colonel Chamberlain
difference in Harold’s life. Have students offer evidence gives the prisoners the chance to fight. This
to support their positions. Then ask students to suggest gives Harold the chance to prove himself
real life examples of this type of decision. and show that the sergeant was wrong
about him.

Develop
Comprehension
LEXILE
Enough! NP

Gr e
925 1185
185
NP Non-Prose

‡ Whole Class
‡ Small Group
‡ Independent
Compare Texts
Students will read a poem that deals with
bullying. Ask students to read “Enough!” and
reread it closely to gain a deep understanding.
As students read, ask them to gather evidence
to compare Jonas’s experiences with Homer
and Harold’s experiences.
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Sentence Structure
Sentence Structure Explain that the poem expresses Jonas’s thoughts.
‡ What is unusual about the sentences in the poem?
(Many of them are incomplete.)
‡ Why does the poet use incomplete sentences? (The
poem expresses the thoughts of the characters in
a way that reflects how people think. )
T89S UNIT 1 WEEK 2

WEEK 2
Early morning. Ms. Simmons smiles and her eyes beam.

I want to introduce Sean, who is joining our class today.
Sean nods politely, but looks at no one.
He clings to his notebook,
Why does Jonas feel “oddly grateful”? How do
a life preserver keeping him afloat.
his feelings change at the end of the poem?
The school bell rings for lunch. Have students turn to a partner to discuss
Sitting by myself, pretending to read, I suddenly see Sean.
Jonas’s conflicted feelings. (Jonas feels “oddly
His tray is piled high with food.
The freshly waxed floor is a sheet of glass. grateful” because Ernesto teases someone
Sean slips, swerves, stumbles. Food is everywhere. else. He then teases Sean probably because
Hey Sean! Auditions for Waltzing with a Star are next door!
he doesn’t want to be teased by Ernesto.
It is Ernesto. Everyone laughs. Sean slinks away.
1 I’m oddly grateful. Why?
When he says, “I feel bad about what I did,” I
Because Ernesto has finally inflicted his teasing on someone else? know that he feels guilty because he knows
On my way out my eyes meet Ernesto’s eyes. what it feels like to be teased.)
Suddenly, arms flailing, I make goofy faces, imitating Sean’s fall.
Ernesto points at me. Good one Jonas! he says.
My mind is in a whirl. Make Connections

I feel bad about what I did.
Essential Question Make sure students
But then I say to myself, what does it matter?
Sean did not see me. cite specific details. Invite students to think
And I also feel as if a large burden has been lifted off of me. about why Jonas and Sean form an alliance.
But why do I need to tear someone down to feel worthwhile?
The next morning is warm and sunny. A hint of spring.
Text to Text Have pairs of students discuss
I arrive at school early and sit outside. how forming an alliance with another
The first students arrive.
Make Connections
person can have benefits for both people
And then I see Sean. I shout out
his name and smile. Why does Jonas form an alliance with involved. Ask students to use evidence
We shake hands. Sean? ESSENTIAL QUESTION from both “Enough!” and Homer P. Figg. (The
An alliance is formed.
Explain what you have learned about alliance formed by Jonas and Sean and that
Then there is a loud noise behind us.
Hey Sean! It’s Ernesto. A voice laced
alliances, why people make them, formed by Homer and Harold benefit each
and how they can be of benefit to the
ILLUSTRATIONS: Christian Slade
with disdain.
people involved. TEXT TO TEXT
of them. Jonas stands up against Ernesto,
Hey Ernesto! I shout back. Enough! so he and Sean probably will no longer be
teased by Ernesto. Harold and Homer are
49 free to leave the battle and live together.)
048_049_CR14_SA6_U1W2_PP_187126.indd 49
Reread the last three lines of the poem with ‡ What does the word disdain mean? (lack of
students. Use context clues to help them figure out respect)
the meaning of disdain.
‡ How does Ernesto’s attitude help you figure out the
meaning? (Everything that Ernesto has done up
to this point reveals his lack of respect for others
and gives clues to the meaning of disdain.)

Phonics/Fluency
LESS O
IN I
M
N
20 Long Vowels
Mins
Go
Use combined
knowledge of Remind students that every syllable in a word has one vowel sound.
all letter-sound Display the Train, Five, Boat, Cube, and Tree Sound-Spelling Cards
correspondences, for the long vowels. Point to each card, read the word, and say the Long
syllabication patterns, Vowels
and morphology
long-vowel sound. Have students repeat. Then provide a sample
(e.g., roots and word for each spelling. For example:
Present the
affixes) to read ‡ /ā/ as in apron, train, make, tray, steak, neighbor, rein Lesson
multisyllabic words ‡ /ē/ as in me, compete, tree, bean, field, either, happy, monkey
in context and out of ‡ /ī/ as in lion, five, light, fly, pie
context. RF.5.3a
‡ /ō/ as in go, nose, boat, snow, toe
Read on-level prose
and poetry orally with ‡ /ū/ as in music, huge, few, cue
on successive 2 Model
readings. RF.5.4b Write other words containing each long-vowel sound on the board,
underline the long-vowel spelling, and model blending each one.
space read stray grow
seem find peak flew
ACADEMIC
LANGUAGE tie weigh week use
• intonation hose cry teach great
• Cognate: entonaciôn float tight cute glue
encampment barely a mile away.
3 Guided Practice
There was fear in her voice, but
Tristan Elwell
36 37
Help students read aloud the words above. Then ask them to sort 036_039_CR14_SI6_U1W2_MR_118711.indd
036 039 CR14 SI6 U1W2 MR 118711 indd 36 10/11/11
036_039_CR14_SI6_U1W2_MR_118711.indd
039
7:23 CR14
AM SI6 U1W2 MR 118711 indd 37 9/29/11 12:16 PM
View
the words by each spelling pattern. “Drumbeat
of Freedom”
Refer to the sound

Language Transfers
sounds that do not
Hmong, and Korean.
T90 UNIT 1 WEEK 2

WEEK 2

Monitor and
reading one-syllable to multisyllabic long-vowel words. Write
Differentiate
the word sets below in four columns on the board. Have
students read a word in the first column, and then model how
to read the corresponding longer word. Point out the added Quick Check
Q
syllable(s), such as a prefix or suffix, to help students gain
awareness of these common word parts. Then point to each
words with long-vowel sounds? Can
word in random order and have students chorally read them.
students read words with intonation?
paint painted rake raking Can students read fluently?
snow snowing stew stewing
toe tiptoed road roadside
reign reigning beach beachcomber
shy shyness break breaking Small Group Instruction
new newspaper fly flying
pp. T106, T110
ELL Develop
pp. T123, T126
pp. T112–T113
Beyond Level Apply
pp. T116–T117
Intonation
Explain/Model Tell students that reading with intonation
means changing the tone of your voice for different words
and phrases. Stressing certain words, as well as reading words
more loudly, softly, or slowly, can also provide more meaning. ONLEVEL PRACTICE BOOK p. 18
Turn to “Drumbeat of Freedom,” Reading/Writing Workshop
pages 36–39. Model reading with intonation as you read aloud
the first two paragraphs of the selection. Stress imporant
words and pause for punctuation.
Practice/Apply Have one group read the passage one
sentence at a time. Have the second group echo-read each
sentence, using the same intonation. Then ask the groups to
switch roles so that each has the chance to read first and also
to repeat. Point out places where students use intonation well.
Provide feedback on other opportunities for proper intonation.

passages.
p. 18 p. 18 p. 18
PHONICS/FLUENCY T91
Wrap Up the Week

Integrate Ideas
L STU
IA
DI
SOC
ES
Alliances
OBJECTIVES Create a Presentation

OBJECTIVES
Conduct short Explain that students will work in pairs to complete a short research
Matt Hage/Photolibrary
research projects COLLABORATE project that answers the question: What did Americans do on the home
to answer a front during World War II? They will then use their research to create a
question, drawing presentation that explains some of the efforts everyday Americans made
on several sources
and refocusing
during wartime. Discuss the following steps:
the inquiry when
appropriate. W.6.7 1 Choose a Topic Have student partners narrow their focus to one or
Include multimedia two types of efforts, such as rationing, scrap drives, victory gardens,
components (e.g., war bonds, or women’s labor. Ask students to post to the Shared
graphics, images, Research Board the types of wartime efforts they plan to research.
music, sound) and
visual displays
in presentations 2 Find Resources Review how to locate and use reliable print and
to clarify online resources. Encourage students to look for multimedia or visual
information. SL.6.5 components to include in their presentations. Students should verify
all facts in multiple sources.
Apply presentation
skills.
3 Guided Practice Have pairs make an Accordion Foldable® to note
ideas and facts from different sources. Remind them to record the
ACADEMIC author, title, and publication information for all sources.
LANGUAGE
presentation, visuals 4 Create the Project: Presentation Have students review the facts
• Cognates: recursos, and visuals they collected and create their presentations. Pairs should
presentación include only those materials that best explain and support their topics.
Seth Joel/Photographer’s Choice RF/Getty Images
Give the Presentation

Have each pair of students present their information to another pair.
Discuss whether students should use formal or informal language.
Encourage them to use videos, visual displays, music, or other multimedia
components to add interest to their presentations. Afterward, have
students use Presenting Checklist 1 to evaluate their presentations.
T92 UNIT 1 WEEK 2

WEEK 2
OBJECTIVES
Text to Text
texts in different forms Cite Evidence Explain to students that, working in groups, they will
or genres (e.g., stories COLLABORATE use all the texts they read this week to compare information they have
and poems; historical
learned about forming alliances. Model how to compare this information
novels and fantasy
stories) in terms of by using examples from “Drumbeat of Freedom,” Reading/Writing
their approaches to Workshop pages 36–39, and the week’s Leveled Readers. Have groups
similar themes and use an Accordion Foldable® to record comparisons. Review class notes and
topics. RL.6.9 completed graphic organizers. You may
Review the key also wish to model going back into the
ideas expressed text for more information.
and demonstrate
understanding of Students should cite at least three
multiple perspectives examples from each text to explain how
through reflection alliances are formed.
and paraphrasing.
SL.6.1d Present Information Ask groups of
students to present their findings to the
class. Encourage discussion, asking students to comment on information
on the charts that is similar and ideas that are different.

Analytical
W
OBJECTIVES
Draw evidence
Write an Analysis
from literary or Cite Evidence Explain that students will write about two of the texts
informational texts they have read this week. Using text evidence, students will analyze how
to support analysis,
themes are developed across texts.
reflection, and
research. W.6.9 Discuss how to analyze texts by asking how and why questions.
Write informative/ ‡ Why do you think the author chose to write about this theme?
explanatory texts
to examine a topic
‡ How did the narrator or speaker help convey the author’s theme?
and convey ideas, Use Your Turn Practice Book page 19 to read and discuss the student
concepts, and model. Then ask students to select two texts and review how the themes
information through
the selection,
are developed. Students should then write a paragraph that analyzes how
organization, and the author of each text developed his or her theme. Remind students that
analysis of relevant good explanatory writing includes strong concluding statements and uses
content. W.6.2 complete sentences that have both a subject and a predicate.
COLLABORATE how the evidence they cited from the texts supports their ideas. Partners
may suggest additional text evidence if necessary.
INTEGRATE IDEAS T93

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Word Choice
Mins
Go
Strong Words Digital
Expert Model Explain that writers of fiction use strong, precise, and
vivid words to show where a story takes place, how people in the
Expert Model
story look, what they experience, and how events unfold. Descriptive Sarah hurried toward the barn to seek refuge
from the wind that bit at her cheeks. She took a
shortcut through a stand of spindly trees. Their
language that appeals to the five senses of sight, hearing, taste, touch,
thin branches could barely support the weight
of the snow. Suddenly, she saw something that
made her heart leap to her throat. A trail of
footprints led from the trees to the barn. Some
and smell helps readers form mental pictures of people, places, and
were smudged with blood.
Reading/Writing events. Captivating details pull readers into a good story, keeping them Expert
Workshop Model
engaged in what they read.
OBJECTIVES Read aloud the expert model from “Drumbeat of Freedom.” Ask
044_045_CR14_SI6_U1W2_WRT_118711.indd 44 10/11/11 7:25 AM
Write routinely over COLLABORATE students to listen for vivid words and phrases that help readers
extended time frames visualize the setting that frames the story. Have students talk with Editing Marks
(time for research, partners to identify examples of vivid words and phrases in the
reflection, and
narrative. Grammar Handbook
revision) and shorter Student Model
The Enemy Snake

time frames (a single Suddenly, the Continental soldiers
sitting or a day or Student Model Remind students that using vivid words and phrases trudging
stopped walking through the forest.
murky
Jack held his musket at the ready and
two) for a range of helps readers visualize what’s happening in a story. Read aloud the pushed past his men to see what was
they’d seen
wrong Maybe the enemy Then he saw
Y
discipline-specific student draft “The Enemy Snake.” As students follow along, have them Student
audiences. W.6.10
focus on the vivid word choices the writer made.
Invite partners to talk about the draft and the word choices that Luis
• Analyze models to COLLABORATE made. Ask them to suggest other vivid words and phrases Luis could 044_045_CR14_SI6_U1W2_WRT_118711.indd 45 12/24/11 11:12 AM
understand how
use to make his writing strong and engaging.
vivid words and
phrases help readers
visualize.
• Write about an
unusual experience.
• Use vivid words to
revise writing.
ACADEMIC
LANGUAGE
• vivid words, visualize, Genre Writing
G
descriptive language
• Cognate: visualizar Narrative Text
‡ Autobiographical Sketch, pp. T344–T349
T94 UNIT 1 WEEK 2

WEEK 2

SCAFFOLD

complete the sentence to complete the sentence understanding. Ask: What
frames using vivid words. frames with vivid words are the vivid words used in
The soldiers through and phrases. The soldiers the model? Why is trudged
the woods. They suddenly were through a more vivid word than
. Jack ahead the woods when they walked? Discuss with a
to what was wrong. suddenly . Jack saw partner.
There was a snake! a snake .

Writing Every Day: Word Choice

DAY
DAY DAY
DAY
1 2
Writing Entry: Strong Words Focus on Strong Words Writing Entry: Strong Words
Prewrite Provide students with Use Your Turn Practice Book page Revise Have students revise their
the prompt below. 20 to model using strong words. writing from Day 1 by adding or
Write a made-up story that includes In the orchard, Hester and John met strengthening descriptive language
an unusual experience you might the scary soldiers. John wanted to in two or three places.
have had. Use strong words to leave, but Hester gave each soldier a Use the Conferencing Routines.
describe the experience. nice apple. Circulate among students and
Have partners talk about unusual Model using strong, vivid words by stop briefly to talk with individuals.
experiences they could write about. revising the first sentence. Provide time for peer reviews.
Ask them to jot down strong words In the orchard, Hester and John Edit Have students use Grammar
that would engage readers interest. discovered the starving, desperate Handbook page 451 in the
Draft Have each student select an soldiers. Reading/Writing Workshop to
experience to write about. Remind edit for errors in using subjects and
Discuss how strong words create a
students to use strong words and predicates.
clearer picture of the event. Guide
descriptive phrases in their drafts. students to use precise, descriptive
words and phrases to revise the rest
of the model.
Teacher Conferences
Talk about the strengths of the Focus on how the writer uses Make concrete suggestions
writing. the target trait for the week. for revisions. Have students
You introduced the characters The words you’ve chosen give work on a specific assignment,
and established the setting. The me a good sense of what is such as those to the right, and
sequence of events is clear. happening. It would help me then meet with you to review
visualize the scene and events progress.
better if you replaced some
common adjectives and verbs
with words that are more
descriptive.
T96 UNIT 1 WEEK 2

WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Strong Words Writing Entry: Strong Words Share and Reflect
Prewrite Ask students to search Revise Have students revise Discuss with the class what they
their Writer’s Notebooks for the draft writing from Day 3 by learned about using strong,
topics on which to write a draft. including two or three strong descriptive words and phrases.
Or, provide a prompt such as the words or phrases that make Invite volunteers to read and
following: their descriptions more vivid. As compare draft text with text that has
Make up a story about characters students are revising their drafts, been revised. Have students discuss
who work together to solve a hold teacher conferences with the writing by focusing on how
problem. Your story should have a individual students. You may also strong words help readers create
setting drawn from history. wish to have students work with mental pictures. Allow time for
partners to peer conference. individuals to reflect on their own
Draft When students have their
Edit Invite students to review the writing progress and
story ideas, ask them to create a
rules for subjects and predicates on record observations in
story map to chart the characters,

Grammar Handbook page 451 in their Writer’s
setting, and problem and to outline
the Reading/Writing Workshop and Notebooks.
the events that lead to a solution.
Students can then use their graphic then edit their draft for errors.
organizers to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on using
Provide specific directions to help focus young writers. strong words and phrases to keep the reader
engaged. Provide this checklist to frame
Focus on a Sentence discussion.
sentence, replacing with a stronger, more descriptive word.
Focus on a Section
✓ Does the writer use strong descriptive
words and phrases?
suggestions. This section is engaging, but I want to get a better
mental picture of . Use strong words to help me visualize. ✓ Are the characters, setting, and
events described effectively?
Focus on a Revision Strategy
Underline a section. Have students use a specific revision ✓ Do the descriptions help readers form
strategy, such as substituting common adjectives with more clear mental pictures?
interesting ones. Vivid, descriptive words and phrases can make
writing come alive. Add some adjectives to your writing.

Grammar: Subjects and Predicates

DAY
DAY DAY
DAY
1 2
Is it going to rain again. it’s been Andy doesn’t his science homework
raining for three days straight. He told Ms. Kelly his puppy eight it.
(1: again?; 2: It’s) (1: doesn’t have; 2: homework.;
3: ate)
Introduce Subjects Review Subjects

Reading/Writing ‡ The complete subject of a Review how subjects function in
Workshop
sentence includes all the words a sentence. Have students explain
that tell whom or what the the difference between a complete
OBJECTIVES
sentence is about. Tourists of all subject and a simple subject.
Demonstrate
ages visit the harbor in Baltimore.
command of the
conventions of ‡ The simple subject is the main Introduce Predicates
standard English word or words in the complete ‡ The complete predicate of a
grammar and usage sentence has all the words that
subject. Tourists of all ages visit
when writing or
speaking. Produce the harbor in Baltimore. They tell what the subject does or is.
complete sentences, enjoy the busy scene. Tourists are boarding the boat.
recognizing ‡ The simple predicate is the
‡ A subject often performs the
and correcting
inappropriate action of a sentence. Boats sail main word or words in the
fragments and across the harbor. complete predicate. Tourists are
run-ons. L.4.1f
Have partners discuss subjects boarding the boat.
using page 451 of the Grammar ‡ Simple predicates are verbs. They
• Identify complete
and simple subjects. Handbook. name actions or states of being.
• Identify complete Ana will take us to the aquarium. It
and simple is a popular attraction.
predicates.
COLLABORATE
TALK ABOUT IT
Go
IDENTIFY SUBJECTS REPLACE PREDICATES
Digital Present students with some simple Ask small groups to write three
declarative sentences from one of sentences about an alliance. Then
Subjects this week’s selections. Ask partners have each student read a sentence
and to take turns reading the sentences aloud, keeping the subject but
Predicates
and identifying the complete substituting a different simple
Grammar subject and the simple subject in predicate or complete predicate.
Activities each sentence. Have students discuss how the
meaning of the sentence changed.
T98 UNIT 1 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Monica walks her dog! Every Zoe nervous about her speech. How The coles hot. Ready to roast the
morning befour school. She got up would her audience to it? marshmallows now
before sunrise today (1: felt nervous; 2: react to it?) (1: coals are; 2: I am ready; 3: now.)
(1: dog every; 2: before; 3: today.)

Sentence Fragments Have students correct errors in Use the Daily Language Activity and
‡ A sentence is a group of words these sentences. Grammar Practice Reproducibles
that expresses a complete 1. Soldiers along the road page 10 for assessment.
thought. (1: Soldiers trudged; 2: road.)
‡ A complete thought needs both Reteach
2. Watched from her hiding place
a subject and a predicate. behind the trees? (1: Hannah Use Grammar Practice
‡ A sentence that does not have watched; 2: trees.) Reproducibles pages 6–9 and
both a subject and a predicate selected pages from the Grammar
3. Serched for her brother among
is incomplete. It is a sentence Handbook for additional
the soldiers! (1: She searched;
fragment. reteaching. Remind students that
2: soldiers.)
it is important to use subjects and
‡ Students should avoid using 4. Her brother near the drummer predicates correctly as they speak
sentence fragments in their boy (1: Her brother marched; and write.
writing. 2: boy.)
As students write, refer them to
Have students check their work the skill and listen for it in their
Grammar Handbook pages 450
using Grammar Handbook pages speaking. Assign Grammar Revision
and 451.
450 and 451. Assignments in their Writer’s
Notebooks as needed.
FINISH THE SENTENCE EXPAND THE SENTENCE RETELL A SCENE

Have students in small groups Have students in small groups list Have students retell a favorite
each write down three complete pairs of simple subjects and simple scene from a story that the class has
subjects on three scraps of paper. predicates (e.g., “People march”). read. As students do their retellings,
Students will take turns selecting Challenge students to take turns make sure they use complete
a paper, reading the complete expanding the sentences by adding sentences. As other students listen,
subject, and adding a complete words and phrases to the subjects have them occasionally identify
predicate. and predicates. subjects and predicates.
GRAMMAR T99
Spelling: Long Vowels

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review short vowels and their
command of the
conventions of stressing the long vowel sounds. spellings. Then read each sentence
standard English Point out the spelling pattern for below, repeat the review word, and
capitalization, have students write the word.
the long /o/ sound in slope and
punctuation, and
spelling when loan. Underline the o and the final 1. A gram is a metric unit.
writing. Spell e in slope and the oa in loan. Note 2. People dread bad news.
correctly. L.6.2b that the long vowel is spelled with
3. I have shrunk this sweater.
vowel-consonant-e in slope and
with two vowels in loan. Have students trade papers and
Spelling Words
Demonstrate sorting the spelling check the spellings.
slope tile coax
acute fuse bleak words under the headings CVCe Challenge Words Review this
remote bleach continue and CVV. (Write the words on index week’s long vowel spelling patterns.
bathe loan pave cards or the IWB.) Sort a few words. Then read each sentence below,
gaze tote meek
rhyme foal shrine
Point out the spelling patterns for repeat the challenge word, and
keen foe long vowel sounds as you sort. have students write the word.
Review gram, dread, shrunk
Point out examples that do not sort 1. Fairness is a good trait.
Challenge trait, capsule under the headings.
2. They buried a time capsule.
Then use the Dictation Sentences
Differentiated Spelling Have students check and correct
Approaching Level
from Day 5. Say the underlined
word, read the sentence, and repeat their spellings and write the words
steal tile roam in their word study notebooks.
raise fuel bleak
the word. Have students write the
remote bleach glue words and check their papers.
bead loan pave
gaze tow meal
type foam shrine
jeans tone
Beyond Level
strive
acutely
tidy
futile
bleakly
continue COLLABORATE
WORD SORTS
remote bleachers pavement
bathes tile meekly
gale foal attitude
rhyme foe trait Have students cut apart the Complete the pattern sort using
keel coaxes Spelling Word Cards in the Online the headings from Day 1. Have
Resource Book and initial the back students use the Spelling Word
of each card. Have them read the Cards to do their own pattern
words aloud with a partner. Then sort. Then have them work with a
have partners do an open sort. partner to compare and check their
Have partners discuss why they sorts. Have them record their sorts
sorted the words as they did. in their word study notebooks.
T100 UNIT 1 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the four pairs Write these sentences on the board. Use the Dictation Sentences for
of words below into their word Have students circle and correct the posttest. Have students list
study notebooks. Read each word each misspelled word. Make sure misspelled words in their word
pair aloud; ask students to add the students have access to a print study notebooks. Look for students’
spelling word that belongs with or digital dictionary to check and use of these words in their writings.
each pair. correct their spelling.
1. colt, mare, (foal) 1. Life on the remoat island was Dictation Sentences
2. shy, timid, (meek) bleek. (remote; bleak) 1. The hill has a steep slope.
3. poem, meter, (rhyme) 2. Let’s continew to speak in 2. A bad fall causes acute pain.
rhime. (continue; rhyme) 3. Antarctica is a remote place.
4. faraway, distant, (remote)
3. They climbed a steep sloap to 4. Help me bathe this dirty dog.
Challenge students to create other the shrein. (slope; shrine) 5. I stopped to gaze at the view.
groups for spelling, review, or
4. Can you cokes the meak child 6. Head and bead don’t rhyme.
challenge words. Encourage them
to speak? (coax; meek)
to use synonyms or words that are 7. He has a keen interest in bats.
related in meaning. Error Correction Some students 8. Every tile is broken.
may use the incorrect long vowel
9. He lit the fuse on the dynamite.
spelling for words with vowel
teams, such as coax or keen. Review 10. The sun can bleach your hair.
the hints on the Sound-Spelling 11. She took a loan to buy a car.
Cards for when each spelling is 12. Put your books in this tote bag.
used. In addition, provide work with
13. The mare gave birth to a foal.
word families, such as een. Have
students create as many words as 14. Are you a friend or foe?
possible that fit into this family. 15. They coax us to eat veggies.
16. The bare trees looked bleak.
See Phonics/Spelling Reproducibles pp. 7–12. 17. We can continue this later.
18. Workers will pave the street.
19. The child was too meek to ask.
20. A shrine is a hallowed place.
them do a word hunt in the week’s other tells under which heading it
reading for words with long vowel belongs. Have them take turns until
spelling patterns. Have them both have sorted all their words.
record the words in their Day 2 Then have students explain how
pattern sort in their word study they sorted the words.
notebooks.
SPELLING T101
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. Whom would you rely on for forms of this week’s words by
multiple-meaning help if you faced adversity? adding, changing, or removing
based on grade 6 2. In what situation might
reading and content, countries form an alliance? ‡ Draw a four-column chart on
choosing flexibly from the board. Write inflicted in the
3. How does confinement make
third column. Then write inflict
Verify the preliminary you feel?
and inflicts in the first and second
determination of the 4. What damage can be inflicted
meaning of a word columns and inflicting in the
or phrase (e.g., by
on a town during a storm? fourth column.
checking the inferred 5. What do you like to reminisce ‡ Have students share sentences
meaning in context about with your friends?
or in a dictionary). using each form of inflict.
L.6.4d 6. What usually happens after a ‡ Students can add to the chart
dog has retrieved a stick? doing the same with reminisce,
Expand vocabulary by
7. When might someone retrieved, and smuggle and
adding and removing
inflectional endings smuggle a cake into school? then share sentences using the
and suffixes. 8. Describe something that is different forms of each word.
spindly. ‡ Have students copy the chart
into their word study notebooks.
Vocabulary Words
adversity reminisce
alliance retrieved
COLLABORATE
confinement smuggle
vie
inflicted spindly ACADEMIC VOCABULARY CONTEXT CLUES: Re w
Discuss important academic words. SENTENCE CLUES

‡ Display Union and Confederacy. Remind students to look for clues
in a sentence to help figure out the
‡ Define the words and discuss
meaning of unfamiliar words.
their meanings with students.
Go ‡ Display this sentence: They
Digital
‡ Write Union and united on the
overcame hardship and
board. Have partners look up
adversity.
and define other related words
with the same root. Write the ‡ Have partners identify the words
Vocabulary related words under Union. that are clues to the meaning of
Have partners ask and answer adversity.
questions using the words. ‡ Then have partners use reminisce
Vocabulary
Activities ‡ Repeat with Confederacy. in a sentence that suggests the
word’s meaning.
T102 UNIT 1 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. People often reminisce ‡ Tell them to write sentences the word (e.g., reminisce).
about . that provide word information ‡ In the second square, students
2. He retrieved his they learned from this week’s write their own definition of the
from . readings. word and any related words,
3. A(n) has long, spindly ‡ Provide the Day 3 such as synonyms (e.g., recall the
legs. sentence stems 1–5 for students past, remember, recollect).
needing extra support. ‡ In the third square, students
4. Confinement is for people
inflicted with . draw a simple illustration that
Write About Vocabulary Have will help them remember the
5. I tried to smuggle students write something they word (e.g., a thought balloon
into . learned from this week’s words over someone’s head).
Display last week’s vocabulary: in their word study notebooks.
‡ In the fourth square, students
consolation, glimmer, heinous, For example, they might write
write nonexamples, including
phobic, sarcastic, threshold. Have about how confinement relates to
antonyms (e.g., forget, lose).
partners ask and answer questions adversity or how smuggle might
using each of the words. describe an ally’s activities. Have partners discuss their squares.
CONTEXT CLUES: SHADES OF MEANING MORPHOLOGY

PARAGRAPH CLUES Help students generate words Use reminisce as a springboard
Remind students to look for clues related to spindly. Draw a T-chart. for students to learn more words.
in a paragraph to help figure out Head one column “Spindly” and the Draw a T-chart. Write reminisce in
the meaning of unfamiliar words. other “Not Spindly.” the left column.
‡ Display Your Turn Practice ‡ Have partners generate words to ‡ In the right column of the
Book pages 13–14. Read the add to the T-chart. Ask students T-chart, write -ent and -ence.
second paragraph. Model to use a thesaurus. Discuss how the suffixes change
figuring out the meaning of the ‡ Add words not included, such the part of speech and meaning.
word recuperated. as (spindly) thin, twiggy; (not ‡ Have students add the suffixes
‡ Have students complete spindly) sturdy, stout. to reminisce. Review the
page 17. ‡ Ask students to copy the words meaning of the new words.
‡ Students can confirm meanings into their word study notebooks. ‡ Ask partners to do a search for
in a print or online dictionary. other words with these suffixes.
VOCABULARY T103
Approaching Level
Historical
Fiction
The
Sit-in
by Susan Paris
illustrated by Judith Hunt
Leveled Reader: Go
The Sit-in Digital
Before Reading
Historical
Preview and Predict

Fiction
The
Sit-in
by Susan Paris
PAIRED
Uprising
READ
‡ Read the Essential Question with students: Why do people
Leveled Reader
form alliances? Leveled
LEXILE 750 ‡ Have students read the title and Prologue in The Sit-in and preview Readers
the illustrations. Discuss what the story might be about.

OBJECTIVES
Describe how a Review Genre: Historical Fiction
unfolds in a series of Have students recall that historical fiction has a real setting drawn from
episodes as well as history and presents actual events from the point of view of fictional
how the characters characters. Have students identify evidence in the illustrations and the
respond or change as
text that indicate The Sit-in is historical fiction.
Interpret information During Reading
media and formats Close Reading
(e.g., visually, Note Taking: Ask students to use the graphic organizer on Your Turn
and explain how it
Practice Book page 12 as they read the selection.
contributes to a topic, Pages 2–3 Turn to a partner and tell how you used context clues to Use Graphic
text, or issue under Organizer
figure out the meaning of segregation on page 2. (The phrase “enforced
study. SL.6.2
separation of racial groups” defines the word, and the sentence before
Read historical fiction. has an example that supports the definition.) What context clues reveal
the meaning of momentous on page 3? (the words “they made history”)
ACADEMIC
Pages 4–6 Turn to a partner and talk about descriptive language that
LANGUAGE gives you a mental image of what’s happening in the story. (Examples
• historical fiction, include “slowly but surely, like spilled syrup” [page 4] and “I was a statue,
setting, characters, a girl made from stone” [page 6])
events, sequence,
descriptive language Pages 7–8 How does the text signal when a different person is speaking?
• Cognates: ficción (A new paragraph begins, and the text is indented.) With three partners,
histórica, secuencia take the roles of the characters and read aloud the dialogue on pages 7–8.
Pages 9–11 Identify time-order phrases that help you understand the
sequence of plot events. (“Two nights later” and “tomorrow” [page 9];
“Later that night” [page 11])
T104 UNIT 1 WEEK 2

WEEK 2
Pages 12–15 Paraphrase what Martha thinks on Thursday morning

when she finds out that segregation isn’t the law and how she feels when Literature
her sister Jennifer goes off to join the sit-in. (Martha always had accepted Circles
segregation as the law, so she is surprised to learn that stores do it
because they believe that people [white customers] want things that
way. She also is shocked at the idea of throwing eggs at the protesters, Thinkmark questions to guide the
and she is worried about her sister’s safety.) discussion. You may wish to have
a whole-class discussion about
what students learned from both
After Reading
selections in the Leveled Reader
Respond to Reading regarding reasons why people
form alliances.
Level
Ana
Analytical
W
Writing
identified
id if the events in the selection leading up to Martha
Up
understanding more about segregation. Historical
Fiction
Judy’s
Fluency: Intonation Dream
by Adrienne Frater
Model Model reading page 5 with proper intonation. Next, reread the Historical
Fiction
The
page aloud and have students read along with you. Sit-in
by Susan Paris
Apply Have students practice reading with a partner. illustrated

illust
ustra
trat
a by
by Daniel
D
Daniel
PA
i
PAIRED
PAIR
IRED
READ
AD
ED
Griffo
iff
We Were There
Historical
H al
F
Fictio n
The
Compare Texts
Read about one student who joins a demonstration.
Sit-in PAIRED
READ Uprising
PA I R E D R E A D The 1963 campaign to desegregate Birmingham,

Alabama, won national attention because Dr. Martin
Luther King, Jr., decided to have children take part
in a demonstration. Known as the Children’s Crusade,
illustrated
by Susan Par
is
by Judith Hunt
the march was an important factor in the success of

the Civil Rights Movement in Birmingham.
UPRISING
Mom, I thought I knew what angry looked like

“Uprising”
until I saw my principal today.
Turns out I hadn’t known what real angry could be.
His face was so wild it looked afraid
of what the rest of him might do.
“Get back to class,” he was shouting, “all of you!”
My classmates, my friends, they didn’t care.

They had somewhere to go more important than school,
somewhere way beyond the gates he’d locked tight
Illustration: LAU
PAIRED

to keep us from running to the march.
But I just stood there. I couldn’t move. READ Uprising
students
17
&9B&5B/5B*B8:
/ $
LQGG
Before reading, ask students to note that Leveled Reader • echo-read the On Level main selection.
“Uprising” is a poem that shares a story about
• use self-stick notes to mark at least one
a historic event from the Civil Rights Movement. Then discuss the
new detail they would like to discuss in
Essential Question. After reading, ask students to make connections each section.
between the experiences of the narrators in The Sit-in and “Uprising.”

Analytical Writing
A The On Level challenges students by
assuming prior knowledge and using
COMPARE TEXTS
more complex sentence structures.
‡ Have students use text evidence to compare a story
to a poem.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H LO N G V O W E L S
2
OBJECTIVES Explain that when a word has a vowel-consonant-e spelling pattern,
I Do
Know and apply it usually has a long-vowel sound. Write take on the board and read it
grade-level phonics aloud, stressing the long a sound. Underline the letters a and e. Point out
and word analysis
skills in decoding
that when a one-syllable word ends in e and has the vowel-consonant-e
words. RF.5.3 spelling pattern, the first vowel is long and the e is silent. Remind students
that long vowels say their names. Repeat with same, like, stone, and tune.
Decode words with Review the spelling pattern and sound for each long vowel.
long vowels.
We Do
Write game, time, bone, late, and huge on the board. Model how to decode
the first word. Have students identify the vowel sound, telling if it is short
or long. Students can read the rest aloud and identify the vowel sounds.
You Do
Add these words to the board: code, line, race, mule, page. Have students
read each word aloud and identify its vowel sound. Then point to the words
in random order for students to read chorally. Repeat several times.
TIER
B U I L D W O R D S W I T H LO N G V O W E L S
2
OBJECTIVES Remind students that multisyllabic words are made up of smaller word
I Do
Use combined parts, or syllables. Explain that students will be building longer words with
knowledge of long vowels. Remind students that long vowels often are spelled with two
all letter-sound
correspondences,
vowels together or with the vowel-consonant-e spelling pattern.
Display these Word-Building Cards one at a time: main, cate, lo, side, tain,
(e.g., roots and affixes) way. Model sounding out each syllable. Have students chorally read each
to read accurately syllable. Repeat at varying speeds and in random order. With students,
unfamiliar multisyllabic combine the pairs of syllables to form two-syllable words with long-vowel
words in context and
sounds. Have students chorally read the words: maintain, locate, sideway.
out of context.
RF.5.3a Display these Word-Building Cards: er, play, new, ly, row, lead, light, ing.
You Do
Have partners combine the syllables to build words with long vowels.
Build words with
long vowels. Then have partners share the words they built and make a class list.
T106 UNIT 1 WEEK 2

WEEK 2
P R AC T I C E LO N G V O W E L S
OBJECTIVES Remind students that every syllable in a word has one vowel sound.
I Do
Use combined Explain that long-vowel sounds can be spelled with one letter, as in go,
knowledge of with two letters, as in bead, or with more than two letters, as in weigh.
all letter-sound
correspondences,
When a long-vowel sound is spelled with more than one letter, those
syllabication patterns, letters may come between two consonant sounds, as in rain or freight; at
and morphology the end of a word, as in day or see; or in a vowel-consonant-e pattern, as
(e.g., roots and affixes) in date or note. Write the words they and either on the board. Explain that
to read accurately
unfamiliar multisyllabic
these two words have unusual long-vowel spellings. The letters ey stand
words in context and for /ā/ in they: the letters ei stand for /ē/ in either.
out of context.
RF.5.3a We Do
Write the words pave, mealtime, no, neighbor, roam, brain, dive, flee, and
remote on the board. Model how to decode the first word; then guide
Decode words with students as they decode the remaining words. For the multisyllabic words,
long vowels. divide the words into syllables using the syllable-scoop procedure. This
will help them read one syllable at a time.
You Do
read chorally.
Approaching Level
Vocabulary
TIER
2
OBJECTIVES Use High-Frequency Word Cards 11–20. Display one word at a time,
I Do
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
to comprehension or
read the words. Provide opportunities for students to use the words in
expression. L.6.6 speaking and writing. For example, provide sentence starters, such as I
ate . Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES Display each Visual Vocabulary Card and state the word. Explain how the
I Do
appropriate general
academic and Point to the word on the card and read the word with students. Ask them
words and phrases;
to repeat the word. Engage students in structured partner talk about the
gather vocabulary image as prompted on the back of the vocabulary card.
knowledge when
Display each visual in random order, hiding the word. Have students match
or phrase important the definitions and context sentences of the words to the visuals displayed.
to comprehension or
expression. L.6.6
T108 UNIT 1 WEEK 2

WEEK 2
I D E N T I F Y R E L AT E D W O R D S
OBJECTIVES Display the inflicted Visual Vocabulary Card and say aloud the word set
I Do
Acquire and use inflicted, injured, improved, damaged.
accurately grade-
appropriate general Point out that the word improved does not belong and explain why.
academic and
domain-specific
We Do
Display the vocabulary card for the word adversity. Say aloud the word
words and phrases; set adversity, lucky, hardship, trouble. With students, identify the word that
gather vocabulary
does not belong and discuss why.
knowledge when
considering a word Using the word sets below, display the remaining cards one at a time,
to comprehension or
saying aloud the word set. Ask students to identify the word that does
expression. L.6.6 not belong.
alliance, alone, union, partner smuggle, sneak, parade, secretly
reminisce, recall, past, future confinement, release, prison, enclosed
retrieved, fetch, send, recover spindly, willowy, thin, sturdy
OBJECTIVES Display the Comprehension and Fluency passage on Approaching

I Do
Use context (e.g., the Reproducibles pages 13–14. Read aloud the first two paragraphs. Point to
overall meaning of a the word tend. Explain to students that they can look for context clues in
nearby sentences to figure out the meaning of an unfamiliar word.
as a clue to the
Think Aloud I don’t know what tend means. I’ll look for clues to help me
meaning of a word or figure it out. The word crops comes after tend, so tend is likely something
phrase. L.6.4a Hermann and his father did to crops. The next sentence refers to the “effort
needed to ensure that they had food.” I know crops provide food and that
Use context clues you have to take care of the plants. I think tend means “to take care of.”
to determine the
meaning of unfamiliar Write the definition of the word from the clues.
words.
We Do
Have students continue reading until they encounter stifled on page 14.
With students, discuss how to use the clues in the paragraph to figure out
the meaning of the word. Write the definition of the word.
You Do
Have students find the meanings of the words ill (page 13), sharply
(page 14), and rifle (page 14), using clues from the passage.
VOCABULARY T109
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that reading a selection out loud is not merely about saying
I Do
Read on-level prose the words correctly. Readers should change the sound of their voice to
and poetry orally with help show the meaning of what they read. Point out that this is called
rate, and expression on
reading with intonation. Read the first paragraph of the Comprehension
successive readings. and Fluency passage on Approaching Reproducibles pages 13–14. Tell
RF.5.4b students to listen for when you read more slowly or you raise your voice.
Read fluently with We Do

good intonation. after you, using the same intonation. Explain that you emphasized certain
words and phrases to show that they are important.
You Do
Have partners take turns reading sentences from the Approaching
Reproducibles passage. Remind them to focus on their intonation. Listen in
and, as needed, provide corrective feedback by modeling proper fluency.
TIER
IDENTIFY TIMEORDER WORDS
2
I Do
Describe how a Reproducibles pages 13–14. Read aloud the first paragraph. Explain that
at the beginning of the story, Hermann is nervous about his first day of
in a series of episodes school in Nebraska. Point out that the other events in this paragraph
as well as how the happened earlier. Identify time-order words that signal the story is going
characters respond back in time and that indicate the order of events in the past (then, when).
or change as the
plot moves toward a
We Do
Read the second paragraph of the passage together. Discuss the order
resolution. RL.6.3 of things that Hermann and his father had to do after they arrived in
Nebraska: for example, fix the walls of the house; repair the cracks. Have
Identify time-order
words. students identify the time-order words that indicate the sequence.
You Do
Have students read the rest of the passage. As they read, have them make
a list of the things that happen to Hermann on his first day at school.
Beside each event on the list, have them write the time-order word used
to signal the sequence.
T110 UNIT 1 WEEK 2

WEEK 2
R E V I E W C H A R AC T E R , S E T T I N G , P LOT: S E Q U E N C E
OBJECTIVES Remind students that, in fiction, the events in the plot occur in a certain
I Do
Describe how a sequence, or order. The plot often begins by presenting a problem for the
particular story’s or main character or characters. The sequence of events shows what is done
to solve the problem. The setting is where and when the story takes place.
as well as how the
Read together the first paragraph of the Comprehension and Fluency
or change as the passage on Approaching Reproducibles page 13. Work with students
plot moves toward a to identify the main character (Hermann), the setting (Nebraska in the
resolution. RL.6.3 1880s), and the problem (Hermann’s nervousness about going back to
school). Continue reading the story together and have students identify
the story events that lead to the resolution of Hermann’s problem.
You Do
Have students reread the story independently and chart, in sequence, the
events that lead to the solution of Hermann’s problem.

Describe how a
Have students choose a book of historical fiction for sustained silent
drama’s plot unfolds reading. Remind students that:
in a series of episodes ‡ the plot presents a problem, and the sequence of events shows what
as well as how the
the main character or characters do to solve the problem.
characters respond
or change as the ‡ if they have trouble following the plot or the sequence of events, they
plot moves toward a should visualize—that is, form pictures in their minds of the setting,
resolution. RL.6.3
characters, and events—to help them understand what they read. They
Cite textual evidence should look for descriptive details to help them visualize.
to support analysis
of what the text says Read Purposefully
Have students record on Graphic Organizer 75 the important plot events
the text. RL.6.1 as they read independently. After they finish, they can conduct a Book
Talk, each telling about the book that he or she read.
Visualize to enhance ‡ Students should share their organizers and answer this question: What
understanding.
did you learn about this period in history from reading this book?
‡ They should also tell the group about sections of the book where they
found visualizing especially interesting and helpful.
COMPREHENSION T111
On Level
Historical
Fiction
Judy’s
Dream
Leveled Reader: Go
Judy’s Dream
by Adrienne Frater
Digital
Before Reading
Historical
Preview and Predict

Fiction
illustrated by Daniel Griffo

Judy’s
PAIRED
We Were There
Dream
READ
‡ Read the Essential Question with students: Why do people by Adrienne Frater
Leveled Reader
form alliances? Before
LEXILE 830 ‡ Have students read the title and the table of contents in Judy’s Dream Reading
and predict what Judy’s dream might involve.

OBJECTIVES
Describe how a Review Genre: Historical Fiction
unfolds in a series of Review with students that historical fiction has a real setting drawn
episodes as well as from history and presents the story of fictional characters in the context
how the characters of actual events. Have students identify evidence that Judy’s Dream is
historical fiction.
Interpret information During Reading
media and formats Close Reading
(e.g., visually, Note Taking: Ask students to use the graphic organizer on Your Turn
and explain how it
contributes to a topic, Pages 2–3 What clue tells you when there is a change in the speaker? Use Graphic
text, or issue under Organizer
(paragraph indents) Turn to a partner and identify the story event on
study. SL.6.2
pages 2–3 that is told out of sequence. (the narrator’s memory of what
Read historical fiction. happened when she and Judy met for the first time)
Pages 4–7 What problem does Maria want to solve? (figure out a way
ACADEMIC
that she and Judy can attend the march) What is the first important
LANGUAGE event that leads to the solution? (Mom decides to attend the march and
• historical fiction, suggests that Dad close the bakery so they all can go together.)
setting, characters,
events, sequence,
Pages 8–9 Turn to a partner and explain how you used context clues
descriptive language to figure out the meaning of the word immaculate on page 8. (Judy’s
• Cognates: ficción “immaculate” braids are contrasted with Maria’s curls that are “flying
histórica, secuencia everywhere,” so immaculate probably means “very neat.”)
Pages 10–11 Paraphrase what Maria says about her feelings from the
time she starts walking until she reaches the Lincoln Memorial. (She is
nervous at first. Then she starts feeling comfortable and excited. By the
time she reaches the site, she is proud and moved by the experience.)
T112 UNIT 1 WEEK 2

WEEK 2
Pages 12–15 Turn to a partner. Together, identify examples of

descriptive language that helps you visualize the scene at the Lincoln Literature
Memorial. (Examples include “I looked across the sea of heads and Circles
bobbing signs” [page 12]; “people began swaying to and fro . . . I found
myself joining in the gentle back and forth movement of the crowd”
[page 13]; and “that red hat . . . stands out like a beacon” in the crowd Thinkmark questions to guide
[page 14].) the discussion. You may wish to
After Reading
regarding reasons why people
Respond to Reading form alliances from both
Level
Ana
Analytical
W
Writing
identified
id if the sequence of events that lead up to Dr. King’s speech.
Up
Historical
Fiction
CHANGE
Fluency: Intonation WORLD
THE
STEP BY STEP
Model Model reading page 9 with proper intonation. Next, reread the
Historical
passage aloud and have students read along with you.

Fiction
Judy’s
Apply Have students practice reading with a partner. Dream
by Adrienne Frater by Vi
by Victoria
Victor
Victo
Victori
Vict
V iicto
ictor
ctoria
cto
ctor
c t
tor
or
o r iia
a S
St.
Stt
t. Jo
Jo
Joh
John
ohh
illu
illustrated
l ustr
lusstr
s
stt
trrat d by
ra by Eu
Euge
Eugeni
Eugenia
ugenia
u ge
genia
gen
en i a Nob
No
Nobati
ob
o bat
b at
ti
PAIRED
ED
Watching the March
Marc
READ
Historical
H
F
Fictio n
Compare Texts
Read about how people joined one another to
participate in the march on Washington.
Judy’s
PA I R E D R E A D Dream illustrated by Daniel Griffo
PAIRED
READ We Were There
by Adr
Ad
drien
ie
e ne Frater
This poem is about the different experiences of people

taking part in the march on Washington, D.C., in 1963.
I F students read the On Level fluently and

I tied my braids with satin ribbon,
Put on my best white dress.
I tightly held my mother’s hand.
I was there.
“We Were There” I strapped on roller skates

And wove between the crowds.
I made new friends that day.
I was there.
answered the questions
I rose early to paint my signs.
FREEDOM FOR ALL,
JOBS FOR ALL, I wrote.
illustrated
by
by Dan
D iel Grif THEN pair them with students who have
Illustration: Sarah Anderson
I was there. fo
PAIRED
PA
Make Connections: Write About It &9B&5B/5B*B8:

/ 2
17
READ
RE We Were There

LQGG

students
the poem is about the same historic event • partner-read the Beyond Level main
discussed in the story: the 1963 March on Washington. Then discuss selection.
the Essential Question. • list story events.
After reading, ask students to make connections between the • discuss how the main characters are
experiences recounted in Judy’s Dream and “We Were There.” involved in changing society.

Analytical Writing
A The Beyond Level challenges students by
COMPARE TEXTS assuming prior knowledge and using
‡ Have students use text evidence to compare a story more complex sentence structures.
to a poem.
ON LEVEL T113
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the key selection words
I Do
Acquire and use confinement, inflicted, reminisce, retrieved, smuggle, and spindly. Point to
accurately grade- each word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask these questions. Help students respond and explain their answers.
words and phrases; ‡ Why might someone have to be kept in confinement?
gather vocabulary ‡ What could have inflicted great damage to an entire town?
knowledge when
considering a word ‡ What kinds of things do people often reminisce about?
or phrase important
You Do
Have students work in pairs to respond to these questions and explain
to comprehension or
expression. L.6.6 their answers.
‡ What would you do if your dog retrieved a dinosaur bone?
‡ Why would it be easy to smuggle a pet gerbil into school?
‡ What are some animals that have spindly legs?
OBJECTIVES Remind students they often can figure out the meaning of an unknown
I Do
Use context (e.g., the word from context clues within the paragraph. Use the Comprehension
overall meaning of a
and Fluency passage on Your Turn Practice Book pages 13–14 to model.
a word’s position or Think Aloud I want to know what recuperated means. Nearby sentences
as a clue to the
tell me Hermann left school because his father was ill. They moved to
meaning of a word or Nebraska when he recuperated. I think recuperated means “got better.”
phrase. L.6.4a
We Do
Have students read the next paragraph. Have them figure out the
definition of tend by looking for clues in the paragraph. Point out context
clues such as “attention and effort.”
You Do
Have partners determine the meanings of the words inhospitable (p. 13),
stifle (p. 14), and rifle (p. 14) as they read.
T114 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES Remind students that in a fictional plot, the events usually occur in time
I Do
Describe how a order, or in sequence. The plot events often begin with a problem that the
particular story’s or main character or characters face. The sequence of events shows what is
done to solve the problem.
as well as how the
Have a volunteer read the first two paragraphs of the Comprehension
or change as the and Fluency passage on Your Turn Practice Book pages 13–14. Have
plot moves toward a students identify the main character, the setting, and the problem. Then
resolution. RL.6.3 have a different volunteer read the next two paragraphs. Model how
to determine whether the events described lead to a solution to the
problem. After determining that they do not, discuss with students how
those events relate to the problem itself.
You Do
Have partners read the rest of the passage and work together to chart, in
sequence, the events that lead to a resolution of Hermann’s problem.

Describe how a
Have students choose a book of historical fiction for sustained
drama’s plot unfolds silent reading.
in a series of episodes ‡ Before they read, have students preview the book, reading the title and
as well as how the
viewing the illustrations
characters respond
or change as the ‡ As students read, remind them to visualize, or form pictures in
plot moves toward a their minds, to increase their engagement with the story and their
resolution. RL.6.3
understanding of the characters, setting, and plot events.
to support analysis Read Purposefully
of what the text says Encourage students to read a variety of books set in different periods
of history.
the text. RL.6.1 ‡ As students read, have them use Graphic Organizer 75 to record, in
order, key plot events.
Visualize to enhance
understanding. ‡ They can use this organizer to help them write a summary of the book.
‡ Ask students to share their reactions to the book with classmates.
Beyond Level
Historical
Fiction
CHANGE
WORLD
THE
STEP BY STEP
Leveled Reader: Go
Change the World, Step by Step Digital
Before Reading
Historical
Preview and Predict

Fiction
by Victoria St. John CHANGE

THE
illustrated by Eugenia Nobati
WORLD
STEP BY STEP
PAIRED
Watching the March
READ
‡ Read the Essential Question with students: Why do people
Leveled Reader
form alliances? Leveled
LEXILE 920 ‡ Have students read the title and the table of contents in Change the Readers
World, Step by Step and predict which historic event provides the
OBJECTIVES setting for the story.
Describe how a
unfolds in a series of
Review Genre: Historical Fiction
episodes as well as Review with students that historical fiction is set in a real period in
how the characters history and presents the story of fictional characters in the context of
actual historic events. Have students identify evidence that Change the
a resolution. RL.6.3 World, Step by Step is historical fiction.
presented in diverse During Reading
media and formats
(e.g., visually, Close Reading
and explain how it
contributes to a topic, Practice Book page 12 as they read the selection.
text, or issue under Pages 2–4 Turn to a partner and discuss the problem that the characters Use Graphic
study. SL.6.2 Organizer
face and the event that they hope will solve the problem. (A state law has
Read historical fiction. kept many black people from voting. The characters plan to march to
the state capital to ask the governor to protect their right to vote.)
ACADEMIC
Pages 5–6 What details in the illustrations on pages 5 and 6 provide
LANGUAGE evidence that the story is historical fiction? (Martin Luther King, Jr.,
• historical fiction, illustrated on page 6, is a historic figure who played a major role in the
setting, characters, actual march. The illustration on page 5 looks like a real building.)
events, sequence,
descriptive language Pages 7–10 Turn to a partner and discuss descriptive language that helps
• Cognates: ficción you create a mental picture of what Carolyn is experiencing. (Examples
histórica, secuencia include “my legs felt like they were made of rubber” [page 8]; “flopped
to the ground” and “helicopters buzzing around overhead” [page 9];
and “drizzled with rain” and “voices singing in the darkness” [page 10])
T116 UNIT 1 WEEK 2

WEEK 2
Pages 11–12 Turn to a partner and discuss the context clues that help
you figure out the meaning of discrimination on page 11. (The story of
Rosa Parks, who was arrested for sitting in the “white folks’ section” of Literature
a bus, provides a clue that discrimination means “different and unfair Circles
treatment.”)
Pages 13–15 Paraphrase what Carolyn says about how she feels at the literature circle using the
end of the march. (She feels proud of her accomplishment. She feels Thinkmark questions to guide
that Dr. King spoke to everyone in the crowd, including her and her the discussion. You may wish to
family.) have a whole-class discussion
regarding reasons why people
After Reading form alliances from both
Respond to Reading
Ana
Analytical
W
Writing
identified
id if the sequence of events leading up to Dr. King’s speech.
Fluency: Intonation
Model Model reading page 4 with proper intonation. Next, reread the
page aloud and have students read along with you.
Gifted and Talented
Synthesize Challenge students
PA I R E D R E A D to imagine what would happen
if Carolyn’s brother, Jesse, had a
conversation with the eighteen-
“Watching the March” year-old boy from “Watching the
March” after the march. Students
Make Connections: Write About It should think about what has been
revealed about each character
Before reading, ask students to note that Leveled Reader and his beliefs and attitudes. Have
“Watching the March” is a poem about the
them write and present a dialogue
same historic event as the story: the 1965 march to Montgomery.
in which the two boys share their
Then discuss the Essential Question. After reading, ask students
ideas, react to each other,
to make connections between the experiences recounted in Change
and form an alliance.
the World, Step by Step and “Watching the March.”
Analytical Writing
A
COMPARE TEXTS
to a poem.
BEYOND LEVEL T117

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Acquire and use adversity and alliance. Write social studies-related sentences on the board
accurately grade- using the words.
appropriate general
academic and Write the words ammunition and regiment on the board and discuss
domain-specific
words and phrases;
their meanings with students. Then help students write sentences using
gather vocabulary these words.
knowledge when
considering a word Apply
Have students work in pairs to review the meanings of the words artillery
or phrase important and bayonets. Then have partners write sentences using the words.
to comprehension or
expression. L.6.6
OBJECTIVES Read aloud the first two paragraphs of the Comprehension and Fluency
Model
Use context (e.g., the passage on Beyond Reproducibles pages 13–14.
overall meaning of a
sentence or paragraph; Think Aloud When I read these paragraphs, I want to understand the
a word’s position or word recuperated. I know from reading nearby sentences that when his
as a clue to the
father became seriously ill, Hermann had to leave school. The words that
meaning of a word or follow recuperated—”enough for Hermann to return to school”—tell me
phrase. L.6.4a that recuperated must mean “recovered” or “got better.”
With students, read the third paragraph. Help them figure out the
meaning of tend.
Apply
Have partners work to determine the meanings of the words arduous
(p. 13), inhospitable (p. 13), stifle (p. 14), and reassured (p. 14) as they read.
Gifted and Shades of Meaning Rifle means one thing as a noun, and something
Talented
else as a verb. Have partners use a dictionary to discover the origins of
both words and write an explanation of how each meaning developed.
T118 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES Remind students that events in a fictional plot occur in a certain sequence,
Model
Describe how a or order. The plot often begins by presenting a problem for the main
character or characters. The sequence of events that follows shows what
in a series of episodes the character or characters do to solve the problem. Remind students that
as well as how the the setting of a story tells when and where it takes place. The setting can
characters respond change within a story or shift forward or backward in time. Identifying the
or change as the setting of a story helps readers understand the sequence of plot events.
plot moves toward a
resolution. RL.6.3 Have students read the first two paragraphs of the Comprehension and
Fluency passage on Beyond Reproducibles pages 13–14. Ask students
to identify the main character or characters, the setting, and the problem
that must be solved. Also have them explain how the setting changes
from the present to the past.
Apply
Have students read the rest of the passage independently, completing
Graphic Organizer 75 as they read. Then have partners use their work to
summarize the story, focusing on how Hermann’s feelings change during
the course of the story.

Describe how a
Have students choose a historical fiction book for sustained silent reading.
drama’s plot unfolds ‡ As students read, have them fill in Graphic Organizer 75.
as well as how the
‡ Remind students to look for descriptive details that help them visualize.
characters respond
or change as the
Read Purposefully
plot moves toward a Encourage students to keep a reading journal. Ask them to read books set
resolution. RL.6.3 in different historical periods or books with the same historical setting.
Cite textual evidence ‡ Students can use their journals to write summaries of the books.
to support analysis
of what the text says ‡ Ask students to share their reactions to the books with classmates.
inferences drawn from Gifted and Independent Study Challenge students to discuss how their books
Talented
the text. RL.6.1 relate to the concept of alliances. Have them compare alliances people
made at different times in history and the reasons for those alliances.
Visualize to enhance
understanding.
Shared Read Go
Drumbeat of Freedom Digital
Before Reading
Build Background
Read the Essential Question: Why do people form alliances?

Essential Question the farm families were sympathetic
spindly trees. Their thin branches
Tristan Elwell
36 37
R di /W i i
Reading/Writing ‡ Explain the meaning of the Essential Question, including the
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Workshop View
vocabulary in the question: When people form alliances, they come “Drumbeat
of Freedom”
together to help each other to get something that they both want
OBJECTIVES or need.
to support analysis ‡ Model an answer: James and his brother both wanted to go to more
of what the text says basketball games, but they didn’t have much money for tickets. They
raised some money by forming an alliance and working together to
the text. RL.6.1 mow lawns in their neighborhood.
Describe how a ‡ Ask students a question that ties the Essential Question to their
particular story’s or own background knowledge: Turn to a partner and think of a time
drama’s plot unfolds when you formed an alliance with someone. Tell the reason for the
alliance. Call on several pairs to tell about their alliances.
as well as how the
characters respond
or change as the During Reading
plot moves toward a
resolution. RL.6.3 Interactive Question-Response
‡ Ask questions that help students understand the meaning of the
LANGUAGE text after each paragraph.
OBJECTIVE
‡ Reinforce the meanings of key vocabulary.
Identify how the
events in a story lead
to the resolution of a ‡ Reinforce strategies and skills of the week by modeling.
problem.
ACADEMIC
LANGUAGE
• setting, characters,
plot, sequence of
events, visualize,
context
• Cognates: secuencia,
visualizar, contexto
T120 UNIT 1 WEEK 2

WEEK 2
Page 37 Paragraphs 4–6

What happens when Sarah’s brother, John, discovers
Paragraph 1 Charles Kent? (At first John is angry, but Sarah tells
Explain and Model the Strategy Explain that him that the soldiers are fighting for freedom from
descriptive details can help readers visualize parts the British and they are hungry.)
of a story. Reread to help students recognize Paragraph 7
the descriptive details that help them visualize
the setting. (The descriptive phrases on a cold Explain how John’s actions in this
December evening, snow-covered hills and fields, lit paragraph show the start of an alliance. (John joins
a lantern, barn, and family’s farm help me form a with Sarah in helping Charles. He also becomes
picture in my mind of the story’s setting.) interested in the fight against the British.)
Paragraph 2
Explain and Model Context Clues Show Page 39
how the context clues bitterly cold winter,
poorly clothed, and hungry or ill help the reader Paragraphs 1–3
understand the meaning of adversity. Have What happened in June? (Washington’s troops
students repeat the word adversity. prepared to leave Valley Forge and fight the British
Paragraphs 4–7 again.)
What does Sarah discover in the barn? (a soldier Have students choral read the final two sentences
named Charles Kent) of the story after you, emphasizing straight and tall
Restate in your own words the soldier’s question to and drumbeat of freedom.
Sarah. (Do you have extra food that I could have?) What is the resolution of the story? (Sarah and John
Paragraph 8 have become loyal supporters of the cause. In fact,
What does Sarah’s father think of the war? (He John has joined the army.)
doesn’t want his family involved because he isn’t
sure that the Continental Army can win.) After Reading
Page 38 Make Connections
‡ Review the Essential Question.
Paragraphs 1–2 ‡ Make text connections.
‡ Have students complete the ELL
Repeat the decision Sarah must make.
Reproducibles pages 13–15.
(Should she obey her father or should she help the
soldiers get food?)
Model Sequence of Events We now know the
problem in the story: Sarah must choose between
obeying her father or helping the soldiers. What
events occured next? (Sarah ran back to the house
to get some food for the soldiers. Charles returned
many times and Sarah gave him food.)


Historical
Fiction
Judy’s
Ju
udyy’s
Dream
Dre
ream
Leveled Reader: Go
Judy’s Dream
by Adrienne Frater
Digital
Before Reading
Historical
Preview
Fiction
illustrated by Daniel Griffo

Judy’s
Ju
udyy’s
PAIRED
A Little Longer
Dream
Dre
ream
READ
‡ Read the Essential Question: Why do people form alliances? by Adrienne Frater
Leveled Reader ‡ Refer to Forming Alliances: How can forming an alliance help people Leveled
LEXILE 610 achieve their goals? Readers
‡ Preview Judy’s Dream and “A Little Longer.” Our purpose is to read to

OBJECTIVES
Describe how a see how alliances can help people do important things.
drama’s plot unfolds Vocabulary
as well as how the
characters respond admire, organize, protest. Use the routine found on the cards. Point out
or change as the the cognates: admirar, organizar, protesta.
plot moves toward a
resolution. RL.6.3
During Reading
Read grade-level
prose and poetry Interactive Question-Response
orally with accuracy,
appropriate rate, and Note Taking: Have students use the graphic organizer on ELL
expression. RF.5.4b Reproducibles page 12. Use the questions below after each page is
Interpret information read with students. Use Graphic
presented in diverse Organizer
media and formats Pages 2–3 With a partner, role-play what Judy and Maria say about the
(e.g., visually, march. Talk about what each “march” term they use means: civil rights
and explain how it
march (supporting people’s rights as citizens), protest march (opposing
contributes to a topic, a practice), and freedom march (encouraging freedom).
text, or issue under Pages 4–7 Choral read with students paragraphs four and five on
study. SL.6.2
page 6. Why is Beth marching? (Beth is marching so that black people
can have the same rights as other Americans.)
ACADEMIC
LANGUAGE Pages 8–11 Turn to a partner and discuss how the description of the
• historical fiction,
setting, characters,
march helps you visualize the march. How does Maria feels when she
events, sequence, arrives at the march? Then, tell how her feelings change during the march.
descriptive language (At first, Maria is uneasy in the crowd and fears trouble. As she marches,
• Cognates: ficción she realizes everyone is calm. She becomes more comfortable and is
histórica, secuencia glad to be there.)
T122 UNIT 1 WEEK 2

WEEK 2
Pages 12–13 Read with me the last paragraph on page 12 and the
first paragraph on page 13. Why did people cheer and clap? (because Literature
Dr. King’s words inspired the crowd.) Circles
Pages 14–15 What is Dad’s attitude toward the march at the beginning Ask students to conduct a
of the march? (Dad believes that the march will be trouble.) What events literature circle using the
changed his mind about the march? (The crowd was peaceful and he Thinkmark questions to guide
didn’t have to worry about the bakery, so he joins the march.) the discussion. You may wish to
After Reading regarding reasons that people
form alliances from both
Respond to Reading Help students complete the graphic organizer selections in the Leveled Reader.
Level
Evidence Questions. Review all responses as a group.
Ana
Analytical
W W
Writing
i a paragraph that tells, in correct sequence, what happens from the

write
Up
Historical
Fiction
Judy’s
time that Judy arrives at Maria’s house until Dr. King begins to speak. Dream
by Adrienne Frater
Fluency: Intonation
Historical
Fiction
Judy’s
Ju
udyy’s
Model Model reading page 4 with proper intonation. Next, reread the Dream
Dre
ream
by Adrienne Frater
illustrated
illu
llus
ustr
str by D
by Daniel
Da i Griffo
iff
page aloud and have students read along with you. PAIRED
AIRED
AIR
RED
READ
AD
D
D
We Were Ther
There
Apply Have students practice reading with a partner. illustrated by Daniel Griffo
PAIRED
A Little Longer
READ
Historicall
H
F
Fictio n
Compare Texts
Read about a girl’s experience at the march on
Washington, D.C., on August 28, 1963.
Judy’s
’s IF students read the ELL Level fluently and
PA I R E D R E A D Dream answered the questions
by Ad
drie
enne Frater
e
A LITTLE LONGER
proficiently read the On Level and have ELL
“A Little Longer”
My sister looks worried.
“Are you okay, Mary?
Do you want to go home?”
My sister takes good care of me.
I want to say, “Let’s go home.

My legs are aching.”
students
I want to say, “I’m not okay.
My feet are hurting.” illustrated
by
by Dan
D iel Grif
fo
• echo-read the On Level main selection with
Illustration: Dan Sherbo
PAIRED
PA

READ
R A Little Longer
their partners.
Before reading, ask students to note that Leveled Reader • list words with which they have difficulty.
the poem, like the story, is about the historic
• discuss these words with their partners.
1963 March on Washington. Then discuss the Essential Question.
After reading, ask students to make connections between the
experiences recounted in Judy’s Dream and “A Little Longer.”
Analytical Writing
A The On Level challenges students by
COMPARE TEXTS assuming prior knowledge and using
more complex sentence structures.
to a poem.


Vocabulary
OBJECTIVES Preteach vocabulary from “Drumbeat of Freedom,” following the

I Do
Acquire and use Vocabulary Routine found on the Visual Vocabulary Cards for adversity,
accurately grade-
alliance, confinement, inflicted, reminisce, retrieved, smuggle, and spindly.
appropriate general
words and phrases;
knowledge when
Have students work with a partner to use each word in a statement or a
or phrase important question. Then have each pair read their sentences aloud.
to comprehension or
Help students copy the Ask students to write Challenge students to
LANGUAGE sentences correctly and one statement and write a statement and a
OBJECTIVE read them aloud. one question. question for each word.
Use vocabulary words.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words. The words can be reviewed
I Do
Acquire and use over a few days. Read each word aloud, pointing to the word on the
accurately grade- Visual Vocabulary Card. Have students repeat after you. Then follow the
appropriate general
academic and
Vocabulary Routine on the back of each card.
domain-specific
Write the scrambled letters of a vocabulary word on the board. Describe
gather vocabulary the word by providing its definition or related words. Ask students to
knowledge when unscramble the letters, name the word, and then use it in a sentence.
considering a word
List the scrambled words on the board for the remaining vocabulary. Have
to comprehension or students, in pairs, unscramble the remaining words.
expression. L.6.6
LANGUAGE Give students a list of Give students the list of Give students the
OBJECTIVE the words. Help them vocabulary. Have them use definition of each word
Use vocabulary words. unscramble each word each word in a sentence. and ask them to use each
and read it aloud. word in a sentence.
T124 UNIT 1 WEEK 2

WEEK 2
OBJECTIVES Read aloud the second paragraph of the Comprehension and Fluency
I Do
Use context (e.g., the passage on ELL Reproducibles pages 13–14, while students follow along.
overall meaning of a Summarize the paragraph. Then point to the word tend. Explain that
context clues, or certain words in the sentence or in nearby sentences, can
function in a sentence) help students figure out the meaning of an unfamiliar word, such as tend.
as a clue to the
meaning of a word or Think Aloud I’m not sure what tend means, but context clues can help
phrase. L6.4a me figure it out. In the surrounding sentences, the words plow new fields
and crops tell me Hermann and his father are working to grow crops. They
LANGUAGE have to take care of the crops, so I think that tend must mean “take care of.”
OBJECTIVE
Use context clues. We Do
Have students point to the word stifled in the fifth paragraph. Find clues
for the word with students. Write the definition of the word on the board.
You Do
Have partners use context clues to write a definition for rifle in the next-to
last paragraph.

Help students locate the Ask students to locate and Have students explain
word and context clues read aloud the context how the context clues
on the page. clues on the page and helped them define the
then define the word. word.
OBJECTIVES List academic vocabulary and high-frequency words from “Drumbeat

I Do
Acquire and use of Freedom”: brave, loyalty, tattered; and Judy’s Dream: allowed, march,
accurately grade- peaceful. Define each word for students: If you are allowed to do something,
appropriate general
academic and
you have the right to do it, or you are permitted to do it.
domain-specific
Model using the words in a sentence: Dogs are allowed to run free at the
gather vocabulary dog park. I’m not allowed to sit on some park benches, and that’s wrong. Then
knowledge when provide sentence frames and complete them with students: Everyone is
considering a word allowed to .
or phrase important
to comprehension or
You Do
Have pairs make up their own sentence frames to complete with the class.
expression. L.6.6
LANGUAGE Help students copy and Provide sentence starters Have students define the
OBJECTIVE complete the sentence for students, if necessary. words they used.
Use academic vocabulary frames correctly.
and high-frequency words.
VOCABULARY T125

Writing/Spelling
W R I T I N G T R A I T: W O R D C H O I C E
OBJECTIVES Explain that good writers of fiction use strong and vivid words to describe
I Do
Use precise words where a story takes place, how characters look and what they experience,
and phrases, relevant and how the plot events unfold. Read the Expert Model passage aloud as
descriptive details, and
sensory language to
students follow along and identify descriptive words and phrases.
convey experiences
and events. W.6.3d We Do
Read aloud the fourth paragraph from “Drumbeat of Freedom” as students
follow along. Have them identify the descriptive words and phrases. Use
the words and phrases to create a word web that connects related words.
LANGUAGE
OBJECTIVE Have pairs write a short narrative paragraph, using the words from the
You Do
Add vivid words to word web. Edit each pair’s writing. Then ask students to revise.
revise writing.
Help students complete Have students revise, Have students revise,
the activity together and adding strong words to adding strong words to
then copy the edited enhance descriptions. enhance descriptions, and
paragraph. edit for errors.
S P E L L W O R D S W I T H LO N G V O W E L S
OBJECTIVES Read aloud the Spelling Words on page T100, stressing the long-vowel
I Do
Demonstrate sounds and attaching a spelling to each long-vowel sound. Point out that
command of the some long-vowel sounds are spelled with two vowels.
conventions of
standard English Read the Dictation Sentences on page T101 aloud for students. With
punctuation, and
each sentence, read the underlined word slowly, segmenting it into its
spelling when writing. individual sounds. Have students repeat after you and write the word.
L.6.2
You Do
Display the words. Have students exchange their list with a partner to
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced/High
Spell words with long
vowels. Have students copy After students have Have students explain
the words with correct corrected their words, which words were difficult
spelling and say the have pairs quiz each other. to spell and why.
words aloud.
T126 UNIT 1 WEEK 2

WEEK 2
Grammar
S U B J E C T S A N D P R E D I C AT E S
OBJECTIVES
Demonstrate I Do
Remind students that a sentence is a group of words that tells a complete
command of the thought, with both a subject and a predicate, or verb. Write on the board:
conventions of Tina rides a bike. Ride only in the bike lane. May I ride with you? How fast we’re
standard English going! Read each sentence aloud and compare the different purposes
grammar and usage
when writing or
of the types. Then remind students that a fragment is a group of words
speaking. L.6.1 that doesn’t tell a complete thought. Compare sentences with fragments
and point out how they are different. Write on the board: I so many cars
Identify subjects and and bikes. I see so many cars and bikes. Underline the word that makes the
predicates. second group of words a complete thought.
We Do
Write the sentence parts below on the board. Read them aloud and have
LANGUAGE
OBJECTIVE students tell which are subjects and which are predicates. Ask volunteers
Write sentences. to suggest predicates and subjects to complete the sentences. Write
students’ responses. Read the completed sentences for students to repeat.
Grades K-6
Dr. Ramirez .
Language
Transfers The woman at the library .
Handbook
wrote a book about pioneers.
will go on a cruise to Alaska someday.
Language Transfers
Handbook
You Do
Have students work in pairs to write two complete sentences each. Have
Speakers of Cantonese, pairs exchange their sentences and identify the part of each sentence that
Haitian Creole, Hmong, is the subject and the part that is the predicate.
Korean, Spanish, and
Vietnamese may Beginning Intermediate Advanced/High
place adjectives after
Give students two Ask students to draw one Have students identify the
nouns. Reinforce that
sentences to copy. Then line under the subject subject and the predicate
in English, adjectives
help them identify the and two lines under the in each sentence. Ask
usually come before
subject and the predicate. predicate in each of their them to explain how
nouns and adverbs
Read the sentences aloud sentences. they identified the
often come after verbs.
for students to repeat sentence parts.
after you.
‡ Have the whole group complete the next couple of activities, then the
rest with a partner.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Character, Setting, Plot: Context Clues: Paragraph Writing About Text RL.6.3,
Sequence RL.6.3, RL.6.5 Clues L.6.4a RL.6.5, W.6.9a
Grade 6
Assessment Includes
Weekly
State Standards
online PDFs
Grades 1-6
Assessment
following schedule:
State Standards
T128 UNIT 1
WEEK 2
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 40–42 on Sequence/
COMPREHENSION multiple-choice items Chronology from the Tier 2 Comprehension
Students answer 0–6 . . . assign Lesson 142 on Using Paragraph

VOCABULARY multiple-choice items Context Clues from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 40–42 on Sequence/

“3” on the constructed Chronology and/or Write About Reading


students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

classification Shared Read “The Secret World of Caves,” 50–57
compartment Genre Expository Text
Lexile 900L
engulfs
flanked
maneuvering
obscure Comprehension Strategy ..................... Reread, T146–T147
species Comprehension Skill .............................. Main Idea and Key Details, T148–T149
Genre ............................................................. Expository Text, T150–T151
submerged
Vocabulary Strategy ............................... Greek Roots, T152–T153
Writing Traits .............................................. Ideas, T158–T159
Grammar Handbook............................... Sentence Combining, T162–T163
Go
Digital
T130 UNIT 1 WEEK 3

ENVIRONMENTS
Essential Question
How do life forms vary in
WEEK 3
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Journey Into the Deep, 50–65 “Extreme Exploration,” 68–71
Genre Expository Text Genre Interview
Lexile 920L Lexile 900L
Differentiated Text
APPROACHING ON LEVEL BEYOND ELL

Lexile 840L Lexile 990L Lexile 1090L Lexile 840L

Who's That Stepping Into the Volcano
on Plymouth Rock? Genre
Genre Narrative
Expository Text Nonfiction
Classroom Library
WEEKLY OVERVIEW T131

TEACH AND MANAGE
How You Teach

Environments “The Secret World of Caves” Journey into the Deep
Minilessons “Extreme Exploration: An
Reread, Main Idea and Key Details, Interview with Dr. Eva
Expository, Greek Roots, Writing Traits Ramirez-Llodra”
Reading/Writing
Workshop
50–59 Literature
Anthology
Reading/Writing Workshop 50–71
46–47


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Main Idea and Key Details Frequently Misspelled Words
Fluency
Writing Science
Focus on a Topic Species Adaptation
Independent
Practice Go Digital

pp. 23–25
Comprehension
Genre, p. 26
Phonics/Word Study
Phonics, p. 28
Grammar
Spelling/Word Sorts
Listening Library
4 Unit 1 • Week 3 • Environments Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 3
Leveled Readers Make a Venn Diagram, T156
Text Connections
Compare Environments, T157
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
25–36


1
( More
3 Activities
on back
9
2

Write to Sources
and Research
Main Idea and Key Details, T148–T149
Summarize, T153R
Main Idea and Key Details, T153R
Analyze to Inform/Explain, T157 Summarize, p. 67
Main Idea and
Comparing Texts, T169, T177, T181, Details, p. 67
T187
Main Idea and Key

Details, pp. 23–25
Go Genre, p. 26
Digital
Analyze to Inform/
Leveled Readers Explain, p. 29
Whiteboard Main Idea and Key Details Your Turn Practice Book

23
Go
T344–T349
Pee
Go
Digital
Narrative Text:
h Edition

WEEK 3
Writing Trait: Ideas
Focus on a Topic, T158–T159
Ideas: Focus on a
Topic, pp. 58–59
Go Ideas: Focus
Digital on a Topic, Ideas: Focus on a Topic,
Card 1 p. 30
Interactive

Go
Digital
Grammar
Sentence Combining, Sentence Combining
T162–T163
Spelling
Frequently Misspelled
F
Frequently
Wo
Words, T164–T165 Misspelled
M
Go Words
W
Digital
Interactive

READING
Build Background Environments, T138–T139 Comprehension
• Strategy: Reread, T146–T147
Teach, Aloud: “Plants in Different Environments”,
• Skill: Main Idea and Keyy Details, TT148–T149
A
W
Writing
Model T140–T141 • Genre: Expository Text, T150–T151

Whole Group
Comprehension Vocabulary Strategy: Greek Roots,

and • Preview Genre: Expository Text, T150–T151 T152–T153
Apply • Preview Strategy: Reread, T146–T147
Practice Your Turn 22–27
Vocabulary Words in Context, T142–T143
Reading/Writing Workshop Practice Your Turn 21
Close Reading of Complex Text “The Secret
World of Caves”, 50–53
Leveled Reader Rain-Forest Riches, Leveled Reader Rain-Forest Riches,

T168–T169 T168–T169
Approaching
g Word Study/Decoding
Vowel Teams, T170
oding Decode Words with
0 2
TIER
Vocabulary
T172
2 2
TIER
4 2
TIER
2 2 • Identify a Topic, T174
• Identify Related Words, T173 • Review Main Idea and Key Details, T175

T176–T177 T176–T177
On Level
Small Group
Vocabulary Review Vocabulary Words, T178 Comprehension Review Main Idea and Key
Details, T179

T180–T181 T180–T181
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Main Idea and Key
Level T182 Details, T183
Shared Read “The Secret World of Caves”, Leveled Reader Rain-Forest Riches,
T184–T185 T186–T187
English Word Study/Decoding Decode Words with Vocabulary Review Vocabulary, T188
Language Vowel Teams, T170 Writing Writing Trait: Ideas, T190
Learners Vocabulary
Grammar Sentence Combining, T191
LANGUAGE ARTS Writing Process: Autobiographical Sketch, T344–T349

Writing
Whole Group
• Writing Trait: Ideas/Focus on a Topic, T158–T159 • Writing Trait: Ideas/ Focus on a Topic, T158–T159
Grammar Grammar Sentence Combining, T162 Grammar Sentence Combining, T162
Spelling Frequently Misspelled Words, T164 Spelling Frequently Misspelled Words, T164
Spelling Build Vocabulary Build Vocabulary
Build Vocabulary • Academic Vocabulary, T166 • Review Context Clues, T166
T134 UNIT 1 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Word Study/Decoding Frequently Fluency Accuracy, T155 Integrate Ideas
Misspelled Words, T154–T155 • Research and Inquiry, T156
Integrate Ideas
Close Reading Journey Into
the Deep, 50–67 Close Reading “Extreme Exploration: An
Interview with Dr. Eva Ramirez-Llodra”, 68–71
Literature
Anthology
Leveled Reader Rain-Forest Riches, Leveled Reader Paired Read: “Discovering Leveled Reader Literature Circle, T169
T168–T169 the Rain Forest,” T169 Comprehension Self-Selected Reading,
Word Study/Decoding g Build Words with Word Study/Decoding Practice Frequently T175
TIER
Multiple Syllables, T170
0 2 Misspelled Words, T171
TIER
Fluency Accuracy, T174 4 2
Vocabulary Greek Roots, T173
T176–T177 the Rain Forest,” T177 Comprehension Self-Selected Reading,
Vocabulary Greek Roots, T178 T179
T180–T181 the Rain Forest,” T181 Comprehension
Vocabulary • Self-Selected Reading, T183
• Greek Roots, T182 Gifted and • Independent Study: Environments, T183
• Analyze, T182 Talented
T186–T187 the Rain Forest,” T187
Word Study/Decoding Build Words with Vocabulary Additional Vocabulary, T189
Multiple Syllables, T170 Word Study/Decoding Practice Frequently
Vocabulary Greek Roots, T189 Misspelled Words, T171
Spelling Frequently Misspelled Words, T190
LANGUAGE ARTS
• Writing Trait: Ideas/ Focus on a Topic, T158–T159 • Writing Trait: Ideas/ Focus on a Topic, T158–T159 • Writing Trait: Ideas/ Focus on a Topic, T158–T159
Grammar Mechanics and Usage, T163 Grammar Sentence Combining, T163 Grammar Sentence Combining, T163
Spelling Frequently Misspelled Words, T165 Spelling Frequently Misspelled Words, T165 Spelling Frequently Misspelled Words, T165
• Greek Roots, T167 • Shades of Meaning, T167 • Morphology, T167

Access Complex Text
A C T
Scaffold to
Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Specific Vocabulary Scientific Terms T145
Connection of Ideas Main Idea T149
"The Secret World of Caves" Prior Knowledge
Lexile 900L Marine Life T153A, T153E
Genre
Text Features T153C, T153G, T153I,
T153K, 153O
Interview 153S
Organization
Comparison T153F, 153L
Cause and Effect T153M
Specific Vocabulary
Literature Anthology Scientific Terms T153G, T153I
Journey into the Deep Lexile 920L Connection of Ideas Questions and
"Extreme Exploration: An Interview with
Dr. Eva Ramirez-Llodra" Lexile 900L
Answers T153U

SCAFFOLD
support Workshop Rain-Forest Riches
"The Secret World of T186–T187
THEN scaffold instruction using the small Caves" T184–T185 "Discovering the Rain
group suggestions. Forest" T187

WEEK 3
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Reread T147
Comprehension Skill Main Idea and Key
Details T149
Genre Expository Text T151 Beyond
Vocabulary Strategy Greek Roots T153 T177

Word Study/Fluency Frequently Misspelled Words,
Accuracy T155

On Level
ing
Approach ELL
T169 T187
T 187
Additional Vocabulary T189 Greek Writing Spelling Grammar

adapted process Roots T189 Trait: Ideas Frequently Sentence
another protection T190 Misspelled Combining
dangerous survive Words T190 T191


LESS O
IN I
M
N
10 Build Background
Mins
Go
How do life forms vary in different environments?
Writing Workshop. Explain that scientists place life forms into groups
based on similar characteristics. This is called classification.
Discuss the photograph of the frog, focusing on how it is similar to
Workshop frogs that students have seen. Note that it is a member of a species, a Concept
group of related living things with very similar characteristics. Explain
OBJECTIVES that different animal species live in the four rain forest environments.
Interpret information ‡ Species in the emergent and canopy layers may climb or have wings.
media and formats ‡ Species in the understory like dark places.
Watch Video
(e.g., visually, ‡ Species on the forest floor walk or wriggle.
and explain how it
contributes to a topic, Talk About It
study. SL.6.2 Ask: What are some species that live in the four layers of a rain forest? View Photos
Pose and respond
COLLABORATE What characteristics make these species well suited to their environment?
to specific questions Have students discuss in pairs or groups.
with elaboration ‡ Model using the graphic organizer to generate words and phrases
and detail by
making comments
related to rainforest environments. Add students’ contributions.
that contribute ‡ Have students complete the graphic organizer. Then have them Use Graphic
to the topic, text, Organizer
discuss with a partner what they have learned about animals in each
or issue under
discussion. SL.6.1c
rain forest layer.
Build background
knowledge on
environments. Collaborative Conversations
ACADEMIC Add New Ideas As students engage in partner, small-group, and

LANGUAGE whole-class discussions, encourage them to add new ideas to
• classification, species their conversations. Remind students to
• Cognates:
‡ stay on topic.
clasificación, especie
‡ connect their own ideas to things their peers have said.
‡ look for ways to connect their personal experiences or prior
knowledge to the conversation.
T138 UNIT 1 WEEK 3

WEEK 3

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Talk with
toucan. This is a species describe the bird. Ask: students about the
Rain Forest
of bird. It has wings. It can What other kinds of birds characteristics they notice Environments
live in the highest layers of can you name? In what in the animals shown
the rain forest. Then point ways are these birds in the photographs.
to the insect. Ask: Which similar? Talk about the Ask: How could these
layer of the rain forest has characteristics that birds characteristics help the
the most insects? Correct share. Encourage students animals live in different
students’ responses as to use the concept word rain forest environments?
needed. species in their responses.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Environments Digital
Explain to students that plants and animals that live in different
media and formats environments have different features. Tell students that you will be
(e.g., visually, reading aloud a passage about some of the special features of plants in
quantitatively, orally) desert and tropical rain forest environments.
and explain how it View Photos
text, or issue under Preview Genre: Expository Text
study. SL.6.2 Explain that the passage you will read aloud is expository text. Discuss
Cite textual evidence the features of expository text:
to support analysis
‡ provides factual details about a topic
explicitly as well as ‡ explains something to the reader
the text. RI.6.1 ‡ often includes headings and other text features that can help readers
understand the text
• Listen for a purpose.
• Identify Preview Comprehension Strategy: Reread
characteristics of
Explain that some expository text includes scientific information that
expository text.
may be difficult for readers to understand. Point out that readers should
pause and reread sections of text that are unclear or that contain
ACADEMIC complex ideas. This can help readers better understand the text.
LANGUAGE
• expository text, reread Use the Think Alouds on page T141 to model the strategy.
• Cognate: texto
expositivo Respond to Reading
Think Aloud Clouds Display Think Aloud Master 4: When I read ____,
I had to reread . . . to reinforce how you used the reread strategy to © Th M G Hill C i I
understand content. Model Think

Alouds
Aloud that let them know it is expository text. Ask them to think about Genre Features
other texts that you have read or they have read independently that
were expository text.
Summarize Have students restate the most important information Use Graphic
Organizer
from “Plants in Different Environments” in their own words.
T140 UNIT 1 WEEK 3

WEEK 3
Plants in Different Environments

Take a close look at the plants growing in your Deserts are also home to different kinds of cacti
neighborhood. What kinds of leaves do you that have developed special ways of storing and
observe? Are they wide or narrow? Are they waxy conserving water. The saguaro cactus is one such
or soft? Perhaps the plants in your neighborhood type of cacti. It is known for its remarkable ability
don’t even have leaves. to store as much as 200 gallons of water during a
The special features of plants give us information rainstorm! 2
about the environment in which they are growing. Tropical Plants
If you live in an area that is mostly dry and hot,
Like many desert environments, the tropical rain
such as Arizona, the plants that naturally grow
forest is hot; but unlike the desert, it is very moist.
there will be very different from plants in an area
Tropical plants have features that allow them to
that is mostly wet and hot, such as Costa Rica.
deal with receiving an abundance of rainwater.
Desert Plants Plants can be harmed if too much water collects on
The plants that grow in deserts must be able to their leaves.
survive long periods of time without receiving Many rain forest plants have “drip tip” leaves.
freshwater. These plants have developed features These leaves allow the plants to quickly shed
that help them thrive in a dry, harsh environment. rainwater. Without the drip tips, water would
Plants in some desert areas may not be exposed to pool on the plant leaves and could cause harmful
rain for months, or even years. To survive in this bacteria to grow. The drip tip has another purpose.
environment, some of these plants grow special The water that drips off the leaves soaks into
roots. These long roots are able to reach water the plant’s roots, helping the plant continue
sources that are stored deep underground. 1 to grow. 3
1 Think Aloud The text

Ariel Skelley/Blend Images/
mages
Getty Images
after the heading “Desert

2 Think Aloud I want to reread
Im
Plants” has important

information about how about this type of cactus. It
long roots help desert is called a saguaro, and it can
plants survive. I can reread store up to 200 gallons of
to make sure l understand. water. That’s a great feature for
a plant that lives in a desert!
3 Think Aloud A “drip tip” is

new to me. I want to reread
this paragraph so that I can
understand and remember
important details. I see that
drip tips help leaves and roots,
allowing plants that have this
feature to thrive in their wet
environment.

Vocabulary
LESS O
IN I
M
N
10 Words in Context
Mins
Go
Model the Routine
Digital
Introduce each vocabulary word
ul Routine
Define:
Example::
Ask:

Workshop
Define: A submerged object is covered with water.
OBJECTIVES Example: A scuba diver explored the submerged shipwreck.
submerged
Acquire and use Ask: Where might you find a submerged object?
accurately grade-
appropriate general
academic and
Glossary
words and phrases; ‡ classification The act of sorting things into groups
gather vocabulary
knowledge when is classification.
considering a word Cognate: clasificación
or phrase important ‡ compartment A compartment is a separate section.
to comprehension or
expression. L.6.6 ‡ engulfs When something engulfs a person or object, it
completely surrounds it or takes it over.
ACADEMIC ‡ flanked Flanked means “to be placed or positioned on
LANGUAGE either side of something or someone.”
• classification, species
‡ maneuvering When you are maneuvering something, you are
• Cognates:
clasificación, especie guiding or moving its position with skill.
‡ obscure To obscure something is to hide it from view.
‡ species A species is a group of related living things with
very similar characteristics.
Cognate: especie
Talk About It
Have partners discuss the photographs and definitions. Then ask
COLLABORATE students to choose three words and write questions for those words.
Have each partner answer the questions his or her partner wrote.
T142 UNIT 1 WEEK 3

WEEK 3

SCAFFOLD
P O
F
the photograph for the describe the photograph talk with a partner about
word submerged. Point to to a partner. Prompt their things in the photograph
the diver and ask: Where descriptions by asking: that are submerged.
is this diver? Elicit that the What things in the picture Encourage them to
diver is under water. Help are submerged? (diver, discuss other things that
students conclude that shipwreck) Have students could be described with
someone who is under elaborate by explaining the word submerged.
water is submerged. how they know these Then have students share
things are submerged. their ideas with the class.
p. 21 p. 21 p. 21
VOCABULARY T143
In the Mouth of the Cave

This outermost area is called the entrance zone. It is
to the classification known as trogloxenes. Creatures in this
category may seek shelter in caves but don’t spend their whole
common trogloxenes. Hanging
outside the cave.
Essential Question protection, too. Pack rats build nests using twigs and leaves
How do life forms vary in different from the outside. Their big eyes and long whiskers help in
environments?

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Shared Read
Connect to Concept: The author states that stepping into a cave is like
Environments entering a new world because it is suddenly cooler
Tell students that “The Secret World and damper. The light is dimmer than outside. It is
of Caves” will take them on a tour of still and quiet. The author describes the entrance
an unusual environment—caves— zone as a hallway.
Reading/Writing
Workshop and introduce them to some of the Reread Paragraphs 2–4: Model how to
species that make their homes there. paraphrase the important information in the next
three paragraphs. Remind students that when they
Close Reading paraphrase, they use their own words.
Reread Paragraph 1: Tell students you are going This portion of text tells about the types of
to take a closer look at the first section of text animals, called trogloxenes, that use the entrance
titled “In the Mouth of the Cave.” Reread the first zone of the cave. Other organisms called
paragraph together. Ask: How is stepping into a accidentals also find their way in. Bats, pack rats,
cave’s environment like being in a new world? Model and small gray birds called phoebes are among the
how to cite evidence to answer the question. animals that use the entrance zones to caves.
T144 UNIT 1 WEEK 3

WEEK 3
Twilight Time
Deeper inside a cave, the walls and ceiling obscure
most of the light from outside. This shadowy area is
known as the twilight zone. The light in this zone is so This salamander is sightless.
dim that everything appears to be bathed in a bluish glow.
Troglobites are adapted to living with the absence of
This part of a cave feels even damper and cooler than the
light. Most of them are completely sightless. So it is only
entrance zone.
logical that these unusual cave dwellers have heightened
Animals that rely on the environment of the twilight senses of smell and touch. For example, their bodies
zone are called troglophiles. Their eyesight is often can detect the slightest vibrations. They can also sense
poor, and they usually have less colorful changes in the air pressure around them. When something
bodies than animals living outside of is moving nearby, these creatures can feel it. This special
caves. These creatures spend their entire ability helps them catch food. It also helps them avoid
life cycles inside moist caves, but many can Some twilight
zone animals
becoming another animal’s meal.
also survive in similar habitats outside live submerged Most troglobites have ghostly white skin. Some even
of caves. Animals commonly found living under water.
have skin you can see through. They don’t need pigment
in the twilight zones of caves are centipedes, This spring
cavefish lives in their skin to protect them from the sun’s rays. And they
fish, beetles, earthworms, and spiders.
on microscopic don’t need skin coloring to help them blend in with their
organisms. surroundings for safety. These unusual adaptations mean
Totally in the Dark that troglobites can never leave the dark zones of caves.
Deeper still inside a cave, beyond the twilight zone, is
Scientists now know that cave animals are vulnerable
the dark zone. Here passageways are flanked on either
to even minor changes in their environment. So their work
side by steep stone walls. There is no light at all. Darkness
includes protecting these least known and fascinating
engulfs this place, and moist air envelops everything.
creatures.
It is hard to believe that any animals could live their
Joseph T. Collins/Photo Researchers, Inc. ; Barry Mansell/SuperStock

whole lives in total darkness. Yet many strange creatures
Make Connections
Talk about how different life forms are
live in the dark zones of caves. These animals, known as
Robert Dowling/CORBIS; Stone Nature Photography
well suited to living in each of the three

troglobites, include rare species of frogs, salamanders,
cave zones. ESSENTIAL QUESTION
spiders, worms, insects, and crabs. Cave biologists believe
that these unusual creatures are distantly related to animals What other animals have you seen
that once lived near caves. But they look only slightly or learned about that live in unusual
similar to their surface relatives. Troglobites even need This crayfish has habitats? TEXT TO SELF
see-through skin.
food that is unavailable outside of caves.
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ESSENTIAL QUESTION
Ask partners to reread to find text evidence Vocabulary
about the three cave zone environments and the
Students may have difficulty understanding
animals that live in each one. Pairs should discuss
some of the scientific and technical terms
how the different life forms are suited to their
in the selection. Read the sentence about
environments.
hibernation in the third paragraph on
page 51.
Continue Close Reading
‡ What do the surrounding sentences tell you
about the word hibernate? (Bats hibernate
Reread, pp. T146–T147 during cold months; they sleep protected
Main Idea and Key Details, pp. T148–T149 and undisturbed.)
Expository Text, pp. T150–T151 ‡ How would you define hibernate? (to sleep
Greek Roots, pp. T152–T153 continuously through the cold months)
SHARED READ T145

LESS O
IN I
M
N
10 Reread
Mins
Go
1 Explain Digital
Tell students that informational text may include unfamiliar or
complicated scientific information. Explain that rereading difficult In the Mouth of the Cave
sections of a text is one way to clarify scientific information.

outside the cave.
Active readers pay attention as they read and stop when they
environments?

‡
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Reading/Writing
come to information they do not understand. Present the
Lesson
Workshop ‡ Students should pause and reread sections of a text that are
unclear or that contain complex ideas or unfamiliar words.
OBJECTIVES
‡ Students may need to reread more than once as they work
to support analysis to clarify the text.
of what the text says Point out that rereading also helps students recognize and
understand key details that support the main idea of a text.
the text. RI.6.1
Reread scientific
information Model how rereading can help you understand why bats spend part
to increase of their lives in the entrance zone of a cave. Reread the section “In
understanding. the Mouth of the Cave” on page 51 of “The Secret World of Caves.”
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
• reread,
Have students work with partners to explain why some entrance
informational text COLLABORATE zone creatures are called accidental. Ask students to reread the
• Cognate: texto fourth and fifth sentences of the second paragraph in the section
informativo “In the Mouth of the Cave.” Partners should discuss how the word
accidental is related to the reason these animals live in the entrance
zone. Have partners reread to clarify and then discuss other
scientific information in “In the Mouth of the Cave.”
T146 UNIT 1 WEEK 3

WEEK 3
1
Monitor and
Differentiate
Quick Check
Do students reread text that presents
unfamiliar or complicated scientific
information? Do they successfully use
rereading to clarify the text?

ELL Develop p. T185
SCAFFOLD
Identify Help students Describe Have students Explain Have students
reread the third reread the third paragraph reread the third
paragraph of “In the of “In the Mouth of the paragraph of “In the
Mouth of the Cave” Cave” on page 51. Ask: Mouth of the Cave” on
on page 51. Point out What happens to bats page 51. Ask: Why do bats
difficult words such as when they hibernate? hibernate in caves? Turn
protected and undisturbed. (They sleep and are to a partner and explain.
Define them for students. protected.) Point out that Discuss how rereading
Help students reread this information may be can help clarify the
again, replacing these confusing because bats information about
words with similar words stay in caves only part of bats.
or phrases that are more the time. When they wake
familiar. up and need to find food,
they leave the cave.
pp. 23–24 pp. 23–24 pp. 23–24

Comprehension Skill
LESS O
IN I
M
N
10 Main Idea and Key Details
Mins
Go
1 Explain Digital
Explain to students that the main idea of a text is the central
thought of a passage. The main idea is supported by key details, In the Mouth of the Cave
which are important pieces of information that help explain the

main idea.
outside the cave.
environments?

Peter Arnold/Alamy
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Present the
Workshop details to infer the central thought. Lesson
‡ To find the main idea when it is not directly stated, students
OBJECTIVES decide which details are most important and what those details
Determine a central have in common. Looking for connections between details will
idea of a text and how
it is conveyed through help students identify the main idea.
particular details;
provide a summary of 2 Model Close Reading: Text Evidence
personal opinions or Model finding the key details in the section “Twilight Time” on page
judgments. RI.6.2 52. Then model using the details to identify the main idea.
Identify important
Ana
Analytical Write About Reading: Summary Model for students how to use
Writing
W
information. the notes from the graphic organizer to write a summary of the
information presented in the first section of the text.
ACADEMIC
LANGUAGE 3 Guided Practice of Close Reading
• main idea,
Have students work with partners to complete a graphic organizer
key details
COLLABORATE for the section “Totally in the Dark,” finding key details in the section
• Cognates: idea,
detalles and then using that information to determine the main idea.
Remind students that the key details they choose should support
the main idea.
SKILLS TRACE Ana
Analytical Write About Reading: Summary Ask pairs to use their notes from
Writing
W
MAIN IDEA AND KEY the graphic organizer to write a summary of “Totally in the Dark.” Be
DETAILS sure students think about what the key details have in common as
Introduce U1W3 they are determining the main idea of the section.
Review U1W4, U1W6,
U3W5, U4W6, U6W1
Assess U1, U3, U6
T148 UNIT 1 WEEK 3

WEEK 3
1
Monitor and
Differentiate
Quick Check
Are students recording only the most
important details in the section? Can
they connect those details to determine
the main idea?

ELL Develop p. T185

Connection of Ideas
Students may find it difficult to connect key
details to determine the main idea.
‡ What is the environment of the twilight
zone? (It is darker and damper than the
entrance zone.)
‡ What animals live in the twilight zone?
(earthworms, fish, beetles, centipedes,
and spiders)
‡ Why do these animals live in the twilight
zone? (They rely on the twilight zone’s
special environment.) APPROACHING BEYOND ELL
pp. 23–25 pp. 23–25 pp. 23–25

Genre: Informational Text

LESS O
IN I
M
N
10 Expository Text
Mins
Go
1 Explain Digital
Discuss with students these key characteristics of expository text.
‡ Expository text presents information and factual details about a In the Mouth of the Cave
topic. The purpose of the text is to inform.

outside the cave.
environments?

‡ Expository text often includes text features, such as headings,

Peter Arnold/Alamy
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Reading/Writing photographs, captions, labels, and diagrams, that help readers Present the
Workshop Lesson
understand the text.
OBJECTIVES
Integrate information
presented in different Model identifying the text features on page 51 of “The Secret World
media or formats of Caves.”
(e.g., visually,
quantitatively) as Headings Point out the heading “In the Mouth of the Cave.” Explain
well as in words to that headings tell what a section is about.
develop a coherent
understanding of a
Photographs and Captions Compare the photograph on page
topic or issue. RI.6.7 51 to those on pages 52–53. Remind students that when captions
appear, they provide additional information about what is in the
read and comprehend photographs.
literary nonfiction in Diagrams Point out the diagram title and the labels. Tell students
the grades 6–8 text
complexity band
that the labels help explain what the diagram shows. Remind them
proficiently, with that the diagram itself is a way to “see” important information about
scaffolding as needed the topic.
range. RI.6.10
Recognize the Have students work in pairs to find and list three text features from
characteristics and
COLLABORATE “The Secret World of Caves.” Partners should discuss the information
text features of
expository text. they find in the features and then share the information with the
class. Ask students to explain why each text feature is helpful.
ACADEMIC
LANGUAGE
• informational text,
expository text, text
features
• Cognates: texto
informativo, texto
expositivo
T150 UNIT 1 WEEK 3

WEEK 3
1
Monitor and
Differentiate
Quick Check
Can students identify three text
features in “The Secret World of Caves”?
Can they explain what information each
text feature conveys?

ELL Develop p. T187
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK p. 26

SCAFFOLD
Identify Identify the text Discuss Point out text Explain Have students
features in the selection. features. Then reread the find three text features as
Then reread the section section “In the Mouth they reread to determine
“In the Mouth of the Cave” of the Cave.” Refer to the most important
on page 51. Point out the information in the information in “The Secret
the diagram and explain diagram on page 51: World Caves.” Then have
the information shown. What are the three zones them explain to a partner
Then explain how “seeing” of the cave? How are they how the text features
information about the different? Discuss with helped them learn key
zones is helpful. Use the a partner. Then have information.
sentence frame: The partners work together
zone is . to describe the three
zones by completing the
sentence frame: The
zone is . APPROACHING BEYOND ELL
p. 26 p. 26 p. 26
GENRE T151
Vocabulary Strategy
LESS O
IN I
M
N
10 Greek Roots
Mins
Go
1 Explain Digital
Explain to students that the main part of a word is called the
root, and it carries the word’s basic meaning. Point out that many In the Mouth of the Cave
scientific words contain Greek roots. Students frequently can use

the meaning of a Greek root to help figure out the meaning of an

outside the cave.
environments?

Peter Arnold/Alamy
unfamiliar scientific word.

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Workshop ‡ Students can locate familiar Greek roots by asking themselves if Lesson
they recognize a word part within an unfamiliar word.
OBJECTIVE ‡ They should think about other words they know that contain
Use common, grade- the root and use the root’s meaning to help determine an
appropriate Greek
or Latin affixes approximate definition for the unfamiliar word. To verify or
and roots as clues fine-tune the definition, students can consult a print or online
to the meaning dictionary.
of a word (e.g.,
audience, auditory, ‡ Students should realize that some words may include more than
audible). L.6.4b one Greek root.
ACADEMIC 2 Model Close Reading: Text Evidence

LANGUAGE Model using the listing of Greek roots and meanings on page 57 to
• Greek roots,
biologists,
help determine the meaning of the phrase entrance zone.
microscopic
• Cognates: biólogos, 3 Guided Practice of Close Reading
microscópico
Have partners use Greek roots to figure out approximate definitions
COLLABORATE for life cycles, microscopic, and logical in “The Secret World of Caves.”
SKILLS TRACE Encourage students to compare and refine their definitions by
GREEK ROOTS consulting either print or online reference sources.
Introduce U1W3
Review U1W3, U2W1,
U6W4
Assess U1, U6
T152 UNIT 1 WEEK 3

WEEK 3
1
Monitor and
Differentiate
Quick Check
Can students identify Greek roots
and use them to help determine the
meanings of life cycles, microscopic,
and logical?

ELL Develop p. T189

SCAFFOLD
Recognize Point out Discuss Point out the Expand Point out the
Greek roots cycl in life Greek roots cycl in life Greek roots cycl in life
cycles, scop in microscopic, cycles, scop in microscopic, cycles, scop in microscopic,
and log in logical. Define and log in logical. Have and log in logical. Ask
the words and help students work with a students to define each
students recognize partner to discuss the word, using the roots as
how roots shape each meaning of each root. clues. Then challenge
definition. Point out that Then work with students students to suggest
these roots are seen or to define the words. additional words that
have cognates in Spanish; include these roots.
for example, the Spanish
word for logical is lógico.
p. 27 p. 27 p. 27

Develop
Comprehension 1
LEXILE
Journey 920
into the Deep

Gr e
925
925 1185
185
920 Journey into the Deep
This selection includes domain-
specific vocabulary.

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Prior Knowledge
Prior Knowledge Students may be unfamiliar with jellyfish. Point
out the word on page 51 and explain that the
Genre
photographs on page 50 show one kind of jellyfish
Organization called “Big Red.” Explain that a jellyfish is a marine
animal.
Specific Vocabulary
T153A UNIT 1 WEEK 3

WEEK 3
Predictive Writing
Ask students to read the title and preview
the photographs, diagrams, and captions.
Ask them to write their predictions about
the selection.
ESSENTIAL QUESTION
By Rebecca L. Johnson Question. Have students discuss what
information they expect to learn.
Note Taking:
Use the Graphic Organizer
Like a spaceship from a distant have probably been living in the deep
TEXT: “Journey into the Deep: Discovering New Ocean Creatures” by Rebecca L. Johnson. Text copyright © 2011 by Rebecca L. Johnson.
As students read the selection, ask them to
excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc.
galaxy, the massive jellyfish hovers in ocean for hundreds of thousands
Reprinted with permission of Millbrook Press, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this text
the frigid water. Its meaty dome-shaped of years. So why hadn’t anyone seen take notes by filling in the graphic organizer
bell is as wide as a doorway and the color one before?
on Your Turn Practice Book page 22 to
of a bad bruise. Beneath the bell, fleshy The answer is that even in the
arms twist and sway. The bell contracts, twenty-first century, the ocean remains record the main idea and key details of each
and the jellyfish glides backward. It largely unexplored. What we call the section.
relaxes, then contracts again. Contract, Atlantic, Pacific, Indian, Southern,
glide, relax. Contract, glide, relax. With and Arctic oceans are all connected.
a steady rhythm, the jellyfish pulses Together, they form one enormous
1 Text Features: Photographs
through the utter darkness of the world ocean that covers about 70 Look at the photograph on page 50. Turn to
deep sea. percent of Earth’s surface. On average,
Until a few years ago, no one even the ocean is 13,123 feet, or 2.5 miles
a partner and discuss the images. What life
knew that this species, or kind, of (4,000 meters) deep. We know less forms do you see? Where do you think these
jellyfish existed. The scientists from about this huge watery kingdom than life forms are found?
California’s Monterey Bay Aquarium we do about many planets in our
Research Institute who discovered it solar system.
nicknamed it Big Red. Big Red jellyfish
51
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‡ Reread the first paragraph. How does a jellyfish

move? (It contracts its bell and then relaxes,
repeating the movement over and over again.)
‡ Why hadn’t anyone seen a Big Red jellyfish before?
(They live in the deep, dark parts of the ocean,
and scientists had not explored this part of the
ocean before.)

Develop In 2000 scientists from around the species as well as any new ones they might
Comprehension world set out on a ten-year quest to learn

more about the ocean and everything
that lives in it. They called their quest the
find. They also needed to find out which
species are common and which ones
are rare. Finally, the scientists hoped to
Census of Marine Life. Several thousand discover more about how different species
researchers from dozens of countries began are distributed in the ocean, from the
2 Skill: Main Idea and Key Details t largest ocean exploration in history.
the surface to the seafloor and from pole
On page 52, what do the details in the 2 The scientists weren’t just looking for to pole.
n species. They wanted to get a better
new How did Census scientists explore
second paragraph tell about? (the mission picture of ocean biodiversity. To do that, something as immense as the ocean?
of the Census of Marine Life) Based on they needed to learn more about familiar They worked in teams. Different teams
these details, how would you state the main
idea? (The scientists from Census of Marine
Life wanted to study ocean biodiversity.)
Add the main idea and key details from this During the Census, scientists got a closer look
at many unusual creatures, like the barreleye.
page to your graphic organizer. This unique fish has a transparent head and
huge eyes that can roll in many directions.
Main Idea
The scientists from Census of Marine Life wanted
to study ocean biodiversity.
Detail
They needed to learn about familiar species and
new species.
Detail
They needed to find out which species are
common and which ones are rare.
2004 MBARI
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Genre
Point out the heading “Scientific Classification,” ‡ What is the biggest category of classification?
in the sidebar on page 53. Tell students that the (a kingdom)
heading tells what the sidebar is about. Explain that ‡ What is the smallest category of classification?
sidebars provide helpful additional information (a species)
and that this sidebar explains how living things are
‡ From largest to smallest, what categories of
classified, or put into categories.
classification come in between?
(phylum, class, family, genus)
T153C UNIT 1 WEEK 3
WEEK 3
3 Scientific Classification
studied different parts of the ocean Scientists classify, or group, living
environment. Some teams focused on
things based on their similarities.
life in the shallow regions. Many others The smallest scientific category Generate a question of your own about
headed into deeper water. is the species. Living things that
Studying the ocean can be almost as the text and share it with a partner. Try
belong to the same species are
challenging as exploring outer space. You very much alike. They can mate and rereading the text to find your answer. For
need ships and lots of special equipment. produce offspring. Similar species example, you might ask, “What parts of the
The hours are long, and the work is hard. are grouped together into a large
But you get a chance to be a true explorer.
world’s oceans are the scientists studying?”
category called a genus. Together, a
And you never know what you might find. living thing’s genus name and species To find the answer, you can reread from the
In these pages, you’ll have the chance name make up its scientific name. last paragraph on page 52 to the end of
to explore the ocean alongside teams of
scientists working around the globe. You’ll
Similar genera (more than one page 53. (The scientists study the shallow
genus) make up a family. Families
visit parts of the ocean few people have ever regions and the deeper water, from pole
are grouped to form a class. Several
seen. You’ll travel from the ocean’s sunlit
classes make up a phylum, and to pole.)
surface to its deepest, darkest depths. Best
several phyla together make up a
of all, you’ll get a firsthand look at amazing
creatures Census scientists discovered in
very large, broad category called a 4 Genre: Expository Text
kingdom. The Animal Kingdom, for
their quest.
example, includes all the different What text feature do you see on this
kinds of animals on Earth.
4 page? (a diagram) How does it help you
understand that this is an expository text?
(The diagram contains information about
the ocean.) According to the diagram, what
part of the ocean floor is about 4,000 meters
below the ocean surface? (the Abyssal
plain) What information does the diagram
tell you about the trench? (It reaches more
than 10,000 meters below the surface of
the ocean.)
53
050_065_CR14_SA6_U1W3_SEL_118712.indd 53
Ask students to point out a cognate on page 53. Tell students that a classification in the animal
(family/familia) kingdom is similar to a person’s family.
‡ What do family members have in common? (traits,
looks)
‡ What do organisms in a classifcation have in
common? (traits)

Develop Deep Slopes

D
Comprehension 5 Propped up on one elbow, you’re lying

o your side. Your neck is twisted. Your
on
forehead is pressed hard against the glass.
Somewhere below is your destination.
You’re with a team of Census scientists who
are studying a site on the continental slope
Your muscles are cramping, and you’re of North America that stretches south into
getting cold. But none of that matters. the Gulf of Mexico. Continental slopes are
5 Skill: Visualize As amazing as it is to explore the ocean the submerged edges of continents. Some
with an ROV (remotely operated slant sharply down, forming steep cliffs.
On page 54, the author describes what it underwater vehicle), this is better. This Others angle more gradually to the sea
is like to be in a submersible and what you is the real thing. bottom.
Scrunched inside a submersible that has Your headset crackles. From the
might see as you explore the depths of just passed 1,476 feet (450 meters), you’re forward compartment, the pilot
the ocean. What details in the first column descending though a dark world few people announces that there’s coral dead ahead.
help you understand what it feels like to be have seen. You stare out the small porthole, Where? You can’t see anything but black
hardly daring to blink. Zooplankton drift water. Then the submersible turns so your
inside a submersible? (The author describes
and dart past the glass every few seconds. porthole faces the slope.
cramping muscles and being “scrunched Many are bioluminescent.
inside.” She also describes the cold
temperature inside the submersible and the
uncomfortable positions to be endured.) A deep-sea coral reef, as it looks from
a submersible’s front compartment.
What do you visualize when you read about
the world outside the submersible? (a dark
underwater world with tiny creatures, some
of which are glowing)
Dr. Steve Ross - UNC-W. NOAA Office of Ocean Exploration
54

Prior Knowledge
Students may lack prior knowledge about coral. ‡ Where does the coral live? How do you know? (The
Point out the word coral and the photo on page 54. coral lives on the ocean floor. The photo shows
Explain to students that coral is a living organism. the submersible observing a deep-sea coral reef
‡ What details on page 55 tell you that coral is a living on the floor of the ocean, and the text explains
organism? (The author tells how fast coral grows.) that the scientists are studying the sea bottom.)
T153E UNIT 1 WEEK 3

WEEK 3
Water Pressure
It’s not just cold and dark
6 Strategy: Reread
in the deep sea. The water
pressure is also enormous. Teacher Think Aloud I know that in
Water pressure is the force
expository text, text features provide
of water pressing in from all
sides. The pressure increases additional information or help me interpret
the deeper you go. details in the text. To make sure I understand
At 13,123 feet (4,000 meters) details about deep-sea scientists on this
—the ocean’s average depth
—it’s 5,846 psi (411 kilograms
page, I can reread the text features. The
per square centimeter). If diagram caption reminds me where the
6
This diagram tells you where you
are in the ocean. The top shows
you were subjected to that scientists study. To learn about how animals
kind of pressure, it would be
you how deep you are. The globe
shows where you are in the world.
survive deep-sea water pressure, I can
like having a large pickup
truck parked on every square reread the sidebar feature titled “Water
The sub’s bright lights illuminate the scene.
Outside is a pink coral as big as a tree. It’s covered
inch of your skin. Pressure.” I can also look again at the photo
with electric blue worms.
Most animals in the deep of the submersible approaching coral on the
sea have hard or rubbery
The sub moves slowly along the slope, past a
bodies with no air spaces.
sea floor to better understand submersibles.
garden of deep-sea corals. They have formed a
Even under great pressure,
huge reef here, like their shallow-water cousins
do near the ocean’s surface. Yellow, pink, orange,
they can’t be crushed. STOP AND CHECK
When scientists bring these
red – the colors of the corals are amazing. Of
course, if the pilot turned off the sub’s lights, you
deep-sea creatures to the Reread How have animals that live in the
wouldn’t see anything at all. These corals grow in
surface, the change in the deep-slope ocean environment adapted
pressure doesn’t affect
total darkness, in water that’s just a few degrees
them very much.
in order to thrive there? (The animals have
above freezing.
hard or rubbery bodies with no air spaces,
How fast do deep-sea corals grow? The
scientist sitting up with the pilot tells you that so they can withstand great water pressure.)
most species grow only 0.04 inches (1 millimeter)
a year. Your fingernails grow that much in less STOP AND CHECK
than two weeks. Scientists have analyzed samples Reread How have animals that
of deep-sea corals to estimate their age. Some live in the deep slope ocean
are hundreds, even thousands, of years old. That environment adapted in order
makes these beautiful animals among the oldest to thrive there? Reread to check
living things on Earth. your understanding.
55
050_065_CR14_SA6_U1W3_SEL_118712.indd 55
Organization
Tell students that the final paragraph on page 55 Point out the last sentence of the first paragraph
includes a comparison. on page 55. Explain that the phrase electric blue
‡ To what does the author compare deep-sea coral does not mean that the worms have electricity in
growth? (to fingernail growth in humans) them; rather, it means that the worms are colored
a very bright blue. Encourage students to create a
‡ What does the comparison tell you? (that deep-sea
sentence that uses the word electric to mean “very
coral grows very slowly)
bright.”

Develop The sub moves slowly toward a clump

of what the scientist says is bamboo coral.
Next, you cruise over a massive patch
of branching coral that’s nearly as white
Comprehension It has slender branches that divide again

and again.
As the sub gets closer, the pilot turnss
7
aas snow. The scientific name of this coral
iis Lophelia pertusa. It may be the most
ccommon reef-building deep-ocean coral in
out most of its lights. The sub has a the world – or at least on the deep reefs that
mechanical arm that can collect things scientists have explored so far.
7 Skill: Make Inferences underwater. The pilot uses it to reach
out and touch the coral. A soft blue glow
On page 56, the author writes, “It may be
flickers up and down its delicate branches.
the most common reef-building deep- This bamboo coral is bioluminescent.
ocean coral in the world—or at least on the
deep reefs that scientists have explored
so far.” What is she suggesting about the
Image courtesy of Lophelia II 2009: Deepwater Coral Expedition: Reefs - Rigs - and Wrecks.
coral? (There may be more common coral
on deep reefs that scientists have not yet
explored.)
In this close-up of Lophelia pertusa,
you can see the tiny, fleshy tentacles of
the coral animals sticking out from the
branches. They use these tentacles to snag
bits of food from the water.
56

Specific Vocabulary
Point out the phrase Lophelia pertusa on page 56.
Remind students that they have learned about
genus and species names for living things. Tell them
that the genus name comes first, followed by the
species name.
‡ What is the name of this coral’s genus? (Lophelia)
‡ What is its species name? (pertusa)
T153G UNIT 1 WEEK 3
WEEK 3
Deep-sea coral reefs are home to Chemosynthesiss 8

many other kinds of living things. Almost Plants, algae, and some microorganisms
every coral you see has at least one animal
8 Strategy: Reread
use energy from sunlight to turn water
perching on it. Brittle stars and basket stars and the gas carbon dioxide into sugars Teacher Think Aloud The sidebar
wind their long arms around and around that they use for food. This process is
coral branches. Long-legged squat lobsters on page 57 shows information about
called photosynthesis. Living things
and orange-headed shrimp hold on with that carry out photosynthesis form chemosynthesis, the method some deep-
pointed claws. the first link in most of the food chains sea organisms use to create food. Rereading
The sub’s cameras flash, recording on Earth. Much of what you eat, for
different scenes. The pilot uses the
will help me remember key facts and details
example, either comes from plants or
mechanical arm to collect small samples of something that eats plants. about this process.
several different corals and put them into
containers mounted on the front of the sub.
In the deep ocean, where sunlight Promp students to apply the strategy in a
cannot reach, some food chains
Then you’re leaving, heading farther down
start with living things that carry out
Think Aloud by rereading to remember facts
the slope. The coral garden fades to black
chemosynthesis. These organisms – and develop a greater understanding of
as the darkness engulfs it.
mostly bacteria – use chemicals such the text’s main idea. Have students turn to
as methane as an energy source for
a partner to paraphrase what they reread in
making their own food. Some animals
living around cold seeps survive by the sidebar.
keeping chemosynthetic bacteria in
Student Think Aloud I can reread
their bodies and sharing the food the
bacteria make. Others live by eating the the sidebar to remind myself about
bacteria directly. chemosynthesis. Sunlight cannot reach the
deep sea, so some food chains start with
organisms that carry out chemosynthesis.
Most of these organisms are bacteria, and
they use chemicals, such as methane, as
energy in creating their own food. Other
organisms keep the bacteria in their bodies
and share food the bacteria make. Still other
animals live by eating the bacteria.
A tiny species of squat lobster—new to
Gary Cranitch
science—sports rainbow colors. Census

scientists found it on an Australian coral reef.
57
050_065_CR14_SA6_U1W3_SEL_118712.indd 57
Read from the last sentence of the main text on

page 57: The coral garden fades to black as the
darkness engulfs it.
‡ What happens when something engulfs something
else? (it covers it up entirely; students can show
with their arms how something is engulfed.)
‡ Can you see something if it has been engulfed? (no)

Develop Tube worms (Lamellibrachia luymesi) at

a cold seep extend their feathery tops
Comprehension into the dark water. The rest of a tube

worm’s body is protected by a tough,
flexible tube that’s made of a substance
similar to your fingernails. Tube worms
like these may live to be as much as two
hundred years old.
9 Skill: Main Idea and Key Details

What are the details in the first column on
page 58 about? (cold seeps) Determine the
main idea in the first column. (Cold seeps,
where gases bubble up from the seabed,
are a source of energy.) Add the details and
the main idea to your chart.
Main Idea
Cold seeps, where gases bubble up from the
seabed, are a source of energy.
9 Farther down the continental slope, From the porthole, you spot what looks
Detail bubbles start fizzing past the porthole. For like a bush growing up from the seafloor.
The gases methane and hydrogen sulfide bubble one terrifying moment, you’re sure the But as the sub gets closer, it’s obvious that
up from the cold seep. submersible is leaking air. The scientist this is no shrub. It’s a cluster of spindly,
calmly explains that you’ve arrived at a cold red-topped tube worms.
Detail seep, a place where gases are bubbling up The worms have no mouth or stomach.
Cold seeps provide food to bacteria that eat the from the seabed. The gases are methane Tucked inside their long bodies are special
gases. and hydrogen sulfide. If you could smell organs packed with bacteria. The worms
the water outside the submersible, it would take in chemicals from the water and
st
stink like rotten eggs. the seafloor that the bacteria need for
10 Vocabulary: Greek Roots 10 Microscopic bacteria use these stinky chemosynthesis. The bacteria use them
You may know the Greek roots micro, which ga as a source of energy in a food-
gases to make food for themselves and their
making process called chemosynthesis. worm hosts.
means “small,” and scope, which means “see.” Billions of chemosynthetic bacteria live Fist-sized mussels huddle in groups near
What word containing these roots appears around cold seeps. What look like patches the tube worms. Chemosynthetic bacteria
on page 58? (microscopic) What do you of white stuff on the seafloor are actually live inside their bodies too.
Charles Fisher
dense clusters of these bacteria.

think microscopic bacteria means? (bacteria
that are nearly invisible) 58

Specific Vocabulary Genre
Point out the terms methane and hydrogen sulfide Photographs can help students understand
on page 58. information in a text. Point out the photographs
‡ What are methane and hydrogen sulfide? (gases) and descriptive captions on page 59.
‡ What do they smell like? (rotten eggs) ‡ What are the ice worms sitting in? (chunks of
methane ice)
‡ Where do the mussels live?
(around the edge of a brine pool)
T153I UNIT 1 WEEK 3
WEEK 3
11 Several minutes later, and deeper still, The water in the brine pool is too
the submersible glides over what looks like salty for the mussels. That’s why they live
a small, dark lake. Thousands of mussels around but not in it.
11 Author’s Craft: Word Choice
surround it, crowding right up to the edge. At depths below about 1,970 feet (600 Authors choose vivid, descriptive words
These are similar to the bacteria-hosting meters), the water pressure is so great that
mussels you saw at the cold seep. The fact methane gas freezes as it comes out of the to make their writing more precise and
that the mussels are here is a sign that the seabed, forming methane ice. Here the interesting. Reread the first paragraph on
area around the lake is rich in methane. orange ice is covered with dozens of little page 59. Why do you think the author chose
The pilot says the lake itself is a brine hollowed-out spots. Nestled in each one
pool. The dark water is four or five times is a slithery pink worm. The worms have a
the word glides instead of moves? (Glides is
saltier than ocean water. Being so salty, it’s row of bristles on each side of their bodies. a vivid word that gives a more precise idea
much denser and heavier than seawater. The bristles are moving, but the ice worms of how the submersible moves through the
The salty water has settled into a low spot are not. They look as if they’re all running
here on the seabed. in place.
ocean.)
Methane ice worms (Hesiocaeca STOP AND CHECK STOP AND CHECK
methanicola), each about 1 to 2 inches
(2.5 to 5 centimeters) long, sit in the Reread Why is methane such an Reread Why is methane such an important
depressions they’ve carved out for important resource in this part of the
themselves in a solid chunk of orange
resource in this part of the ocean?
ocean? Reread the text on pages 58–59
methane ice.
for clues. (Methane provides the chemicals needed
for chemosynthesis, so animals can get food
in the absence of light.)
Countless mussels live around

the edge of a brine pool.
Ian MacDonald Texas A&M University - NOAA/OER
59
050_065_CR14_SA6_U1W3_SEL_118712.indd 59
Help students understand the word depressions

from the photo caption. Explain that the word
depression has multiple meanings and can also
describe the emotion of feeling low or sad.
‡ What do you think the word depressions means in
the caption? (an area that is down from, or below,
the surface)

Develop Ridges and Vents

Comprehension 12
west.
w
First, the ship sailed east. Then it sailed
Now it’s heading east again. You
ask one of the scientists on this expedition
to the Southeastern Pacific Ocean what’s
going on. He explains that the ship is
12 Author’s Craft: Text Structure towing an instrument back and forth above
the ocean floor. It’s searching for signs of
An author can arrange ideas in a text in hydrothermal vents.
sequence, which shows the order in which A hydrothermal vent is a place in the
ocean floor where hot, chemical-rich water
events or steps in a process occur. Reread
comes blasting out. The towed instrument
page 60 and point out the sequence is searching for traces of this vent water.
words you see. (“first,” “then,” “now,” “several Judging by the excited shouts that suddenly
fill the air, it’s just found some.
hours later,” “as the sub descends”) How
Several hours later, crew members ready
does the sequence text structure help the submersible for a dive. Your destination
you understand how scientists study is a spot 7,500 feet (2,286 meters) below,
hydrothermal vents? (Recognizing the on a part of the mid-ocean ridge called the
East Pacific Rise. As the sub descends, a
sequence helps me understand that scientist explains that most hydrothermal
studying hydrothermal vents is a process vents are found along mid-ocean ridges.
that takes several steps over many hours.) These are chains of undersea mountains
on the ocean floor. They all connect to
form the longest mountain range on Earth.
STOP AND CHECK Like stitching on a baseball, the mid-ocean
ridge system winds for 40,400 miles (65,000
Visualize What details does the author kilometers) around the planet.
provide to help you visualize the chains of
mountains on the ocean floor? (She says
that the ridges form the longest mountain
STOP AND CHECK
chain in the world, and she compares the
ridges to the stitching on a baseball.) Visualize What details does the author
provide to help you visualize the chains
of mountains on the ocean floor?
Kevin Raskoff
60

Genre
Remind students that, as they learned from the ‡ According to the diagram, where is the ship? (It is
diagram on page 55, the diagram on page 60 shows near the ocean floor between what looks like two
the location of the scientists. Point out that the red mountainous ridges.)
dot on the globe shows that the ship is opposite ‡ Where in the diagram is the deepest part of the
northern Chile, in South America. Then point out ocean? (at the place where the light green section
that the other red dot, at the top of the diagram, dips the farthest down)
shows how deep the submersible is in the ocean.
T153K UNIT 1 WEEK 3

WEEK 3
Your first glimpse of the mid-ocean 13 Moving Plates

ridge is a surprise. There’s no soft mud Earth’s crust is made up of about
here. The submersible’s lights pick out
13 Strategy: Reread
two dozen gigantic rocky plates
masses of barren volcanic rock. These that fit together like pieces of a Student Think Aloud I can reread the
rocks are new pieces of Earth’s crust. They jigsaw puzzle. Mid-ocean ridges
formed when magma, or melted rock, information about the Earth’s crust in
mark the places where these
surged up through a crack in the ocean massive plates are slowly moving the sidebar to understand it better. The
floor and cooled in the near-freezing water. apart. Magma from beneath the crust has about 24 huge, rocky plates that
Slowly the submersible clears a jagged crust comes up at these spreading
ridge. On the other side, jets of what looks
fit together. The mid-ocean ranges are
plate boundaries. It cools to form a
like black smoke stream up from chimney- new crust. In some areas, this new mountains that rise up where the plates
like vents among the rocks. crust is riddled with hydrothermal are slowly moving apart. The moving plates
vents, underwater geysers of dark, create gaps that fill with magma, which
chemical-laden seawater that’s as
hot as 750°F (400°C)!
then cools to form new crust. Some of the
new crust has vents that release very hot
LEFT This never-before-seen jellyfish is a new
species. BELOW Black, blistering hot fluid erupts
seawater.
from a hydrothermal vent along a mid-ocean ridge.
(t) The Stephen Low Company/shot from the Alvin for IMAX film Volcanoes of the Deep Sea; (b) Photo courtesy of Eva Ramirez-Llodra
“MY FIRST DIVE TO A VENT SITE WAS IN THE FRENCH SUBMERSIBLE

NAUTILE, ON THE MID-ATLANTIC RIDGE. TRAVELING DOWN THROUGH
THE DARK WATER, I STARED AND STARED OUT THE TINY PORTHOLE.
AND THEN SUDDENLY, THE BLACK SMOKERS WERE IN FRONT OF US.”
– Eva Ramirez-Llodra, Institut de Ciències del Mar, Spain
61
050_065_CR14_SA6_U1W3_SEL_118712.indd 61
Organization
Have students reread the sidebar on page 61. Point
out the comparison in the first sentence.
‡ What does the author compare the plates in Earth’s
crust to? (pieces of a jigsaw puzzle)
‡ What does this comparison tell you about Earth’s
crust? (It’s made up of many pieces, or plates, that
fit together in a complicated way.)
Develop
Comprehension 14 Chemosynthesis powers life around hydrothermal vents,
just as it does at cold seeps. These giant tube worms
(Riftia pachyptila) take up chemicals from the water
through their fluffy, plumed tops. Chemosynthetic
bacteria inside the worms turn the chemicals into food.
14 Use Text Features: Captions

The caption with this photograph gives
information about the life forms found
around hydrothermal vents. How are
these tube worms similar to the life forms
found at cold seeps? (They both use
chemosynthesis to make food.)
62

Organization
Point out to students that the text on page 63 ‡ What would cause you to be crushed if the
gives some information about causes (what makes submersible cracked? (the enormous water
something happen) and effects (the results of pressure outside)
something that happens).
‡ What effect would passing directly over a black
smoker have on the submersible? (The hot fluid
would melt parts of the submersible.)
T153M UNIT 1 WEEK 3

WEEK 3

Work with a partner to generate a question
of your own about the text. Then try
rereading the text to find the answer. You
might ask, “Just how big are the giant tube
worms?” Reread the first paragraph on
page 63 to find the answer. (The giant tube
worms are as tall as a person.)
Mounds of mussels cluster so thickly
at some hydrothermal vents that they 16 Skill: Main Idea and Key Details
completely obscure the ocean bottom.
What is the main idea of the third paragraph
on page 63? (Tube worms are not the only
15 A
Around the vents, giant tube worms—as
16 T
The tube worms share their space with animals that live by hydrothermal vents.)
tall as a person—grow in great clumps. The other animals. Snail-like limpets the size of Paraphrase the details that support that
scientist wants to get a closer look at these mini jelly beans are inching their way up
strange animals. The pilot carefully guides the outsides of the tubes. Scuttling among
main idea. (Limpets and pink worms live
the sub through a maze of black smokers. them are pink worms covered with scales among the tube worms.)
Passing directly over one would be a serious that overlap like shingles on a roof.
(l) V. Tunnicliffe, University of Victoria; image from ROV ROPOS, CSSF; (r) Pacific Ring of Fire 2004 Expedition.
mistake. The dark fluid is hot enough to The sub moves out of the forest of tube
melt parts of the submersible. Outside, worms and over a field of large mussels.
the water pressure is enormous. If the sub They lie in heaps on the bottom, crowding
NOAA Office of Ocean Exploration; Dr. Bob Embley - NOAA PMEL - Chief Scientist
cracked, you’d be crushed in an instant. out everything else. Ghostly white squat
After a few minutes of careful lobsters scurry over and around them.
maneuvering, the sub is flanked by
tube worms on both sides. Their feathery
plumes sway just outside the portholes.
Like their cousins at cold seeps, the worms
harbor billions of chemosynthetic bacteria
inside their bodies.
63
050_065_CR14_SA6_U1W3_SEL_118712.indd 63
Encourage students to notice cognates on

page 63: pilot/piloto, pressure/presión, instant/
instante, plumes/plumas, bacteria/bacterias. Ask
students to find another cognate in the final two
paragraphs. (tubes/tubos)

Develop
Comprehension
17 Strategy: Reread
Reread the photo caption on page 64 and
the text on page 65. Turn to your partner
and paraphrase what you read to help you
discuss why scientists don’t know for sure
whether yeti crabs are rare.
Student Think Aloud The caption states
that yeti crabs are a newly discovered
species. I can reread to find out why
scientists aren’t sure whether these crabs
are rare. The text says that no two vents in
the ocean are exactly the same, so scientists
can’t tell without actually looking whether
yeti crabs live at other vents.
17 The yeti crab (Kiwa hirsuta) was a
major discovery during the Census
of Marine Life made by scientists
with the French ocean research
institute Ifremer. Scientists gave
it that nickname because its white
color and hairy legs reminded
them of the mythical abominable
snowman, or yeti. Like some deep-
sea crabs, the yeti crab is blind. But
it is so different from other crab
species that scientists created a new
genus and a new family to classify
Michel Segonzac
it. The yeti crab in this picture is

about as long as your hand.
64

Genre
Point out the photo and caption on page 64. ‡ How do the photo and caption expand your
Remind students that photos and captions can help knowledge of deep-sea life? (The caption helps me
them understand information in the text. understand that there is much to discover about
‡ What does the caption tell about? (It tells about the deep-sea life. The photo helps me visualize what
yeti crab, which is a species so different, scientists I might see if I were a deep-sea scientist.)
created a new genus to classify it.)
T153O UNIT 1 WEEK 3

WEEK 3
“HOW DO LARVAE FIND NEW VENTS? THAT’S THE MAIN QUESTION! THEY
CANNOT ACTIVELY SWIM IN A PARTICULAR DIRECTION, ESPECIALLY AGAINST A
CURRENT. AT THIS POINT, WE SIMPLY DO NOT KNOW HOW THEY DO IT.”
What do the key details on page 65 have in
– Paul Tyler, National Oceanography Centre, Southampton, United Kingdom common? (They describe aspects of ocean
vents that scientists still find mysterious.)
Determine the main idea on page 65. (There
“IN SCIENCE, WHAT IS PERHAPS MOST IMPORTANT IS TO
KNOW HOW TO ASK GOOD QUESTIONS. ONCE YOU KNOW THE
are many things about ocean vents that
QUESTIONS, YOU CAN GO ABOUT TRYING TO ANSWER THEM.” scientists do not yet know.) Add the main
– Myriam Sibuet, Institut Océanographique, Paris, France
idea and details to your chart.
Main Idea
There are many things about ocean vents that
scientists do not yet know.
Something else that’s white catches vents in every ocean basin have pretty much
the pilot’s eye. He eases the sub closer and the same collection of animals? During the
Detail
lets out a triumphant cry. It’s a yeti crab, Census of Marine Life, scientists studied
a strange, newly discovered species with vents all over the world trying to answer Scientists don’t know why vents in different
re
remarkably hairy legs. that question. They still don’t know. oceans are home to different creatures.
18 Yeti crabs have only been found at a Just as baffling is how new vent
few vent sites. They may be rare, but communities form. Tube worms and other Detail
Scientists don’t know how new vent
scientists can’t really say for sure. The animals that cannot move produce eggs that
communities form.
reason is that no two vents are exactly alike, hatch into larvae. Larvae drift off in search
even in the same part of the ocean. They’ll of new vents where they can settle down
have many species in common. But they and grow into adults. But how the larvae Return to Predictions
won’t be identical. find the vents remains a mystery. Solving
What’s even more puzzling are the these deep-sea puzzles is an enormous Review students’ predictions about the
differences scientists have found between challenge. Every dive to a hydrothermal selection. Ask them to answer the Essential
vents in different ocean basins. Pacific vent, however, yields a few more clues.
Question. (In the ocean environment, life
(t) Courtesy of Paul Tyler; (b) Courtesy of Myriam Sibuet
Ocean vents like this one are home to giant When the time comes for the sub
tube worms, mussels, and clams. Vents in to ascend, it’s hard to leave the vents forms vary based on how deep the water is,
the Atlantic and Indian oceans swarm with behind. But you know you’ve just become how salty it is, what temperature it is, and
blind shrimp. a member of a small group of very lucky what food is available.)
Mid-ocean ridges are nearly continuous people who have seen them firsthand.
all the way around the world. So why don’t
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Read the caption on page 64. Explain to students ‡ How does the picture help you understand how the
that a yeti, also called the abominable snowman, is yeti crab got its name? (The crab looks white and
a mythical creature that lives in snowy regions and hairy in the picture, just like the mythical yeti, or
looks white and hairy. abominable snowman.)
‡ How do you think the yeti crab got its name?
(It resembles the mythical yeti.)

About the
Author About
the Author
Meet the Author
Rebecca L. Johnson’s
Rebecca L. Johnson favorite book as a child was Alice in
Wonderland, because she liked the idea of
Have students read the biography of the
visiting an unusual place where strange
author. Ask: creatures lived. As an adult, she has
traveled to many unusual places all over
‡ How does Rebecca Johnson’s love of Alice
the Earth, visiting and writing about
in Wonderland connect to Journey into the some of the world’s most extreme and
Deep? interesting environments.
Rebecca has gone scuba diving near
‡ What do Johnson’s journeys to Antarctica Australia’s Great Barrier Reef, and once spent nine months
and to the deep sea tell you about the kinds in Antarctica. But it was her trip more than 2500 feet below
of environments she’s interested in? the ocean’s surface that finally made her feel like a real-life
Alice in Wonderland. Rebecca wrote Journey into the Deep
because she wanted readers to share the journey with her.
Author’s Purpose When Rebecca is not exploring she’s in South Dakota,
where she lives with her husband and Bengal cats.
To Inform
Remind students that authors of expository Author’s Purpose
text present facts that explain real-life topics The author includes photos and captions
to their readers. Their purpose is to inform. as well as diagrams in the selection. What
(inset) Photo courtesy of Rebecca Johnson; (bkgd) Charles Fisher
do these features add to the text to help

Authors often include photographs, captions,
you understand what life is like in the
and diagrams that give information related deepest parts of the ocean?
to the topic. Students may say that these text
features give them additional details and
visual information about life in the deepest
part of the ocean.
66
Author’s Craft
Word Choice LITERATURE ANTHOLOGY, pp. 66–67
Explain that vivid words help readers picture

a scene or topic. Discuss how choosing a vivid
word, such as thundering, is more helpful to
readers than choosing a general word, such
as loud.
‡ On page 51, the vivid words massive, meaty,
and fleshy help readers “see” the Big Red
jellyfish.
‡ Have students locate other vivid words,
such as flickers and branching on page 56.
T153Q UNIT 1 WEEK 3

WEEK 3
Respond to
Respond Reading
to Reading
Summarize
Summarize
Use the key details from Journey into the Main Idea Review with students the information from
Deep to summarize what you learned Detail their organizers to help them summarize what
about sea creatures that live in the
Detail they learned about the deep sea.
ocean’s depths. Information from your
Ana
Analytical
Main Idea and Key Details Chart may Detail
W
Writing W
Write About Reading: Summarize Remind
help you. students that a summary is a restatement of a
Text Evidence text’s main ideas. Explain that you can write a
1. Identify two text features that help you identify Journey into summary of a section or of an entire text.
the Deep as an example of expository text. GENRE
Ask students to write a summary of Journey
2. Examine key details in the first two paragraphs on page 52. into the Deep, using the main ideas and key
Use them to identify the main idea. MAIN IDEA AND DETAILS
evidence they gathered about sea life.
3. Use clues in the second paragraph on page 56 and the root
bio-, which means “life,” to help you figure out the meaning
of bioluminescent. GREEK ROOTS Text Evidence
4. Identify the key details in the text under the subhead Ridges 1. Genre Answer Diagrams and photographs
and Vents on pages 60–61. Then write about how the details with captions offer information about sea
support the main idea. WRITE ABOUT READING
life. Evidence The diagram on page 55 tells
Make Connections
readers how deep the submersible is and
How do different life forms interact with their changing where it is located.
environments? ESSENTIAL QUESTION 2. Main Idea and Key Details Answer Scientists
Describe the most interesting fact you learned about how spent ten years learning about the world’s
sea creatures adapt to changing environments. What are
oceans and the creatures that live in
some questions you would like to ask the scientists who
worked on the Census of Marine Life? TEXT TO WORLD them. Evidence Key details include what
scientists hope to do as they work on the
67 Census: find out how different species are
distributed in the oceans, which species are
common, and which are rare.
3. Greek Roots Answer Bioluminescent
describes a living organism that is able
Make Connections to produce its own light. Evidence The
author says a “soft blue glow flickers” on the
Essential Question Have pairs of students identify
coral’s branches.
two examples of different life forms and the ways that Ana
Analytical
each interacts with the deep-sea environment. W
Writing 4
4. Write About Reading: Main Idea and
Key Details Answer The ship is searching
Text to World After students write the fact that they
for ridges containing hydrothermal
found most interesting, have them write a question
vents. Evidence The vents, which release
they would like to ask the scientists who worked on
hot, chemical-rich water, are found along
the Census of Marine Life. Have students share their
chains of mountains on the ocean floor.
questions, perhaps in an imaginary interview.
Made of volcanic rock, the ridges form the
longest mountain range on Earth.
LITERATURE ANTHOLOGY 153R

Develop Genre • Interview

Compare Texts
Comprehension Read about a scientist who took part in

the Census of Marine Life.
LEXILE
“Extreme 900
Exploration”
Gr e
925 1185
185
900 “Extreme Exploration”
This selection is presented in
a question and answer format
Literature Anthology requiring students to connect
many complex ideas. Imagine being eleven-years-old and having your parents
announce one day that your family is about to take off on an
eight-year adventure, sailing around the world. That’s exactly what
Options for Close Reading happened to Dr. Eva Ramirez-Llodra. She literally grew up at sea,
and then when she turned nineteen Eva returned to her native
‡ Whole Class Barcelona, Spain to study biology. She couldn’t have imagined
‡ Small Group then that the love for the sea she developed during
(inset) Courtesy of Dr. Eva Ramirez-Llodra; (bkgd) Ewa Ahlin/Getty Images
that incredible trip would lead her to become a

‡ Independent marine biologist.
In 1999 Dr. Ramirez-Llodra was chosen
to become one of five coordinators for the
Census of Marine Life project. Eva worked
on this global effort with more than 2,500
other scientists. They explored deep-sea
ecosystems all over the world for over
68
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A C T Access
ccess Complex
omplex Text
ex t
Genre Explain that an interview includes questions from
an interviewer and answers directly quoted from an
Connection of Ideas
expert. The answers provide information on a topic.
‡ What does the first question on page 69 ask? (how
scientists do research in a deep-sea environment)
‡ What information does the answer provide? (what
kinds of equipment scientists use in their studies)
T153S UNIT 1 WEEK 3
WEEK 3
ten years. The project’s goal was to create a record of the

biodiversity, or the different kinds of life, that can be found
in the world’s oceans. In this interview, Dr. Ramirez-Llodra Compare Texts
answered questions about the unique organisms that live in
Students will read an interview with one of
the bottom-most depths of Earth’s oceans.
Q: How is it possible to do research in this kind of
the coordinators of the Census of Marine
environment? Life project. Ask students to do a close
Dr. Ramirez-Llodra: Deep-sea exploration is reading of the text and then reread deeply
not easy. It’s expensive and requires complex
to develop understanding of the content.
planning. There are several pieces of high-tech
equipment that are needed. Cameras, video Encourage them to use the reread strategy
recorders, and communication equipment to understand the text. As students read
are just some. We need smaller vehicless
“Extreme Exploration,” ask them to note
called submersibles that scientists can 1
maneuver easily down at the bottom of
of
text evidence to help them compare the
the ocean. These vehicles must make it information that Dr. Ramirez-Llodra gives
possible for scientists to see the organisms about the Census with the information that
they find up close. All of this equipment
must be able to withstand conditions that
they learned in Journey into the Deep.
are hostile to humans.
Q: What kind of habitat is the deep-sea 1 Ask and Answer Questions
environment?
Dr. Ramirez-Llodra: The deep-sea is an extreme
Why do scientists use submersibles? With a
habitat! It’s extremely cold. There’s constant darkness. partner, discuss Dr. Ramirez-Llodra’s answer
The water pressure is powerful as it increases further and about how submersibles help deep-sea
further down in the ocean.
scientists adapt to the extreme conditions
Q: How can anything live in such an extreme habitat?
Dr. Ramirez-Llodra: Actually, this habitat is not extreme
at the ocean floor. (Submersibles maneuver
or unfriendly to the creatures that live there. All living things easily and can withstand conditions that are
adapt to their habitat. If they didn’t, they wouldn’t be able to hostile to humans.)
survive. Deep-sea organisms are no different. An enormous
variety of life forms have successfully adapted to the darkness,
Jeffrey Rotman/Terra/Corbis
high water pressure, limited food supply, and icy cold waters.
These organisms could never live in water close to the surface.
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LITERATURE ANTHOLOGY, pp. 68–69 2/23/12 3:08 PM SC
IENCE CONNEC T TO CONTENT
LEARNING ABOUT THE OCEAN
The Census of Marine Life is made up of

scientists from different backgrounds
who have different talents and interests
Help students find the meaning of the word and whose research leads to greater
organisms at the top of page 69. understanding of life on Earth. On
page 68, students read about Dr.
‡ What was the Census of Marine Life project’s goal?
Ramirez-Llodra’s background. On page
(to create a record of the different kinds of life in
71, students read about the need to
the world’s oceans)
understand the ocean ecosystem.
‡ What do you think organisms means? (living
things)

Develop Q: Are there many creatures living in this unusual habitat?

Dr. Ramirez-Llodra: There are scientists who work on
Comprehension identifying different species. They analyze the different

organisms and create a scientific classification
so that types of creatures that are similar are
grouped together. Scientists believe there may
be over a million kinds of deep-sea life forms!
Q: How have these organisms adapted to
How do deep-sea organisms adapt to the life in this unique environment?
darkness at the ocean bottom? Dr. Ramirez-Llodra: These organisms

don’t suffer from the changing pressure
Ana
Analytical
W
Writing Write About Reading Take notes about
W underwater. That’s because they don’t have
how deep-sea organisms adapt to the
h air inside their bodies. They have no difficulty
darkness at the ocean floor. (generate their 2 moving in complete darkness. Some even use
sound or light that they generate themselves
own light; use sound to move around) to communicate with others of the same species.
These special sounds and lights also distract predators,
and attract prey. Many deep-sea species also have a reduced
3 Ask and Answer Questions body density similar to the density of seawater. As a result,
What topic do the details in the third they neither sink to the sea floor nor float to the surface.
Q: How do changes to the ecosystem affect deep-sea
answer on page 70 tell about? (changes
species? What causes these changes?
in the ecosystem) What is the main idea
3 Dr. Ramirez-Llodra: Changes in the ecosystem can
in this answer? (Changes in the deep-sea certainly impact the deep-sea species that live there. A
ecosystem can impact the species that variety of things can cause these changes. Two examples are
underwater landslides and storms of rapidly moving water
live there.) What is a detail that supports
image100/PunchStock; (bkgd) James Forte/National Geographic/Getty Images
currents. They can wipe out whole communities of organisms

the main idea in this answer? (Underwater just as a tsunami or a landslide can affect people on land.
landslides can wipe out communities of Q: How does global climate change affect the deep sea?
organisms.) Turn to a partner to discuss the Dr. Ramirez-Llodra: Warmer water temperatures, for
example, can affect the survival of smaller species. It
main idea and details in the third answer.
can cause fish to migrate and affect the production of
organic matter in water close to the surface. This matter
is important because it sinks to the bottom and provides
food for deep-sea organisms. Less organic matter near the
surface means less food for the organisms that live far below.
70
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Connection of Ideas
Have students reread the question and answer ‡ Why, then, are deep-water ecosystems important to
on page 71. Help them connect the idea of the Earth? (These ecosystems help maintain Earth’s
importance of the deep-water ecosystem with the natural cycles.)
need to study this ecosystem. ‡ Why does Dr. Ramirez-Llodra believe it is important
‡ What resources can deep-water ecosystems to study the deep sea? (to understand how deep-
provide? (food, medicine, oil, gas, and minerals) water ecosystems work and to conserve the deep
sea for the good of the planet)
T153U UNIT 1 WEEK 3

WEEK 3
Q: Why is the study of deep-water ecosystems

so important?
Dr. Ramirez-Llodra: Deep-water ecosystems help Make Connections
maintain the natural cycles of our planet. They hold a wealth
of biological and mineral resources. These resources include
Essential Question Have students use key
fish for food, compounds for medicines, and hidden details to tell how life forms have adapted
reserves of oil, gas, and minerals. We’re using up in the deep-sea environment. Encourage
many of the natural resources on land and in
surface waters. It’s not surprising, then,
them to look closely at Dr. Ramirez-Llodra’s
that the idea of mining the depths answers to find details.
of the ocean becomes increasingly
appealing. However, the deep-
Text to Text Have students work with
sea is the largest ecosystem on partners to compare their responses to
our planet. It’s also one of the the Ask and Answer Questions prompts
most fragile. Having a good
with what they learned in Journey into
understanding of how the
ecosystem works is essential the Deep. Each pair can report back to the
if we are going to conserve whole class. Ask pairs to compare the way
our natural resources and use
life forms discussed in both Journey into
them wisely.
the Deep and “Extreme Exploration” vary in
the deep-sea environment. Student pairs
may come up with a variety of answers.
(There are many different kinds of life forms
and each is uniquely adapted to live in its
environment. For example, in the dark, cold
Make Connections
deep-sea environment there are organisms
How have deep-sea creatures that generate their own light to see in the
adapted to their environment? darkness, while others use sound to move
ESSENTIAL QUESTION
around. Each life form has a part to play in
What have you learned about the its environment to keep it healthy.)
ways life forms vary in different
ImageState/PunchStock
environments? TEXT TO TEXT
71
068_071_CR14_SA6_U1W3_PP_118712.indd 71
Help students understand the concept of

conservation in Dr. Ramirez-Lllora’s reply on
page 71.
‡ Does Dr. Ramirez-Llorda want us to understand the
deep ocean and use it wisely? (yes)
‡ If we conserve the deep ocean, are we using it up, or
are we protecting it? (We are protecting it.)
LITERATURE ANTHOLOGY T153V

Word Study/Fluency
LESS O
IN I
M
N
20 Frequently Misspelled Words
Mins
Go
Use combined
knowledge of Discuss how some words are difficult to read and write because they
all letter-sound have vowels or consonants that don’t follow regular spelling patterns.
correspondences, Tell students that there are strategies they can use to help them read Frequently
syllabication patterns, Misspelled
and write frequently misspelled words. Explain that it helps to: Words
and morphology
(e.g., roots and ‡ study the word and look for phonics patterns that you know.
Present the
affixes) to read
‡ read the word syllable by syllable. Lesson
multisyllabic words ‡ make sure each syllable has a vowel or a vowel team.
context. RF.5.3a
‡ compare the word to other words you know with the same pattern.
Use context to ‡ think about what the word means.
confirm or self-correct ‡ create a mnemonic, or memory trick, to remember the spelling.
word recognition
and understanding, Tell students that they can also use a dictionary or ask for help,
rereading as if needed.
necessary. RF.5.4c
2 Model
Write the word accuse on the board. Point out that if you didn’t
recognize the word, you could read a part you know. Cover the letters
ACADEMIC
LANGUAGE
acc and read aloud use. Then uncover the letters acc and read the whole
accuracy word aloud. Model other strategies students can use to remember how In the Mouth of the Cave
to read and write frequently misspelled words. For example, write the
word especially on the board. Explain that one way of remembering the
outside the cave.
environments?

spelling of this word is to compare it to the word special. Write the word
Peter Arnold/Alamy
50 51
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053
3:53 CR14
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there on the board. Tell students they can remember that this spelling View “The
Secret World
refers to a place by saying, “there, here, everywhere.” of Caves”
3 Guided Practice
Write the following words on the board. Ask students to decide on a
Refer to the sound strategy they would use to help them spell each one. Call on volunteers
transfers chart in the to read the words and share their strategies.
Language Transfers
Handbook to identify busy different bought they’re
sounds that do not
Hmong, and Korean.
T154 UNIT 1 WEEK 3

WEEK 3

Monitor and
Transition to Longer Words Draw a T-chart on the board. In
the first column, write library, except, accept, certain, probably,
Differentiate
effect, receive, height, and beautiful. In the second column, write
librarian, exception, acceptable, certainly, probability, effective,
receivable, heighten, and beautification. Quick Check
Q
Have students chorally read and spell the words in the first Can students decode multisyllabic
column. Ask students to underline familiar word parts or words that are frequently misspelled?
patterns in each word. Continue reading the words and Can students read words with accuracy?
underlining the word parts in the other column. Help students Can students read fluently?
pronounce each word. Then, point to each word in random
order and have students chorally read and spell the word.

pp. T170, T174
ELL Develop
pp. T187, T190
pp. T176–T177
Beyond Level Apply
Accuracy pp. T180–T181
Explain/Model Tell students that as they develop into
stronger readers, they can practice reading with accuracy.
Reading accurately requires that students read not only
smoothly and expressively, but that they read precisely the
words that appear on the page.
Turn to “The Secret World of Caves,” Reading/Writing ONLEVEL PRACTICE BOOK p. 28
Workshop pages 50–53. Model reading with accuracy as you
read aloud the two paragraphs under “Twilight Time.” Read
carefully so that no parts of words are omitted or misread.
Practice/Apply Have students work with partners to read the
same passage. Have one student read the passage while the
other student follows along, noting any omitted or misread
words. Ask the student who listened to report to his or her
partner on accuracy. If any errors were made, invite the first
student to read again carefully, as the listener confirms.
Then have the students reverse roles. Provide feedback on
students’ accuracy.
passages.
p. 28 p. 28 p. 28
WORD STUDY/FLUENCY T155

Wrap Up the Week

Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Environments
OBJECTIVES Make a Venn Diagram

Gather relevant
information from Explain that students will work in small groups to research two natural
multiple print and COLLABORATE environments. They will then use their Seth Joel/Getty
research to make a Venn diagram
digital sources; assess Images
that compares and contrasts the environments and present their findings
the credibility of each to the class. Discuss the following steps:
source; and quote
or paraphrase the
data and conclusions 1 Choose a Topic In groups, have students discuss the natural
of others while environments they read about this week. They should brainstorm other
avoiding plagiarism environments before choosing two they want to research. Remind
and providing
basic bibliographic
students to post their topics on the Shared Research Board.
information for
sources. W.6.8 2 Find Resources Review how to locate and use reliable print and
online resources. Remind students that as they take notes, they should
• Take notes from summarize and paraphrase the information they find, to help them
sources.
avoid plagiarism. Remind students to record the author, title, and
• Summarize and
paraphrase.
publication information for all the sources they use.
• Present relevant
details and evidence. 3 Guided Practice Have groups complete a Venn diagram to record
features of each environment and to draw conclusions about how the
ACADEMIC environments are similar and different.
LANGUAGE
• compare and 4 Create the Project: Venn Diagram Have students review the
contrast, resources, information they’ve gathered and prepare to present it in a Venn
research, facts, Venn
diagram
diagram. Remind them to only include details and evidence that are
• Cognates: comparar,
relevant to their topics. Have groups evaluate their research process by
contrastar, recursos completing Research Process Checklist 3.
Piotr Naskrecki/Minden Pictures
Present the Venn Diagram

Invite each group to present to another group. If possible, have groups
include photographs of the environments to enhance their presentations.
Afterward, have groups share feedback.
T156 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES
Compare and
Text to Text
contrast one author’s Cite Evidence Explain to students that they will work in groups to
presentation of events COLLABORATE compare information about how life forms vary in different environments.
They will use evidence from the texts they have read this week. Model
(e.g., a memoir written
by and a biography on how to compare this information by using examples from the Literature
the same person). Anthology selections Journey into the Deep, pages 50–65, and “Extreme
RI.6.9 Exploration: An Interview with Dr. Eva
Review the key Ramirez-Llodra,” pages 68–71. Review
ideas expressed class notes and completed graphic
and demonstrate organizers. You may also wish to model
understanding of
going back into the text for more
through reflection and information. You can use an Accordion
paraphrasing. Foldable® to record comparisons.
SL.6.1d
Students should cite at least three examples
from each text to explain how environments affect life forms.
Have students discuss and ask questions about each group’s findings.

Analytical
W
OBJECTIVES
Draw evidence from
Write an Analysis
informational texts Cite Evidence Explain that students will write about one of the texts they
to support analysis, read this week. Using text evidence, they will analyze how the author used
reflection, and
main idea and details.
research. WHST.6.9
Discuss how to analyze an author’s use of main idea and details in a text
Write informative/
explanatory texts by asking how and why questions.
to examine a topic ‡ Why do you think the author chose to focus on this main idea?
and convey ideas,
concepts, and ‡ How do the details that the author included support the main idea?
information through Use Your Turn Practice Book page 29 to read and discuss the student
the selection,
organization, and
model. Then have students select a text and review the main ideas and
analysis of relevant details. Have them write an analysis that explains the author’s use of main
content. W.6.2 idea and details. Remind students that good explanatory writing includes
relevant facts, concrete details, and examples. Good explanatory writing
also uses compound sentences correctly and effectively.
COLLABORATE how the evidence they cited from the text supports their ideas. Partners
may suggest additional text evidence if necessary.
INTEGRATE IDEAS T157

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Focus on a Topic Digital
Expert Model Explain that writers of informational text think about
what interests them and their readers. For each piece of writing, they Expert
Expe
p rt Model
choose one central subject, or topic, to focus on. To make their writing Totally in the Dark
Troglobites are adapted to living with the
absence of light. Most of them are completely
clear, they craft interesting sentences and paragraphs that support sightless. So it is only logical that these unusual
cave dwellers have heightened senses of smell
and touch. For example, their bodies can detect
the slightest vibrations. They can also sense
their topic, and they provide rich details that explain it thoroughly and
changes in the air pressure around them. When
something is moving nearby, these creatures
can feel it. This special ability helps them catch
Reading/Writing precisely. To avoid getting readers off track, writers exclude information Expert
Workshop Model
that is not about the topic.
OBJECTIVES Read aloud the expert model from “The Secret World of Caves.” Ask 058_059_CR14_SI6_U1W3_WRT_118711.indd 58 10/5/11 3:45 PM
Write routinely over COLLABORATE students to listen for how the writing is focused on one specific topic:
extended time frames how troglobites have adapted to living without light. Ask partners to Editing Marks
(time for research, identify rich details. Then have them discuss how all the paragraph
reflection, and
sentences support and explain the topic. Grammar Handbook
time frames (a single Epiphytes

sitting or a day or Student Model Remind students that focusing on a topic helps A rainforest has several layers of
plants. The forest floor is dark.
and
two) for a range of readers clearly see how details are related. Read aloud the student Plants growing in the soil there get
little rain or sunlight. Plants called
Y
discipline-specific draft “Epiphytes.” As students follow along, have them listen to
but
tasks, purposes, and Student

audiences. W.6.10
recognize how the details all relate to plants called epiphytes. Model
Invite partners to talk about the draft and the revisions that Chang
• Analyze models to COLLABORATE made—revisions that make his sentences clearer and that help to keep 058_059_CR14_SI6_U1W3_WRT_118711.indd 59 12/24/11 12:00 PM
understand how to
the focus on his topic. Ask them to suggest other revisions that Chang
focus on a topic.
could make.
• Write about a
science topic you
have learned about.
• Focus the topic on
one idea to revise
writing.
ACADEMIC
LANGUAGE
• informational text, Genre Writing
G
topic, focus, details,
support, related Narrative Text
• Cognates: texto
informativo, detalles
T158 UNIT 1 WEEK 3

WEEK 3

SCAFFOLD

frames. Point to the title. frames as they work is the topic? What are three
The topic is . Epiphytes together to focus on the details that support the
are . They grow on topic. The topic is . topic? How can you tell
other . They do not Epiphytes are . They that the writing is focused
need . grow instead of on one topic?
in .

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on a Topic Writing Entry:
Focus on a Topic Use Your Turn Practice Book page Focus on a Topic
Prewrite Provide students with 30 to model focusing on a topic. Revise Have students revise their
the prompt below. There are many unusual rainforest writing from Day 1 by identifying
Choose a science topic that you have plants. They are very different from ways to add related details and to
learned about and tell what you the plants you would find in your eliminate unrelated information.
know about it. Make sure to focus on backyard! Use the Conferencing Routines.
one topic. Model rewriting the first sentence Circulate among students and
Have partners list possible science for a better focus. stop briefly to talk with individuals.
topics. Ask them to jot down a Provide time for peer review.
One of the most unusual rainforest
number of details about each plants is the Venus Flytrap, which Edit Have students use Grammar
topic that would keep their writing eats insects. Handbook pages 452–453 in the
interesting and focused. Reading/Writing Workshop to
Discuss how focusing on a topic
Draft Have each student select and including rich details makes check for errors in combining
a topic to write about. Remind the writing clearer. Guide students sentences and in forming and
students to use rich, relevant details to revise the model to include rich, punctuating compound sentences.
about their topics in their drafts. focused details.
Teacher Conferences
I can tell that this topic is You have focused your subject work on a specific assignment,
something that really interests to a manageable topic. It would such as those to the right, and
you. The writing is engaging. help me if you added additional then meet with you to review
I can identify your voice. details to clarify your topic and if progress.
you reviewed all details to make
sure they support your topic.
T160 UNIT 1 WEEK 3

WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Writing Entry: Share and Reflect
Focus on a Topic Focus on a Topic Discuss with the class what they
Prewrite Ask students to search Revise Have students revise learned about focusing on a topic
their Writer’s Notebooks for their draft from Day 3 by deleting to make writing clearer and about
topics on which to write a draft. details that do not support their using rich details to support a
Or, provide a prompt such as the focused topic and by adding other topic. Invite volunteers to read and
following: rich details that do. As students compare draft text with text that
Choose one plant or animal that are revising their drafts, hold has been revised. Have students
you know about. Explain how this teacher conferences with individual discuss the relevance of details and
plant or animal has adapted to its students. You may also wish to have their relationship to the topic. Allow
environment. students work with partners to peer time for individuals to
conference. reflect on their own
writing process and
topics, ask them to create a Main Edit Invite students to review the
rules for combining sentences into record observations
Idea and Details chart in which they
compound sentences on Grammar in their Writer’s
record their topic and a number
Handbook page 452 in the Notebooks.
of rich details that support it.
Students can then use their graphic Reading/Writing Handbook and
organizers to begin their drafts. then edit their drafts for errors.
Peer Conferences
Suggested Revisions Help peer response groups focus on a topic to
Provide specific direction to help focus young writers. include rich, interesting details. Provide this
checklist to frame discussion.
Focus on a Sentence
sentence so that it clearly shows your focus on .
Focus on a Section
✓ Is the subject narrowed to a main
topic?
suggestions. This section is well written, but it needs rich details ✓ Is the topic supported with rich
to support your topic. Add interesting information that further details that are related to the topic?
explains your subject. ✓ Should some information be deleted
Focus on a Revision Strategy because it is irrelevant and vague?
Underline a section. Have students use a specific revision
strategy, such as deleting. Not every detail is related to the topic.
Check each detail and take out the ones that don’t belong.

Grammar: Sentence Combining

DAY
DAY DAY
DAY
1 2
We plan to take a field trip this Will you play on our team Need
Friday? we like go to the good batters like you.
museum. (1: team?; 2: We need)
(1: Friday.; 2: We like to go)
Conjunctions and Compound Review Conjunctions and

Reading/Writing Sentences Compound Sentences
Workshop
‡ A conjunction joins words Review compound sentences. Have
or groups of words. And adds students explain the purpose of
OBJECTIVES
information; but shows contrast; conjunctions.
Demonstrate
or gives a choice. A dog barks,
command of the
conventions of and a cat meows. Ben is here, but Compound Subjects and
standard English Lee is not. Kim dives, or she swims. Predicates
grammar and usage ‡ A compound subject has two
‡ A compound sentence is two
when writing or
speaking. Produce simple sentences that have or more subjects with the same
simple, compound, been combined with a comma predicate. Mia and Amir are gone.
and complex and a conjunction. Bob likes ‡ A compound predicate has
sentences. L.3.1i movies, but Mike likes books. two or more predicates with the
Use correlative ‡ Use a semicolon to separate two same subject. Cho ran and hid.
conjunctions (e.g.,
parts of a compound sentence ‡ Combine subjects or predicates
either/or, neither/
nor). L.5.1e not separated by a conjunction. using either/or and neither/nor.
Have partners discuss compound My family will either drive or fly to
Proofread sentences. sentences using page 452 of the Texas. Neither Lisa nor Tamika will
Grammar Handbook. be at rehearsal tonight.
COLLABORATE
TALK ABOUT IT
Go
COMBINE SENTENCES CHANGE THE CONJUNCTION
Digital Ask partners to make up two Have partners write two compound
simple sentences about an sentences about a plant or animal
animal that lives in a particular in a particular environment. Then
Sentence
Combining environment. Students might have pairs read each sentence
describe how the animal moves or aloud three times, changing the
Grammar finds food. Have students combine conjunction each time. Have
Activities their sentences into a compound them discuss how replacing the
sentence. conjunction changes the meaning.
T162 UNIT 1 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
What an artist Juan is. Draws Cameron played first base and Leon The heavy rain, and strong winds
realistic animals in action pitched the ball. Neither Brian or forced us to cancel the picnic but
(1: is!; 2: He draws; 3: action.) Mark played that inning. we still had fun indoors.
(1: base,; 2: Brian nor) (1: rain and; 2: picnic,)

Punctuating Compound Have students correct errors. Use the Daily Language Activity and
Sentences 1. Jasper fed the dog and I Grammar Practice Reproducibles
‡ Use a comma before a washed the dishes (1: dog,; page 15 for assessment.
coordinating conjunction in a 2: dishes.)
compound sentence. Reteach
2. Two feet of snow fell school
‡ Use a semicolon to separate two was closed (1: fell;; 2: closed.) Use Grammar Practice
parts of a compound sentence Reproducibles pages 11–14
3. Cho searched, and called but
when they are not connected by and selected pages from the
he could not find his dog.
a conjunction. Grammar Handbook for additional
(1: searched and; 2: called,)
‡ Do not use a comma to reteaching. Remind students that
4. Either Jen, or Vic can use this it is important to use conjunctions
separate compound subjects
computer or they both can and punctuation correctly when
or compound predicates joined
go to the library. (1: Jen or; combining sentences.
with and or or.
2: computer,)
As students write, refer them to Check students’ writing for use of
Grammar Handbook pages 451, Have students check their work the skill and listen for it in their
452, 477, and 478. using Grammar Handbook speaking. Assign Grammar Revision
pages 451, 452, 477, and 478. Assignments in their Writer’s
Notebooks as needed.
MIX, MATCH, AND COMBINE PASS IT AROUND PUNCTUATION SENSE

Have small groups write subjects Have partners write the first part of Pairs write three sentences without
and predicates related to a single a compound sentence, ending with any punctuation. They write
topic on separate scraps of paper. a comma and a conjunction. Have and read aloud two compound
Have them take turns selecting a them trade papers with another sentences and one sentence
subject and a predicate to create a pair, complete the sentence they with compound subjects and
simple sentence. Then have them receive, and read it aloud. Remind predicates. Then they pass their
combine related simple sentences students that the parts of a sentences to another pair to
into compound sentences. compound sentence are related. punctuate.
GRAMMAR T163
Spelling: Frequently Misspelled Words

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud. Review long vowel spelling
command of the
conventions of Tell students that these words are patterns. Then read each sentence
standard English frequently misspelled because below, repeat the review word, and
capitalization, of irregular spelling patterns or have students write the word.
punctuation, and confusion with similar sounding
spelling when 1. Shyness is a character trait.
writing. Spell words (e.g., their and there).
2. We visited a remote area.
correctly. L.6.2b Demonstrate sorting the spelling
3. I am going to bathe the dog.
words under the headings Phonics
Patterns, Word Meanings, and Have students trade papers and
Spelling Words Double Consonants. (Write the check the spellings.
accuse done minute
affect effect nickel
words on index cards or the IWB.) Challenge Words Remind
beautiful embarrass probably Sort a few words, explaining your students that frequently misspelled
bought especially their reasoning as you do so. words have unusual spelling
busy except there
caught excuse they’re
Then use the Dictation Sentences patterns. Then read each sentence
different library from Day 5. Say the underlined below, repeat the challenge word,
Review trait, remote, bathe
word, read the sentence, and repeat and have students write the word.
Challenge recommend, separate the word. Have students write 1. I can recommend my doctor.
the words and check their papers.
Differentiated Spelling 2. I separate light and dark colors
Approaching Level in my closet.
accuse done minute Have students check and correct
affect effect nickel
beautiful embarrass probably
their spellings and write the words
bought especially their in their word study notebooks.
busy except there
caught excuse they’re
different library
Beyond Level
accuse
affect
done
effect
minute
nickel COLLABORATE
WORD SORTS
beautiful embarrass probably
bought especially their
busy except there
caught excuse they’re Have students cut apart the Complete the pattern sort using
different library Spelling Word Cards in the Online the headings from Day 1, pointing
Resource Book and initial the back out the differences in words that
of each card. Have them read the sound alike but have different
words aloud with a partner. Then spellings. Have students use the
have partners do an open sort. Spelling Word Cards to do their
Have them record the sort in their own sort. A partner can compare
word study notebooks. and check their sorts.
T164 UNIT 1 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the words Write these sentences on the board. Use the Dictation Sentences for
below into their word study Have students circle and correct the posttest. Have students list
notebooks. Say the words aloud, each misspelled word. Make sure misspelled words in their word
and have students find a spelling students have access to a print study notebooks. Look for students’
word that is an antonym for each or digital dictionary to check and use of these words in their writings.
word. correct their spelling.
1. released (caught) 1. Their going to visit they’re Dictation Sentences
2. idle (busy) aunt. (They’re; their) 1. Did you accuse them of lying?
3. sold (bought) 2. The beutiful painting had a big 2. The loss will affect each of us.
affect on me. (beautiful; effect) 3. That’s a beautiful work of art!
4. punish (excuse)
3. Emily baught many diferent 4. I bought milk at the store.
5. same (different)
kinds of flowers at the market 5. She is too busy to see anyone.
Encourage students to find today. (bought; different)
6. He caught a fish on vacation.
antonyms or synonyms for other 4. I was buzy today and didn’t
spelling, review, or challenge have a minite to spare. (busy; 7. We go to different schools.
words. minute) 8. All of our homework is done.
5. Tomás especialy likes visiting 9. What effect will this have on him?
the libarry. (especially; library) 10. Please don’t embarrass us!
Error Correction Remind students 11. She was especially funny today.
to consider the context of words 12. He likes every flavor except lemon.
such as their, they’re, and there in 13. Please excuse me for being late.
order to make sure they spell them
14. We got these books at the library.
correctly.
15. They should arrive at any minute.
16. He got back a nickel in change.
See Phonics/Spelling Reproducibles pp. 13–18. 17. I probably will go to the movies.
18. Their mother is very nice.
19. We walked there after lunch.
20. They’re going to the ball game.
them do a word hunt in the week’s other tells the concept or pattern
reading for words that have to which it belongs. Have them
unusual spelling patterns. Have take turns until they have sorted
them record the words in their all the words. Then have students
Day 2 pattern sort in their word explain how they sorted the words.
study notebooks.
SPELLING T165
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. How might classification help forms of this week’s words by
multiple-meaning you organize your closet? adding, changing, or removing
based on grade 6 2. How big must a compartment
reading and content, be to store your luggage? ‡ Draw a four-column chart on
choosing flexibly from the board. Write engulfs in the
3. What happens when flood
second column. Then write
Use context (e.g., water engulfs a house?
engulf in the first column and
the overall meaning 4. Describe what a valley flanked
of a sentence or engulfed and engulfing in the
by mountains looks like. third and fourth columns.
position or function in 5. What should a driver do when ‡ Have students share sentences
a sentence) as a clue maneuvering on icy roads?
to the meaning of a using each form of engulf.
word or phrase. 6. When clouds obscure the sun, ‡ Students can add to the chart
L.6.4a what does the day look like? doing the same for maneuvering,
7. What plant species can you flanked, and obscure and then
Expand vocabulary by
adding and removing name? share sentences using the words.
inflectional endings 8. How would you investigate a ‡ Have students copy the chart
and suffixes.
submerged shipwreck? into their word study notebooks.
Vocabulary Words
classification
compartment
maneuvering
obscure COLLABORATE
engulfs species vie
Re w
flanked submerged
Discuss important academic words. Explain that context clues can help
‡ Display adapt and coordinate. students define unfamiliar words.
‡ Define the words and discuss ‡ Display this sentence: The coast
someday may be submerged
Go their meanings with students.
beneath the ocean.
Digital ‡ Write adapt and adaptation on
the board. Have partners look ‡ Have partners find context clues
up and define other related to help them define submerged.
words with the same root. Write ‡ Then ask students to create a
Vocabulary the related words under adapt. context-rich paragraph using
Have partners ask and answer a vocabulary word. Partners
Vocabulary
questions using the words. can trade paragraphs to
Activities ‡ Repeat with coordinate. identify context clues and word
meaning.
T166 UNIT 1 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Review last week’s and this week’s ‡ Have students write sentences Ask students to create Word
vocabulary. Have students orally in their word study notebooks Squares for each vocabulary word.
complete each sentence stem. using this week’s vocabulary. ‡ In the first square, students write
1. The sea often engulfs the . ‡ Tell them to write sentences that the word (e.g., obscure).
2. As I was maneuvering ,I provide context to show word ‡ In the second square, students
was flanked by two teammates. meaning or to give information write their own definition of the
about the word. word and any related words,
3. The lowest compartment was
submerged when . ‡ Provide the Day 3 such as synonyms (e.g., hazy,
sentence stems 1–4 for students dark, hidden).
4. We used a box to obscure .
needing extra support. ‡ In the third square, students
5. The inflicted great pain
draw a simple illustration that
upon my leg. Write About Vocabulary Have will help them remember the
6. The spindly survived the students write something they word (e.g., someone standing in
storm. learned from this week’s words in the doorway of a dark room).
7. Let’s reminisce about . their word study notebooks. For
example, they might write about
8. The rule is for kids who try to write nonexamples, including
environments submerged deep
smuggle candy into . antonyms (e.g., clear, plain,
in the ocean or how maneuvering
9. He quickly retrieved his obvious).
describes a deep-ocean creature’s
from confinement in the . hunt for food. Have partners discuss their squares.
GREEK ROOTS SHADES OF MEANING MORPHOLOGY

Remind students to use their Help students generate words Use maneuvering as a springboard
knowledge of Greek roots to figure related to massive. Write massive on for students to learn more
out the meaning of words. the board, followed by four blank words. Draw a word web. Write
‡ Display Your Turn Practice lines, and ending with microscopic. maneuvering in the center.
Book pages 23–24. Model ‡ Have partners generate words to ‡ Write these related words at the
figuring out the meaning of fill in the blanks, working down ends of branches: maneuvers,
geography in the first paragraph, the synonym scale from massive maneuvered, maneuverable.
explaining that geo means and then up the antonym scale ‡ Ask students to look up the
“earth.” to microscopic. meanings of these words in a
‡ Have students complete ‡ Ask students to copy the print or online dictionary.
page 27. completed scale into their word ‡ Have partners do a search
‡ Students can confirm meanings study notebooks. for words related to other
in a print or online dictionary. vocabulary words.
VOCABULARY T167
Approaching Level
Expository
Text
Rain
Rain-F
For
Riches
ores
est
t
Leveled Reader: Go
Rain-Forest Riches Digital
Before Reading
Expository
Preview and Predict

Text
Rain Fores
Rain- Forest
t
by Raymond Huber
R che
Ric hes
s
PAIRED
Discovering the Rain Forest
READ
‡ Read the Essential Question with students: How do life forms vary in
Leveled Reader
different environments? Leveled
LEXILE 840 ‡ Have students read the title and the table of contents in Rain-Forest Readers
Riches. Invite them also to preview the illustrations and discuss what
OBJECTIVES they think the book is about.
Determine a theme
text and how it is
Review Genre: Expository Text
conveyed through Have students recall that expository text gives facts about a topic.
particular details; Review that expository text often features headings, photographs,
captions, and diagrams. Help students point out features of expository
personal opinions or text in Rain-Forest Riches.
judgments. RI.6.2
Use context to During Reading
confirm or self-correct
word recognition Close Reading
and understanding,
rereading as
necessary. RF.5.4c Practice Book page 22 as they read the selection.
Interpret information Pages 2–3 What are some of the important details about rain forests Use Graphic
Organizer
presented in diverse that you learn in the introduction? (There are two types of rain forests:
media and formats temperate and tropical. Tropical rain forests are near the equator. A rain
(e.g., visually,
forest has different habitats, each with its own plants and animals.)
and explain how it Pages 4–5 Talk about how the diagram on page 5 helps you understand
contributes to a topic, the rain forest’s layers. (The diagram labels the four layers and shows
study. SL.6.2
how they go from light and space to shade and dense vegetation.)
Pages 6–9 How is the text organized on pages 6–9? (Each section
ACADEMIC
describes a layer of the forest.) How is the information in each section
LANGUAGE similar? (The author describes plants and animals and explains how
• reread, informational they are adapted to a particular forest layer.)
text, expository, main
idea, details
Pages 10–12 Morpho comes from the Greek root morph, meaning
• Cognates: expositivo,
“form.” What does this tell you about the morpho butterfly? (By folding its
informativo, detalles wings to show its brown color, the morpho butterfly takes on the form
of its surroundings.)
T168 UNIT 1 WEEK 3

WEEK 3
Pages 13–17 Reread page 15. Then paraphrase how the agouti and the
Brazil nut tree help each other. (The tree helps the agouti by growing Literature
Brazil nuts, which the agouti eats. The agouti helps the tree by cracking Circles
open its hard seedpods and burying the Brazil nuts that it doesn’t eat
right away. If those nuts aren’t eaten, they can grow into new Brazil nut
trees, which means food for the agouti in the future.) Thinkmark questions to guide
the discussion. You may wish to
After Reading have a whole-class discussion
on information learned
Respond to Reading about the topic of adapting
to environments from both
Ana
Analytical
W Write About Reading Have students write a paragraph
W
Writing
Level
explaining
l i two or three key details about how rain forest animals
scare predators away.
Up
Expository
Text
Fluency: Accuracy
Model Model reading page 11 with accuracy. Next, reread the page
aloud and have students read along with you. Expository
Text
Rain-For
Rain Forest
est
Riche
Ric hes
s
Apply Have students practice reading the passage with a partner.
by Raymond Huber
PAIRED
PAIRED
Discovering
overing
Xxxx Xxx
the Rain Forest
READ
READ
Expository
E y
T
Te
Text
Ra
ain
ai
in-
n-F
-Fo
orre
Compare Texts esst
t
Read about a scientist who studies all kinds of animals
and plants in rain forests. Ric
iches
PA I R E D R E A D Discovering the Rain Forest
by Raymond Huber
PAIRED
READ Discovering the Rain Forest
Nic Bishop is
a scientist who
studies rain
forests. Nic often
photographs
the plants and
animals he sees

during his travels.
Nicholas Bishop
“Discovering the HOW DID YOU BECOME INTERESTED IN RAIN FORESTS?

I first visited a rain forest when I was young, and
I was amazed by it. There were so many tall trees
and the forest was full of all kinds of living things. fluently and answered the questions
Rain Forest” I took some photographs, but I soon discovered
that I needed a better camera because I wanted to
be able to take pictures of tiny animals like beetles
or birds high in the branches. I saved to buy a new PAIRE
camera so I could take better photographs.
by Raymo
READ
mon
ond Hub
D
er
Discovering the
Rain Forest
19
CV_CR14_LR_G6_U1W
3L50 A 118594
indd 2
Make Connections: Write About It Leveled Reader students

Before reading, ask students to note that this interview also is an • echo-read the On Level main selection.
informational text that gives facts through someone’s firsthand • use self-stick notes to mark at least one
experience. Then discuss the Essential Question. After reading, ask key detail they would like to discuss in
students to make connections between the information that they each section.
learned from Rain-Forest Riches and “Discovering the Rain Forest.”

FOCUS ON SCIENCE
F
including more domain-specific words
S
Students can extend their knowledge of how rain forest and using more complex sentence
species adapt to their environment by completing the structures.
science activity on page 24.

Approaching Level
Word Study/Decoding
TIER
D E CO D E W O R D S W I T H V O W E L T E A M S
2
OBJECTIVES Explain that when two vowels appear in a word or syllable, they often take
I Do
Know and apply the sound of one of the vowels while the other vowel remains silent. Write
grade-level phonics plain on the board and read it aloud. Underline the letters ai. Point out
and word analysis
skills in decoding
that in plain, the vowels ai stand for the long a sound. Repeat with moan,
words. RF.5.3 suit, and weak. Review the letters and vowel sounds.

Write grieve, peace, coat, and juice on the board. Model how to decode
vowel teams. the first word. Have students identify the vowel sound and the letters that
stand for the sound. Then have them read the rest of the words aloud and
identify the vowel sounds and the letters that stand for the sounds.
You Do
Add these words to the board: ease, rain, wait, and great. Have students
read each word aloud and identify its vowel sound and the vowel team
that stands for the sound. Then point to the words in random order for
students to read chorally. Repeat several times.
TIER
B U I L D W O R D S W I T H M U LT I P L E S Y L L A B L E S
2
OBJECTIVES Remind students that one strategy they can use to read and spell a longer
I Do
Use combined word is to break the word into syllables. Review that each syllable in a
knowledge of multisyllabic word has one vowel sound and that vowel pairs often stand
all letter-sound
correspondences,
for one vowel sound.
Display these Word-Building Cards one at a time: main, ceive, ern, re, east,
(e.g., roots and affixes) tain, in, read, side, ing. Model sounding out each syllable. Have students
to read accurately chorally read each syllable. Then work with students to combine the Word-
unfamiliar multisyllabic Building Cards to form words with two or more syllables. Have students
chorally read the words: eastern, inside, maintain, maintaining, reading,
out of context.
RF.5.3a receive, receiving, reread.
You Do
Display these Word-Building Cards: cate, er, lead, lo. Have partners build
Build words with two
or more syllables. words using any of the displayed syllables and share them with the class.
T170 UNIT 1 WEEK 3

WEEK 3
P R AC T I C E F R E Q U E N T LY M I S S P E L L E D W O R D S
OBJECTIVES Remind students that some multisyllabic words are difficult to read and
I Do
Use combined write because they contain vowel or consonant sounds that don’t follow
knowledge of regular spelling patterns. One way to read and write these multisyllablic
all letter-sound
correspondences,
words is to break them into syllables and look for phonics patterns,
syllabication patterns, spelling patterns, or vowel teams that they know. Say the word exceed. Ask
and morphology students how many syllables they hear. Write the word on the board. Point
(e.g., roots and affixes) out that each syllable in exceed has a vowel sound, and that the second
to read accurately
unfamiliar multisyllabic
syllable contains the vowel team ee, which is also found in need.
We Do
Write the words descent, leisure, accuse, although, and excuse on the
out of context.
RF.5.3a board. Model how to break the first word into syllables and decode each
syllable. Discuss with students what strategies they can use to help them
Correctly read and remember how to read and write descent. Then guide students as they
write frequently syllabicate and decode the remaining words. Help them first divide each
misspelled words.
word into syllables using the syllable-scoop procedure. This will help them
to read one syllable at a time. Encourage students to discuss strategies
that will help them spell each word.
You Do
chorally read.
WORD STUDY/DECODING T171

Approaching Level
Vocabulary
TIER
2
OBJECTIVES Use High-Frequency Word Cards 21–30. Display one word at a time,
I Do
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
to comprehension or
expression. L.6.6 speaking and writing. For example, provide sentence starters such as We
both . Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES Display each Visual Vocabulary Card and state the word. Explain how the
I Do
appropriate general
words and phrases;
knowledge when
Display each visual in random order, hiding the word. Have students match
or phrase important the definitions and context sentences of the words to the visuals displayed.
to comprehension or
expression. L.6.6
T172 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES Display the engulfs Visual Vocabulary Card and say aloud the word set
I Do
Acquire and use overflows, floods, uncovers.
accurately grade-
appropriate general Point out that the word uncovers does not belong and explain why.
academic and
domain-specific
We Do
Display the vocabulary card for the word species. Say aloud the word set
words and phrases; group, individual, animals. With students, identify the word that does not
gather vocabulary
belong and discuss why.
knowledge when
to comprehension or
saying aloud the word set. Have students identify the word that does
maneuvering, steering, guiding, fumbling obscure, mask, reveal, conceal
submerged, underwater, sunken, raised flanked, apart, bordered,
surrounded
classification, confusion, category, type compartment, field, chamber,
pocket
G R E E K R O OT S

I Do
Use common, grade- Reproducibles pages 23–24. Read aloud the first paragraph. Point to the
appropriate Greek
or Latin affixes and
word geography. Explain to students that they can use the meaning of a
roots as clues to the Greek root within the word to figure out the meaning of the whole word.
meaning of a word
(e.g., audience, auditory, Think Aloud I don’t know the word geography, but I can try to find
audible). L.6.4b within the word a Greek root that I know and then use that root to figure
out the meaning of geography. I see the Greek root geo. I know this root
means “earth.” The text is about plants, so I think geography has to do with
a place or feature on Earth. I can use a dictionary to check the meaning.
We Do
Ask students to point to the word botanists in the next paragraph.
With students, discuss how to use the meaning of the Greek root botan
(“plants”) to determine the meaning of the word.
You Do
Have students use Greek roots to find the meanings of canopy and systems
on page 23 and ecosystem on page 24.
VOCABULARY T173
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES
I Do
Explain that reading with accuracy is not just about reading smoothly and
Use context to expressively. Readers should also make sure they pronounce each word
confirm or self-correct accurately. If readers aren’t sure that they read a word accurately, they can
word recognition
and understanding,
stop to check their understanding of the word and then reread it. Read
rereading as necessary. aloud the first paragraph of the Comprehension and Fluency passage on
RF.5.4c Approaching Reproducibles pages 23–24. Tell students to listen to how
you precisely read each word. Model checking for understanding.
Read fluently with
accuracy.
We Do
Read the rest of the page aloud. Have students repeat each sentence after
you, using the precise pronunciation. Explain that fluent readers make sure
they read accurately so that listeners can understand the text.
You Do
Have partners take turns reading sentences from the Approaching
Reproducibles passage. Remind them to focus on their accuracy. Listen in
and, as needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y A TO P I C
2
OBJECTIVES Explain that the topic of a text describes in a few words what the text is
I Do
Determine a central about. Point out that the titles of nonfiction texts often state the topic.
it is conveyed through Read the title and first paragraph of the Comprehension and Fluency
particular details; We Do
passage on Approaching Reproducibles page 23. Ask: What do the
the text distinct from sentences in this paragraph tell you about the topic of the passage? Then
personal opinions or reread the title and help students connect it to what they learn about the
judgments. RI.6.2 topic of the passage in the first paragraph. Discuss how identifying the
topic can help students remember the most important information.
Identify a topic.
You Do
Have students read the rest of the passage. After reading the section “The
Kew Gardens Discovery,” have students describe the topic of the section
and decide whether the subhead states the topic. Have them repeat with
“The Rat-Eating Pitcher Plant” on page 24. Then ask them to come up with
an alternate subhead for each section that states the topic.
T174 UNIT 1 WEEK 3

WEEK 3
R E V I E W M A I N I D E A A N D K E Y D E TA I L S
OBJECTIVES Remind students that the main idea of a text is the central thought of a
I Do
Determine a central passage. Important details are those that support the main idea. Explain
idea of a text and how that each paragraph or section in a passage has a main idea, as does the
it is conveyed through
particular details;
whole selection. When the main idea is not stated directly, students can
provide a summary of use supporting details to identify the main idea.
personal opinions or We Do
Read aloud the first three paragraphs of the Comprehension and Fluency
judgments. RI.6.2 passage on Approaching Reproducibles page 23. Point out key details in
each paragraph. Model how to decide what the important details have in
common and how to state the paragraph’s main idea using these details.
Then work with students to identify the main idea of each remaining
section in the passage. Guide them to understand that each paragraph’s
main idea is a detail that allows them to determine the section’s main idea.
You Do
Have students use the main ideas of each section to determine the main
idea of the whole passage.

to support analysis
Have students choose an informational text for sustained silent reading.
of what the text says Remind students that:
explicitly as well as ‡ the main idea is the most important point that the author makes about
the text. RI.6.1
the topic. Details support or provide information about the main idea.
‡ if they have trouble identifying the main idea, they should reread a
Determine a central
idea of a text and how paragraph or section to look for additional details that help them better
it is conveyed through understand the topic.
particular details;
provide a summary of Read Purposefully
the text distinct from Have students record on Graphic Organizer 141 the main idea and
personal opinions or
judgments. RI.6.2
important details as they read independently. After they finish, they can
conduct a Book Talk, each telling about the book that he or she read.
Reread difficult ‡ Students should share their organizers and answer this question: What
sections in a was the most interesting fact you learned from this book?
text to increase
understanding. ‡ They should also tell the group if there were any sections they reread to
increase their understanding.
COMPREHENSION T175
On Level
Expository
Text
Leveled Reader: Go
Before Reading
Expository
Preview and Predict

Text
by Raymond Huber
PAIRED
PAIRED
Discovering
Xxxx Xxx
the Rain Forest
READ
READ
Leveled Reader
LEXILE 990 ‡ Have students read the title, the table of contents, and the Readers
Introduction in Rain-Forest Riches. Then discuss the possible meaning

OBJECTIVES of riches in the title.
Determine a theme
text and how it is
judgments. RI.6.2
and understanding,
rereading as
Interpret information Pages 2–5 Why is the map on page 3 a helpful text feature for this Use Graphic
Organizer
presented in diverse selection? (The map shows the location of rain forests along the equator
media and formats on each continent.)
(e.g., visually,
quantitatively, orally) Pages 6–9 Turn to a partner and talk about the word photosynthesis
and explain how it on page 7. Discuss how the Greek root photo, meaning “light,” helps you
contributes to a topic, understand the word. (The author talks about how plants in the canopy
study. SL.6.2
“use energy from the sun to grow and make their own food.” Since
photo means “light,” photosynthesis must mean that these plants use
light energy from the sun to make food.)
ACADEMIC
LANGUAGE Pages 10–13 Reread and paraphrase the parts of the text that explain
• reread, informational how camouflage helps both predators and prey. (Both predators and prey
text, expository, main use camouflage to help them blend into shadows and the colors of the
idea, details
rain forest. Camouflage helps them to hide and survive.) How does the
photo on page 12 illustrate camouflage? (The photo shows a jaguar. The
jaguar’s spotted coat provides good camouflage.)
T176 UNIT 1 WEEK 3

WEEK 3
Pages 14–17 What is the main idea of Chapter 3, and what are the
key details that support the idea on pages 14–17? (The main idea is Literature
that organisms rely on one another for survival. A few key details Circles
supporting this idea include the following: plants depend on animals
to disperse seeds; hummingbirds pollinate plants; the agouti survives
on Brazil nuts and also helps plant the nuts to create more trees.) Thinkmark questions to guide
After Reading have a whole-class discussion
on information learned
Respond to Reading about the topic of adapting
Have students complete Respond to Reading on page 18 after they
have finished reading.
Ana
Analytical
W Write About Reading Have students write a short paragraph
W
Writing
explaining
l i two or three details about how rain-forest animals scare
predators away. Level
Up
Expository
Text
Fluency: Accuracy Rain-For

Rain Forest
Riches
Ric hes
est
Model Model reading the passage on echolocation on page 11 with

Expository
accuracy and phrasing to make the meaning clear. Next, have students
Text
read the passage along with you as you read it aloud.

by Raymo
Raymond
Raymon Huber
Apply Have partners do repeated rereadings of the passage. PAIRED

READ Discovering
overing the Rain Forest
Fore
Expos
E xposit
itory
ory
y
Text
Te
Text
by Raymond Huber
PAIRED
PAIRED
Discovering
Xxxx Xxx
the Rain Forest
Compare Texts READ
READ
and plants in rain forests.

Nic Bishop is a
scientist who
studies rain
forests. He often
photographs
the plants and
animals he sees
during his travels.
Nicholas Bishop

I first visited a rain forest when I was young, and I was
amazed by it. There were so many trees rising into the sky,
wrapped with vines and covered in plants. Everywhere
Rain Forest”
there were incredible frogs, insects, and spiders. Brightly

colored butterflies and parrots flew among the branches.
It was so rich with all kinds of living things. by Raymon
I soon discovered that I needed a better camera to d Huber
take pictures of tiny animals like beetles or birds high in PAIREPAIRE
D D
the branches. I saved to buy a new camera and eventually REAREA
D Disco
D verin
Xxxxg Xxx
the Rain Forest
taught myself how to take better photographs.
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students
indd
Make Connections: Write About It Leveled Reader • partner-read the Beyond Level main
Before reading, ask students to note that the selection.
genre of the text is also informational text. Then discuss the Essential • describe each rain forest environment.
Question. After reading, ask students to make connections between the • compare adaptations of two animals.
information from Rain-Forest Riches and “Discovering the Rain Forest.”

The Beyond Level challenges students by
FOCUS ON SCIENCE
F including more domain-specific words
S
Students can extend their knowledge of how species and using more complex sentence
in the rain forest adapted to their environment by structures.
completing the science activity on page 24.
ON LEVEL T177
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the key selection words
I Do
Acquire and use compartment, engulfs, flanked, maneuvering, obscure, and submerged. Point
accurately grade- to each word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask these questions. Help students respond and explain their answers.
words and phrases; ‡ What might you put in the glove compartment of a car?
gather vocabulary ‡ What might cause a ship to become submerged?
knowledge when
considering a word ‡ What happens when a tornado engulfs a building?
or phrase important
to comprehension or You Do
expression. L.6.6 their answers.
‡ Why is a captain careful when maneuvering a ship up to a dock?
‡ What does a valley look like when it is flanked by mountains?
‡ What might happen if tree branches obscure a road sign?
G R E E K R O OT S
OBJECTIVES Remind students they may figure out the meaning of an unknown
Use common, grade- I Do
word by checking to see if the word has a familiar Greek root. Use the
appropriate Greek
or Latin affixes and Comprehension and Fluency passage on Your Turn Practice Book pages
roots as clues to the 23–24 to model.
meaning of a word
(e.g., audience, auditory, Think Aloud I want to know what the word geography means. I know
audible). L.6.4b the Greek root geo means “earth.” Based on the fact that the text is talking
about how plants adapt to places where they live, I can determine that
geography refers to the specific areas on Earth where plants live.
We Do
Have students read the next paragraph. Guide them in using the meaning
of the Greek root botan (“plants”) to determine the meaning of botanists.
You Do
Have students work in pairs to determine the meanings of the words
canopy, systems, and ecosystem as they read the rest of the selection.
T178 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES Remind students that the main idea of a text is the central thought of a
I Do
Determine a central passage. The details are the important ideas that support the main idea.
idea of a text and how Explain that a paragraph, a section, and a whole passage can have a main
particular details;
idea. If the main idea is not stated directly, it can be identified by using the
provide a summary of supporting details.
Have a volunteer read the first four paragraphs of the Comprehension and
judgments. RI.6.2 Fluency passage on Your Turn Practice Book pages 23–24. Have students
orally list important details in each paragraph, and help them explain
why they are important. Model how to decide what the details have in
common or how they are connected, and how to state the main idea
using these details. Then work with students to identify the main idea of
the section “The Kew Gardens Discovery.”
You Do
Have partners use details in the text to identify the main idea of the
section “The Rat-Eating Pitcher Plant” on page 24. Then have them use
each section’s main idea to determine the main idea of the whole passage.

Have students choose an informational book for sustained silent reading.
to support analysis
of what the text says ‡ Before they read, have students preview the book, reading the title and
explicitly as well as viewing the front and back cover and any photographs or images.
the text. RI.6.1 ‡ As students read, remind them to reread difficult sections.
Determine a central Read Purposefully
it is conveyed through Encourage students to read different books in order to learn about a
particular details; variety of subjects.
‡ As students read, have them fill in the key details and main idea on
personal opinions or Graphic Organizer 141.
judgments. RI.6.2 ‡ They can use this organizer to help them write a summary of the book.
Reread difficult ‡ Ask students to share their reactions to the book with classmates.
sections in a
text to increase
understanding.
Beyond Level
Expository
Text
Rain
Rain-F
For
Riches
ores
est
t
Leveled Reader: Go
Before Reading
Expository
Preview and Predict

Text
Rain Fores
Rain- Forest
t
by Raymond Huber
R che
Ric hes
s
PAIRED
READ
Leveled Reader
LEXILE 1090 ‡ Have students skim the table of contents and the Introduction in Readers
Rain-Forest Riches. Then discuss what they think the word riches from
OBJECTIVES the title means in the context of this selection.
Determine a theme
text and how it is
judgments. RI.6.2
and understanding,
rereading as
Interpret information Pages 2–5 Compare the photograph (page 2), the map (page 3), and the Use Graphic
Organizer
presented in diverse diagram (pages 4–5). Turn to a partner and discuss the views of rain forests
media and formats these text features give. (The map locates tropical rain forests around the
(e.g., visually,
world. The photograph and caption focus on the Amazon rain forest.
and explain how it The diagram focuses on the different layers of the Amazon rain forest.)
contributes to a topic, Pages 6–9 The word epiphyte (page 8) comes from the Greek root phyt,
study. SL.6.2
meaning “plant,” and the prefix epi-, meaning “upon.” How can you tell
from the context that this plant is well named? (An epiphyte is a plant that
grows on tree trunks and branches.)
ACADEMIC
LANGUAGE Pages 10–13 Paraphrase the sidebar about echolocation on page 11.
• reread, informational Include the sidebar’s main idea and a few details that support the idea.
text, expository, main Compare paraphrases with a partner. (Bats find food and keep from
idea, details
crashing into things by using echolocation. This works like radar: The
bat emits sounds, which bounce off objects and prey and come back to
the bat’s ears. So the bat hears rather than sees.)
T180 UNIT 1 WEEK 3

WEEK 3
Pages 14–17 Turn to a partner and paraphrase Chapter 3. (The rain

forest relies on a balance between all living things. Plants rely on Literature
animals for pollination and seed dispersal, and animals rely on plants Circles
for food.)
After Reading Thinkmark questions to guide
Respond to Reading have a whole-class discussion
Have students complete Respond to Reading on page 18 after they on information learned
have finished reading. about the topic of adapting
Ana
Analytical
W Write About Reading Have students write a paragraph detailing
W
Writing
the
h methods animals in the rain forest use to scare predators away.
Fluency: Accuracy
Model Model reading the third paragraph on page 12 with accuracy.
Next, reread the page aloud and have students read along with you.
Apply Have partners do repeated rereadings of the passage.
Expository
E y
T
Te
Text
Rai
Ra
ain-
n-F
-Fo
orre
Compare Texts est
iches
Gifted and Talented

Nic Bishop is a
scientist who
studies rain
forests. He often
photographs
the plants and
animals he sees
during his travels.
Nicholas Bishop

I first visited a rain forest when I was young. At the time,
our family lived in Papua New Guinea, which is part of a
very large island north of Australia. Everywhere there were
Rain Forest”
incredible frogs, insects, and spiders, and brightly colored
butterflies and parrots flew among the branches.
In those days, I only had a very simple camera. I needed
by
a better camera to take pictures of tiny animals like beetles
or to get close-up shots of birds high in the branches. I
Raymo
mon
on d
PAIRED
Huber to consider what might happen
saved to buy a new camera and eventually taught myself READ Discovering the
Rain Forest
how to take better photographs.
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19
if any of the animals featured in
Make Connections: Write About It Leveled Reader
“A Rain-Forest Food Web” (page 14)
Before reading, ask students to preview the became extinct. Students should
selection and note the genre: informational text in the form of make a prediction and write about
an interview with someone who has studied the rain forest. Then the impact that this event might
discuss the Essential Question. After reading, ask students to make have on other animals and plants
connections between the information that they learned from Rain- living in the rain forest. Have
Forest Riches and “Discovering the Rain Forest.” students use facts that they
have learned during the
week, or invite them to do
additional research.
FOCUS ON SCIENCE
F
S
Students can extend their knowledge of how species in
rain forests adapted to their environment by completing
the science activity on page 24.
BEYOND LEVEL T181

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Acquire and use classification and species. Write science-related sentences on the board
appropriate general
academic and Write carnivorous and prey on the board and discuss the meanings with
domain-specific
words and phrases;
students. Then help students write sentences using these words.
gather vocabulary
Apply
Have students work in pairs to review the meanings of the words compete
knowledge when
considering a word and survive. Then have partners write sentences using the words.
or phrase important
to comprehension or
expression. L.6.6
G R E E K R O OT S
Model
Use common, grade- passage on Beyond Reproducibles pages 23–24.
appropriate Greek
or Latin affixes and Think Aloud I want to understand the word geography. It has two Greek
roots as clues to roots, geo and graph. I know geo means “earth” and graph means “write
the meaning of a
word (e.g., audience,
or describe.” Geography is a noun, so I think it means “the features that
auditory, audible). describe an area of the earth.”
L.6.4b
With students, read the second and third paragraphs. Help them figure
out the meanings of botanists and canopy.
Apply
Have pairs of students read the rest of the passage. Ask them to use the
meanings of Greek roots to determine the meanings of the words systems
(p. 23) and ecosystem (p. 24).
Gifted and Analyze Using their definition of ecosystem, have students write an
Talented
explanation of the difference between ecosystem and environment. Have
them then write an explanation of how the different features of the
Berlinia korupensis help it survive in its ecosystem.
T182 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES Remind students that the main idea in a passage is the most important
Model
Determine a central point an author focuses on. Explain that details support and give
idea of a text and how more information about the main idea. Point out that if the main idea
particular details;
of a passage is not directly stated, the main ideas of paragraphs and
provide a summary of sections within the passage, along with important details, can be used to
the text distinct from determine a main idea.
judgments. RI.6.2 Have students read the first three paragraphs of the Comprehension and
Fluency passage on Beyond Reproducibles pages 23–24. Ask open-
ended questions to facilitate discussion, such as What is the author telling
us in this paragraph? What does the author want us to know? Students
should support their responses with important details from the text.
Apply
Have students identify the main idea in each section of the passage as
they independently fill in Graphic Organizer 141. Then have partners use
their work to determine the main idea of the whole passage.

to support analysis
of what the text says ‡ As students read, have them fill in Graphic Organizer 141.
‡ Remind them to reread difficult sections of the text.
the text. RI.6.1
Read Purposefully
Determine a central
Encourage students to keep a reading journal. Ask them to read different
it is conveyed through books in order to learn about a variety of subjects.
particular details; ‡ Students can write summaries of the books in their journals.
the text distinct from ‡ Ask students to share their reactions to the books with classmates.
judgments. RI.6.2 Gifted and Independent Study Challenge students to discuss how their books
Talented
relate to the Weekly Concept of environments. Have students compare the
Reread difficult varieties of plant and animal life in different environments. What changes
sections in a do you see in plants and animals as they adapt to different environments?
text to increase
understanding.
Shared Read Go
The Secret World of Caves Digital
Before Reading
In the Mouth of the Cave
Build Background
Read the Essential Question: How do life forms vary in different

outside the cave.
environments?

Peter Arnold/Alamy
environments?
50 51
R di /W i i
Reading/Writing
050_053_CR14_SI6_U1W3_MR_118711.indd
050 053 CR14 SI6 U1W3 MR 118711 indd 50 10/4/11
050_053_CR14_SI6_U1W3_MR_118711.indd
053
3:53 CR14
PM SI6 U1W3 MR 118711 indd 51 10/4/11 3:57 PM
Workshop View “The

‡ Explain the meaning of the Essential Question, including the Secret World
of Caves”
vocabulary in the question: Life forms are living things, such as plants
OBJECTIVES and animals. Environments include the air, land, and water in which
Determine a central
plants and animals live.
it is conveyed through ‡ Model an answer: Animal life varies in the four different environments
particular details; of the rain forest. Birds and primates live in the sunny top layer. Other
birds, frogs, and large cats live in the shady uppermost tree branches,
personal opinions or or canopy. Reptiles, bats, and owls live in the dark understory below
judgments. RI.6.2 the canopy. Insects, amphibians, and some large mammals live at the
bottom, on the dark, wet forest floor.
LANGUAGE ‡ Ask students a question that ties the Essential Question to their
OBJECTIVE own background knowledge: Turn to a partner and describe the
Identify the main idea environment in which we live. What plants and animals have you
of a text and explain noticed? Call on several pairs to share their ideas.
how it is supported by
key details.
During Reading
ACADEMIC Interactive Question-Response
LANGUAGE ‡ Ask questions that help students understand the meaning of the
• reread, main idea,
details
text after each paragraph.
• Cognates: detalles ‡ Reinforce the meanings of key vocabulary.
T184 UNIT 1 WEEK 3

WEEK 3
Page 51 Caption
Explain and Model Using Greek Roots Show
In the Mouth of the Cave how to use Greek roots to find the meaning of
Paragraph 1 microscopic. I know the Greek root micro means
What is the environment like as you step into a cave? “tiny” and scop means “see.” I learn the spring cave-
(It is cooler, damper, and dimmer than outside. It is fish lives on organisms so small they are hard to see.
quiet.)
Totally in the Dark
Paragraph 2
Explain and Model the Strategy Reading Paragraph 1
difficult text again can help clarify scientific What words in the second sentence help you know
information. Reread to help students understand the meaning of flanked? (“on either side”)
what trogloxenes are. (Trogloxenes are animals. Paragraph 2
They live in the entrance zone of caves. These
animals also spend time on the surface.) Give examples of troglobites and describe
Diagram how they live. (Examples are rare types of frogs,
salamanders, spiders, worms, insects, and crabs.
Look at the diagram of cave zones. What Troglobites live in total darkness. They need food
happens to light in each zone? (Some light can that is unavailable on the surface.)
be seen in the first zone. The light is dim in the
second zone. There is no light in the third zone.) Page 53
Paragraph 4
Paragraph 1
Explain and Model Main Idea and Details
Have students choral read the first sentence with
Guide students in identifying the main idea and
you. How have troglobites adapted to living without
key details that support it. What are some details
light? (Most are completely sightless. They have
in the paragraph? (Pack rats and phoebes build
strong senses of smell and touch so they can find
nests inside the entrance zone.) What is the main
food and escape animals.)
idea of the paragraph? (Some animals hide in the
small spaces inside the entrance zone to protect Paragraph 2
themselves from predators.)
Discuss why troglobites can’t ever leave
Page 52 the dark zone. (Their skin is ghostly white, so they
would not be protected from the sun or blend in
Twilight Time with their surroundings.)
Paragraph 1
How would you describe the twilight zone? Use this After Reading
sentence frame: The twilight zone is _____. (The Make Connections
twilight zone is shadowy, has a bluish glow, and is
damper and cooler than the entrance zone.) ‡ Review the Essential Question.
Paragraph 2 ‡ Make text connections.
What are animals that live in the twilight zone called? ‡ Have students complete the ELL
(troglophiles) Name one example of this animal. (a Reproducibles pages 23–25.
centipede, earthworm, spider, beetle, or fish)


Expository
Text
Rain
Rain-F
For
Riches
ores
est
t
Leveled Reader: Go
Before Reading
Expository
Preview
Text
Rain Fores
Rain- Forest
t
by Raymond Huber
R che
Ric hes
s
PAIRED
READ
‡ Read the Essential Question: How do life forms vary in different
Leveled Reader
environments? Leveled
LEXILE 840 ‡ Refer to Living Environments: Why do certain animals live in specific Readers
environments?
OBJECTIVES
‡ Preview Rain-Forest Riches and “Discovering the Rain Forest.” Our
Determine a central
idea of a text and how purpose for reading is to learn how living things vary in the rain forest.
particular details; Vocabulary
personal opinions or climate, habitat. Use the routine found on the cards. Point out the
judgments. RI.6.2 cognates: clima, hábitat.
Use context to
word recognition
During Reading
and understanding, Interactive Question-Response
rereading as
necessary. RF.5.4c Note Taking: Have students use the organizer on ELL Reproducibles
Interpret information page 22 to help them understand text during Interactive Question-
presented in diverse Response. Use the questions below after each page is read with Use Graphic
media and formats students. As you read, use the glossary definitions to define vocabulary Organizer
(e.g., visually, in context and visuals to help students understand key vocabulary.
and explain how it Pages 2–3 Eco is a Greek root meaning “house.” In what way is the
contributes to a topic, rain forest an ecosystem? (The rain forest is the “house” in which many
text, or issue under species live; it is their home.) Name three facts about tropical rain forests.
study. SL.6.2
(near the equator, warm, up to 400 inches of rain each year)
Pages 4–5 Choral read page 4 with students. Use the text and the
ACADEMIC
LANGUAGE
diagram on pages 4 and 5 to tell the main idea. (Most tropical rain forests
• reread, expository have four layers that provide different habitats for many plants and
text, main idea, animals.)
details
Pages 6–9 Look at the spider monkey on page 7. Let’s reread the last
• Cognates: texto
expositivo, detalles
paragraph on that page. How does the spider monkey move from tree to
tree? (It swings, grabbing a branch with its long arms, legs, or tail.)
T186 UNIT 1 WEEK 3

WEEK 3
Pages 10–13 Look at the photograph on page 13. What would happen if
you touched the caterpillar? (It would sting you.) What warns you to stay Literature
away from this caterpillar? (its colorful stripes) Circles
Pages 14–17 Read with me the last two paragraphs on page 15. Then Ask students to conduct a
tell me in your own words how the agouti and the Brazil nut tree help literature circle using the
each other. (The agouti eats some nuts from the tree and buries others. Thinkmark questions to guide
Some of the buried nuts grow into new Brazil nut trees.) the discussion. You may wish to
have a whole-class discussion on
information learned about the
After Reading topic of rain forests from both
Respond to Reading Help students complete the graphic organizer
Level
Evidence Questions. Support students as necessary and review all
responses as a group.
Up
Ana
Analytical
W W
Writing
Expository
Text
i a short paragraph to describe the main idea of Rain-Forest Riches.

write
Ask them to include two or more details that support the main idea. Expository
Text
Rain-For
Rain Forest
est
Ric
Ri che
hes
s
Fluency: Accuracy
by Raymond Huber
Model Model reading page 3 with accuracy. Next, reread the page PAIRED
READ
PAIRED
Discovering
READ vering
Xxxx Xxx
the Rain Forest
Fores
aloud and have students read along with you.

by Raymond Huber
PAIRED
READ

Expos
E
T
Te
xposit
Text
itory
ory

Ra
ain
ai
in-
n-F
- o
or
Compare Texts
re
iches
est
st
Nic Bishop is a Nic
scientist who is
interested in biology.
He studies rain forests
around the world. Nic
often photographs the
plants and animals he
sees during his travels. camera
students
Nicholas Bishop

I first visited a rain forest in Papua New Guinea when I
was young, and I was amazed by it. There were so many tall
trees. The trees were covered with vines and plants, and the • echo-read the On Level main selection
Rain Forest”
forest was full of different kinds of living things.
I realized I needed a better camera because I wanted
to take pictures of tiny animals, like beetles, or of birdsby
high in the branches. I saved money so that I could buy
a new camera. Then I taught myself how to take better
photographs.
Raymo
mon
on d
PAIRED
READ
Huber
Discovering the
Rain Forest
with their partners.
• list words with which they have difficulty
19
CV_CR14_LR_G6_U1W
3L50 E 119217
indd
Make Connections: Write About It Leveled Reader • discuss these words with their partners
Before reading, ask students to note that this text is an interview with a
scientist who studies rain forests. Then discuss the Essential Question.
After reading, ask students to make connections among the facts in

Rain-Forest Riches and “Discovering the Rain Forest.”
FOCUS ON SCIENCE
F The On Level challenges students by
S
Students can extend their knowledge of how rain forest including more domain-specific words
species are adapted to their environment by completing and more complex sentence structures.
the science activity on page 24.


Vocabulary
OBJECTIVES Preteach vocabulary from “The Secret World of Caves,” following the
I Do
Acquire and use Vocabulary Routine found on the Visual Vocabulary Cards for the words
accurately grade-
appropriate general
classification, compartment, engulfs, flanked, maneuvering, obscure, species,
academic and domain- and submerged.
specific words;
gather vocabulary We Do
After completing the Vocabulary Routine for each word, point to the
knowledge when word on the Visual Vocabulary Card and read the word with students. Ask
considering a word students to repeat the word.
or phrase important
to comprehension or
You Do
Have pairs write questions about the words and ask others for responses.
expression. L.6.6
LANGUAGE Help students copy the Ask students to write one Ask students to write a
OBJECTIVE questions correctly and question and the answer. question and answer for
Use vocabulary words. read them aloud. each word.
REVIEW VOCABULARY
I Do
Acquire and use over a few days. Read each word aloud, pointing to it on the Visual
accurately grade- Vocabulary Card, and have students repeat after you. Then follow the
appropriate general
academic and domain-
specific words;
Choose a vocabulary word and write a riddle about that word. Riddles can
knowledge when be in the form of a poem or a metaphor. Read the riddle aloud and have
considering a word students name and define the word being described.
or phrase important
Have each small group write a riddle about a different vocabulary word
expression. L.6.6 and read the riddle aloud for another group to name the word.

LANGUAGE
OBJECTIVE Help students complete Ask students to use a Challenge students to
Use vocabulary words. the activity together synonym or antonym for write their riddles and
and then copy the riddle the vocabulary word in then use the vocabulary
correctly to read aloud. their riddles. word in a sentence.
T188 UNIT 1 WEEK 3

WEEK 3
G R E E K R O OT S
OBJECTIVES As students follow along, read aloud the introductory paragraph of the
I Do
Use common, grade- Comprehension and Fluency passage on ELL Reproducibles page 23. Point
appropriate Greek to geography. Explain that knowing the meaning of Greek roots within a
roots as clues to
word can help students understand the meaning of the whole word.
the meaning of a
Think Aloud Geography starts with the Greek root geo. This root means
auditory, audible) “earth.” It makes me think geography has to do with a place or feature on
L.6.4b Earth. I can use a dictionary to check the meaning.
We Do
Have students point to botanists in the first paragraph under The Kew
LANGUAGE Gardens Discovery. Define the Greek root botan (“plants”). Help students
OBJECTIVE
Use Greek roots to
define the word, and write the definition on the board.
define unknown words.
You Do
Have pairs write a definition for ecosystem in the first paragraph on
page 24 using the meaning of the Greek root eco (“house”).

Help students locate the Ask students to locate and Have students explain
Greek root within the read aloud the word, then how they used the Greek
word and give them the identify the Greek root. root to determine a
meaning (“house”). meaning for the word.
OBJECTIVES List academic vocabulary and high-frequency words from “The Secret
I Do
Acquire and use World of Caves”: adapted, another, survive; and Rain-Forest Riches:
accurately grade- dangerous, process, protection. Define each word for students: Survive
appropriate general means “to live on or remain alive.”
academic and domain-
specific words;
We Do
Model using the words for students in a sentence: My camping skills help
gather vocabulary me survive in the wilderness. These creatures spend their entire lives inside
knowledge when
considering a word
caves, but many can survive outside. Then provide sentence frames and
or phrase important complete them with students: Animals can survive a hard winter by .
to comprehension or
expression. L.6.6 You Do
Have pairs make up sentence frames and complete them with the class.

LANGUAGE
Help students copy and Provide a sentence starter Have students define the
OBJECTIVE
complete the sentence for students, if necessary. words they used.
Use academic
frames correctly.
vocabulary and high-
frequency words.
VOCABULARY T189

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that good writers of informational text focus on interesting ideas
I Do
Write informative/ that are related to one specific topic. They express only those ideas that
explanatory texts to help readers understand the topic. Read the Expert Model passage aloud
examine a topic and
convey ideas, concepts,
and help students identify the topic and ideas that relate to it.
and information
through the selection, We Do
Read aloud another passage from “The Secret World of Caves” as students
organization, and follow along. Help students identify the topic. Then use a word web to
analysis of relevant model identifying an idea that supports the topic.
content. W.6.2
You Do
Have pairs complete the word web with more supporting ideas. Then
write a few sentences that define the topic and support it with several
LANGUAGE
OBJECTIVE ideas. Edit each pair’s writing. Then ask students to revise.
Develop a topic with
focused, interesting Beginning Intermediate Advanced/High
ideas. Have students copy the Have students revise, Have students revise,
edited paragraph. using interesting, focused using ideas to clarify the
ideas to support the topic. topic and edit for errors.
S P E L L F R E Q U E N T LY M I S S P E L L E D W O R D S
OBJECTIVES Read aloud the Spelling Words on page T164, segmenting them into
I Do
Demonstrate syllables and attaching a spelling to each sound. Point out that some vowel
command of the sounds contain two to three vowels. Have students repeat the words.
conventions of
standard English Read the Dictation Sentences on page T165 aloud for students. With each
punctuation, and
sentence, read the underlined word slowly, segmenting it into syllables.
spelling when writing. Have students repeat after you and write the word.
L.6.2
You Do
LANGUAGE
Spell frequently
misspelled words. Have students copy After students have After students have
the words with correct corrected their words, corrected their words,
spelling and say the have pairs quiz each other. have pairs quiz each other.
words aloud.
T190 UNIT 1 WEEK 3

WEEK 3
Grammar
S E N T E N C E CO M B I N I N G
OBJECTIVES Remind students that two sentences can be combined by using a

I Do
Demonstrate conjunction such as or, and, or but. A compound sentence may have two
command of the complete sentences or a combined subject or predicate. Write on the
conventions of
standard English
board: Gerry played the guitar, and Mia sang. Underline the conjunction.
grammar and usage Tell students that and joins the two sentences: Gerry played the guitar.
when writing or Mia sang. Write on the board: Gerry and Mia sang. Gerry sang and danced.
speaking. L.6.1 Underline the conjunctions. Point out that the first sentence has a
compound subject, and the second sentence has a compound predicate.
Combine sentences
using correlative Write the sentence frames below on the board. Identify and circle the
or coordinating We Do
conjunctions.
subject and the predicate in each sentence frame. Review conjunctions.
Ask volunteers to name conjunctions to complete the sentence frames. Fill
in the sentence frames with students’ responses. Then read the completed
LANGUAGE sentences aloud for students to repeat. Talk about how the choice of a
OBJECTIVE
Write compound
conjunction affects the meaning of the sentence.
sentences.
Carlos said he would go to the game, he wanted to see a movie.
Grades K-6
Lian her sister will play on our team.

Language Kevin runs walks to school every day.
Transfers
Handbook
You Do
Have students work in pairs to write two complete, related sentences.
Have them combine the sentences into a compound sentence, or a
sentence with a compound subject or predicate.
ELL Language
Transfers Beginning Intermediate Advanced/High
Speakers of Hmong Have students copy two Ask students to underline Have students underline
may have difficulties sentences and then help the conjunction and the conjunction and
with main verbs in them to combine them. indicate what it joins. indicate what it joins. Ask
clauses in combined Ask students to underline them to explain how they
sentences with the conjunction. decided to combine the
compound predicates. sentences.
Reinforce the use of a
conjunction, such as
and, to connect two
different actions. Practice Reproducibles during the week, using the routine below:
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Main Idea and Key Greek Roots L.6.4b Writing About Text RI.6.2,
Details RI.6.2 W.6.9b
Grade 6
Assessment Includes
Weekly
State Standards
online PDFs
Grades 1-6
Assessment
following schedule:
State Standards
T192 UNIT 1
WEEK 3
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 55–57 on Main Idea and
multiple-choice items Key Details from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 . . . assign Lesson 157 on Greek, Latin, and

VOCABULARY multiple-choice items Other Roots from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 55–57 on Main Idea and
“3” on the constructed Key Details and/or Write About Reading

score of 109–116 . . . ofthe Tier 2 Fluency Intervention online PDFs.

score of 0–108 . . . of the Tier 2 Fluency Intervention
online PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

cascaded Shared Read “The Monster in the Mountain,” 64–71
documentation Genre Narrative Nonfiction
Lexile 860L
dynamic
exerts
plummeting
pulverize Comprehension Strategy ..................... Reread, T210–T211
scalding Comprehension Skill .............................. Main Idea and Key Details, T212–T213
Genre ............................................................. Narrative Nonfiction, T214–T215
shards
Vocabulary Strategy ............................... Metaphor and Simile, T216–T217
Writing Traits .............................................. Voice, T222–T223
Grammar Handbook............................... Complex Sentences, T226–T227
Go
Digital
T194 UNIT 1 WEEK 4

DYNAMIC EARTH
Essential Question
How do natural forces
affect Earth?
WEEK 4
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Into the Volcano, 72–85 “Donna O’Meara:
Genre Narrative Nonfiction The Volcano Lady,” 88–91
Genre Biography
Lexile 960L
Lexile 930L
Differentiated Text


Who's That Stepping Into the Volcano
Genre Narrative
Classroom Library

TEACH AND MANAGE
How You Teach

Dynamic Earth “The Monster in the Mountain” Into the Volcano
Minilessons “Donna O’Meara:
Reread, Main Idea and Key Details, The Volcano Lady”
Narrative Nonfiction, Metaphor and
Simile, Writing Traits
Literature
Reading/Writing Anthology
Workshop 72–91
Reading/Writing Workshop 64–73
60–61


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Main Idea and Key Details r-Controlled Vowels
Fluency
Writing Science
Style and Tone Internal Conditions Affect
the Earth’s Surface
Independent
Practice Go Digital

pp. 33–35
Comprehension
Genre, p. 36
Phonics/Word Study
Phonics, p. 38
Grammar
Spelling/Word Sorts
Listening Library
Contracts Unit 1 • Week 4 • Dynamic Earth 5
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 4
Leveled Readers Write a Description, T220
Text Connections
Compare Dynamic Earth, T221
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
37–48


21
( More
4 Activities
on back
9
3

Write to Sources
and Research
Main Idea and Key Details, T212–T213
Summarize, T217P
Main Idea and Key Details, T217P
Analyze to Share an Argument, T221 Summarize, p. 87
Main Idea and Key
Comparing Texts, T233, T241, T245, Details, p. 87
T251
Main Idea and Key

Details, pp. 33–35
Go Genre, p. 36
Digital
Analyze to Share an
Leveled Readers Argument, p. 39
Whiteboard Main Idea and Key Details Your Turn Practice Book

24
Go
Personal Narrative,
T350–T355
Pee
Go
Digital
Narrative Text: Personal
Interactive Leveled Workstation Card Narrative
h Edition
di i Personal Narrative, Card 24 Writing Process

READING
Build Background Dynamic Earth, T202– Comprehension
T203 • Strategy: Reread, T210–T211
Teach, Listening Comprehension Interactive Read
• Skill: Main Idea and Keyy Details, TT212–T213
A
Writing
W
Whole Group
Model Aloud: “The Roar of Lava” T204–T205 • Genre: Narrative Nonfiction, T214–T215
Comprehension Practice Your Turn 32–37
and • Preview Genre: Narrative Nonfiction, T214–T215
Vocabulary Strategy: Metaphor and
Apply • Preview Strategy: Reread, T210–T211
Simile, T216–T217
Vocabulary Words in Context, T206–T207
Reading/Writing Workshop Practice Your Turn 31
Close Reading of Complex Text “The
Monster in the Mountain”, 64–67
Leveled Reader Exploring the Deep, Leveled Reader Exploring the Deep,
T232–T233 T232–T233
Approaching
g Phonics/Decoding
/ûr/, T234
/Decod
4 2
TIER
Decode Words with Vocabulary
T236
6 2
TIER
8 2
TIER
6 2 • Identify Important Details, T238
• Identify Related Words, T237 • Review Main Idea and Key Details, T239
T240–T241 T240–T241
On Level
Small Group
Vocabulary Review Vocabulary Words, T242 Comprehension Review Main Idea and Key
Details, T243
T244–T245 T244–T245
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Main Idea and Key
Level T246 Details, T247
Shared Read “The Monster in the Mountain”, Leveled Reader Exploring the Deep,
T248–T249 T250–T251
English Phonics/Decoding Decode Words with Vocabulary Review Vocabulary, T252
Language /ûr/, T234 Writing Writing Trait: Voice, T254
Vocabulary
Learners • Preteach Vocabulary, T252
Grammar Clauses and Complex Sentences,
T255
LANGUAGE ARTS Writing Process: Personal Narrative, T350–T355

Writing
Whole Group
• Writing Trait: Voice/Style and Tone, T222–T223 • Writing Trait: Voice/Style and Tone, T222–T223
Grammar Grammar Complex Sentences, T226 Grammar Complex Sentences, T226
Spelling r-Controlled Vowels, T228 Spelling r-Controlled Vowels, T228
Spelling Build Vocabulary Build Vocabulary
Build Vocabulary • Academic Vocabulary, T230 • Review Context Clues, T230
T198 UNIT 1 WEEK 4

WEEK 4
Writing Trait: Voice
Style and Tone, T222–T223
Voice: Style and

Tone, pp. 72–73
21
Go Voice: Style
Digital Voice: Style and Tone,
and Tone,
Card 21 p. 40
Interactive

Go
Digital
Grammar
Complex Sentences, Complex Sentences
T226–T227
Spelling
r-Controlled Vowels,
T22
T228–T229 r
r-Controlled
Go Vowels
V
Digital
Interactive

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding r-Controlled Vowels, Fluency Phrasing and Rate, T219 Integrate Ideas
Integrate Ideas
Close Reading Into the
Volcano, 72–87 Close Reading “Donna O’Meara: The Volcano
Lady”, 88–91
Literature
Anthology
Leveled Reader Exploring the Deep, Leveled Reader Paired Read: “Curious About Leveled Reader Literature Circle, T233
T232–T233 Earth,” T233 Comprehension Self-Selected Reading,
Phonics/Decoding Build d Word
Words with Phonics/Decoding Practice r-Controlled T239
TIER
r-Controlled Vowels, T234
4 2 Vowels, T235
TIER
Fluency Phrasing and Rate, T2388 2
Vocabulary Metaphor and Simile, T237
T240–T241 Earth,” T241 Comprehension Self-Selected Reading,
Vocabulary Metaphor and Simile, T242 T243
T244–T245 Earth,” T245 Comprehension
Vocabulary • Self-Selected Reading, T247
• Metaphor and Simile, T246 Gifted and • Independent Study: Dynamic Earth, T247
• Independent Study, T246 Talented
T250–T251 Earth,” T251
Phonics/Decoding Build Words with Vocabulary Additional Vocabulary, T253
r-Controlled Vowels, T234 Phonics/Decoding Practice r-Controlled
Vocabulary Metaphor and Simile, T253 Vowels, T235
Spelling Words with r-Controlled Vowels,
T254
LANGUAGE ARTS
• Writing Trait: Voice/Style and Tone, T222–T223 • Writing Trait: Voice/Style and Tone, T222–T223 • Writing Trait: Voice/Style and Tone, T222–T223
Grammar Mechanics and Usage, T227 Grammar Complex Sentences, T227 Grammar Complex Sentences, T227
Spelling r-Controlled Vowels, T229 Spelling r-Controlled Vowels, T229 Spelling r-Controlled Vowels, T229
• Metaphor and Simile, T231 • Shades of Meaning, T231 • Morphology, T231

Access Complex Text
A C T
Scaffold to
Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Prior Knowledge Layers of Earth T209
Purpose Text Features T215
"The Monster in the Mountain"

Lexile 860L

Purpose Focus T217A, T217Q
Prior Knowledge Plate Tectonics T217C
Connection of Ideas Causes T217E, T217I
Sentence Structure T217G
Genre
Point of View T217K
Tone T217M
Into the Volcano Lexile 960L
"Donna O’Meara: The Volcano Lady" Lexile 930L
Photographs T217S

SCAFFOLD
support Workshop Exploring the Deep
"The Monster in the T250–T251
THEN scaffold instruction using the small Mountain" T248–T249 "Curious About
group suggestions. Earth" T251

WEEK 4
instruction focus.
more complex text.
Quick Check
Comprehension Skill Main Idea and Key
Details T213
Genre Narrative Nonfiction T215 Beyond
Vocabulary Strategy Metaphor and Simile T217 T241

Phonics/Fluency r-Controlled Vowels, Phrasing and
Rate T219

On Level
ing
Approach ELL
T233 T251
T 251
Additional Vocabulary T253 Metaphors Writing Trait: Spelling Grammar

environment inspires and Voice T254 r-Controlled Clauses and
eruption minerals Similes T253 Vowels T254 Complex
evacuation pressure Sentences T255


LESS O
IN I
M
N
10 Build Background
Mins
Go
How do natural forces affect Earth?
Writing Workshop. Explain that movement below Earth’s surface
affects what happens on the surface of Earth.
Discuss the photograph of the lava sprays with students. Explain that
Workshop volcanic eruptions are dynamic, which means they have forceful Concept
energy.
OBJECTIVES ‡ Scientists have documentation, or factual evidence, that lava comes
Integrate information from underground.
presented in different
media or formats ‡ Tremendous force drives the lava into the air.
Watch Video
(e.g., visually, ‡ Lava is very hot because it is rock that has melted.
quantitatively) as
well as in words to
develop a coherent Talk About It
understanding of a
topic or issue. RI.6.7 Ask: What dynamic forces within Earth cause volcanoes and earthquakes?
Review the key
COLLABORATE Have students discuss in pairs or groups.
ideas expressed ‡ Model using the graphic organizer to generate words and phrases
and demonstrate related to Earth’s changing surface.
understanding of
multiple perspectives ‡ Have students complete the graphic organizer and then discuss with Use Graphic
Organizer
through reflection and a partner why volcanoes are so dangerous. Encourage students to
paraphrasing. paraphrase their partner’s ideas during the discussion.
SL.6.1d
Build background
knowledge on Earth’s
Collaborative Conversations
natural forces.
Be Open to All Ideas As students engage in partner, small-
group, and whole-class discussions, encourage them to share and
ACADEMIC listen openly in their conversations. Remind students
LANGUAGE
• documentation, ‡ that all ideas, questions, or comments are important and should
dynamic be heard.
• Cognates:
‡ not to be afraid to ask a question if something is unclear.
documentación,
dinámico(a) ‡ to respect the opinions of others.
‡ not to be afraid to offer opinions, even if they are different from
others’ viewpoints.
T202 UNIT 1 WEEK 4

WEEK 4

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have students
photograph of the lava describe the lava discuss what is happening
fountains. Ask: What is fountains. Ask: What in the photograph. Ask: Earth’s Changing
bursting from the ground causes volcanoes to erupt What caused the volcano Surface
in the photograph? like this? Have students to erupt? How do eruptions
Elaborate on students’ use a concept word in like this show that Earth is
responses, making sure their descriptions. Repeat dynamic? Clarify students’
they understand that lava students’ responses, responses as needed.
is melted rock. correcting for grammar
and pronunciation as
needed.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Dynamic Earth Digital
Explain to students that major natural events, like earthquakes and
media and formats volcanic eruptions, show that Earth is dynamic. Tell students that
(e.g., visually, you will be reading aloud a passage about how a volcanic eruption
quantitatively, orally) changed the author’s life.
and explain how it
text, or issue under Preview Genre: Narrative Nonfiction View Photos
study. SL.6.2 Explain that the text you will read aloud is narrative nonfiction. Discuss
Cite textual evidence features of narrative nonfiction:
to support analysis
‡ provides factual information about a topic
explicitly as well as ‡ may tell one person’s experiences and feelings related to the topic
the text. RI.6.1
Preview Comprehension Strategy: Reread
• Listen for a purpose. Explain that when readers come across information in narrative
• Identify nonfiction that they find confusing, they can reread the text more
characteristics of slowly to help clarify it. Encourage students to reread to help them
narrative nonfiction. understand and remember important information.
Use the Think Alouds on page T205 to model the strategy.
ACADEMIC
LANGUAGE
• narrative nonfiction,
Respond to Reading
reread Think Aloud Clouds Display Think Aloud Master 4: When I read ,
• Cognate: narración I had to reread . . . to reinforce how you used the reread strategy to
de no ficción understand content.
Model Think
Genre Features With students, discuss the elements of the Read Alouds
Aloud that let them know it is narrative nonfiction. Ask them to think Genre Features
about other texts that you have read or they have read independently
that were narrative nonfiction.
Paraphrase Have students explain in their own words why the author Use Graphic
of “The Roar of Lava” decided to become a scientist. Organizer
T204 UNIT 1 WEEK 4

WEEK 4
The Roar of Lava

There are stories we hear as children that will that I decided that I wanted to make a career out
forever change our lives. For me, it was a story that of studying Mauna Loa. I had many questions; I
my father told me over and over again as I was wanted to know how volcanoes work and if we can
growing up in Hawaii. predict when they will erupt. 2
My Father’s Story My Career
On June 1, 1950, a strange sound ripped my father Now, I work with other scientists on discovering
out of his sleep. What he didn’t know at that answers to these questions. Mauna Loa is one of
moment was that the volcano Mauna Loa had Earth’s largest active volcanoes. With Mauna Loa,
begun to erupt, and the disturbing sound he heard we scientists do not wonder if the volcano will
was the roar of lava. Soon, people in my father’s erupt again, but when it will. Of course, we can’t
village figured out what was happening, and all control the eruptions, but we can use the data we
the families fled the village for safer areas. It was collect to predict where the lava might flow next.
scary, but people stayed calm. Luckily, no one was We study geographical maps and examine where
hurt, but as the lava made its way to the ocean, it lava flowed during past eruptions. I even collect
destroyed homes and parts of the highway. When gas and lava samples that come directly from the
it entered the ocean, many fish were killed. Steam volcano. We can use the information to help keep
rose into the air. 1 people safe. 3
Every time I heard my father tell this dramatic tale, I feel lucky to spend my days so close to an active
I watched his eyes light up. I could tell that, even volcano, which I think is one of Earth’s greatest
many years later, my father was both scared and in wonders. Like my father, I am both amazed and
awe of the grand volcano. So, it was in high school frightened by its power.
1 Think Aloud I want

Jamie Grill/Iconica/Getty Images
to reread the story the 2 Think Aloud I am unclear

author’s father told her. about why the author decided
The author said the story to study volcanoes. I will
changed her life, so it must reread this part to better
be important. understand what inspired her
career choice.
3 Think Aloud I want to

reread this section so I can
understand important details
about the author’s job. I see
that scientists do things like
look at maps and collect lava
samples to try to predict what
the volcano will do next.

Vocabulary
LESS O
IN I
M
N
10 Words in Context
Mins
Go
Model the Routine
Digital
ulary Routine
Define:
Example::
Ask:

Workshop
Define: If you pulverize something, you crush
h it
i into
i smallll pieces.
i
OBJECTIVES Example: The chef needed to pulverize the spice into a fine powder.
Acquire and use pulverize
Ask: Why might a cook pulverize food for a recipe?
accurately grade-
appropriate general
academic and
Glossary
words and phrases;
gather vocabulary
‡ cascaded Something that has cascaded, such as water, has
knowledge when fallen or poured down.
considering a word ‡ documentation Documentation is support of a claim with facts,
or phrase important
to comprehension or
usually by providing proof in writing.
expression. L.6.6 Cognate: documentación
‡ dynamic Something that is dynamic is forceful or full
ACADEMIC of energy.
LANGUAGE Cognate: dinámico(a)
• documentation,
‡ exerts Exerts means “puts energy or power into doing
dynamic
something.”
• Cognates:
documentación, ‡ plummeting Plummeting is the act of suddenly dropping or
dinámico(a) falling from a high place.
‡ scalding A scalding liquid is extremely hot to touch.
‡ shards Shards are sharp, pointed pieces of glass, metal,
pottery, rock, or other material.
Talk About It
Have students look at each photograph and discuss with a partner
COLLABORATE how the definition matches its photograph. Students should then write
questions about three of the words they have selected.
T206 UNIT 1 WEEK 4

WEEK 4

SCAFFOLD
the photograph for the discuss what happens discuss what it takes to
word pulverize. Elicit that to something when you pulverize food or rocks.
another word for pulverize pulzerize it. Ask: Does Have them meet with
is smash. Ask: How do you something you pulverize a partner to list things
know something is being just break into pieces? pulverized by a machine,
pulverized in the bowl? What does it look like? like a car crusher or a
Repeat correct responses Ask students to describe sledgehammer. Have
slowly and clearly for the the pieces left over after students share their ideas.
class to hear. something is pulverized. Ask follow-up questions
to elicit details.
p. 31 p. 31 p. 31
VOCABULARY T207
Shared Read
Connect to Concept: this first section of the text?
Dynamic Earth The section explains that Marta saw newsreels of
Explain to students that “The Monster the eruption of Mount Vesuvius in 1944 and has
in the Mountain” will provide them been interested in volcanoes ever since. She will be
with information about one person’s the I in the selection as I read this text.
Reading/Writing
Workshop experiences with a natural example Reread Section 2: Model how to summarize
of our changing Earth. Read “The the experience Marta shares in “At the Monster’s
Monster in the Mountain” with students. Note Mouth.” Explain to students that a good summary
highlighted vocabulary words. can be understood by someone who has not read
the selection.
Close Reading Marta has recently returned to Mount Vesuvius.
Reread Section 1: Tell students that you’re going The volcano is quiet, but still there are frequently
to take a closer look at the section “Meet Marta occurring tremors and small earthquakes. Marta
Ramírez.” Explain that Marta will be the narrator in recalls and describes the “roaring lion” that was the
the other sections of the text. Reread the section volcano in 1944.
together. Ask: What do we learn about Marta in
T208 UNIT 1 WEEK 4
WEEK 4
Naples, Italy
Every time I see this volcano up close, I think about how it had going on underground. We also measured
roared like a lion back in 1944. The trembling earth shook buildings the gases leaking from small vents. Any
for miles around, and streams of scalding lava flowed down sudden increase in carbon dioxide and
the sides. Like glowing red fingers, they stretched out to crush other gases might signal an eruption.
defenseless homes below. It must have been terrifying to witness in
person. Today, the lava that once cascaded down the mountain is Looking Ahead
hard and dry. It looks a bit like the skin of an elephant. I don’t go into the crater anymore, but I often think about how
Vesuvius threatens the environment around it. Today, the city of
When the Monster Awakens Naples lies at the foot of Mount Vesuvius. If an eruption occurred
There is a lot of documentation tomorrow, the city would not be ready. Tons of ash and rock would
of Vesuvius’s past. Geologists have once more be hurled into the air. This volcanic debris would keep
gathered this evidence of earlier cars, planes, and trains from operating. People would try escaping
eruptions by studying the rocks that on foot. Sadly, no one can outrun such an eruption.
were formed. Before 1944, the most The only sure way to protect people who live near this volcano
catastrophic eruption occurred in 79 A.D. is to give them enough warning. The city of Naples has detailed
A Roman writer named Pliny the Younger evacuation plans. For the plans to work, however, officials need to
described it in detail in his letters. On be warned seven days before an eruption occurs. I hope the work
the morning of that tragic day, no one that volcanologists do will help to give people the warning they
guessed that an enormous volcanic need. Until then, I’ll be watching this sleeping monster, just in case
explosion was about to pulverize tons it starts to wake up.
of rock and send it raining down on the
Make Connections
city. People couldn’t know that thick, dark ash and fiery lava would
completely destroy the nearby cities of Pompeii and Herculaneum. Talk about how Earth’s natural forces
By evening, few people had survived. affect the environment around Mount
Vesuvius. ESSENTIAL QUESTION
Many smaller eruptions have occurred since then, including the
one in 1944. Volcanologists believe that another major eruption What natural occurrences have you
experienced that could pose a danger
Atlantide Phototravel/Corbis; José Fuste Raga/Corbis

could occur at any time. The probability grows with each passing
year. To watch for geological changes within Vesuvius, we have to people? TEXT TO SELF
set up seismographs on the slopes of its cone. These instruments
measure the slightest shifts in the rock beneath the mountain.
Behind Vesuvius are the remains
During one dangerous but exciting mission, I climbed down of Mount Somma, a volcano that
erupted 25,000 years ago. Vesuvius
into the crater itself. My crew and I worked on mapping what was formed inside Somma’s crater.
66 67

064_067_CR14_SI6_U1W4_MR_118711.indd 66 10/5/11
064_067_CR14_SI6_U1W4_MR_118711.indd
3:49 PM 67 10/5/11 3:50 PM
Make Connections
ESSENTIAL QUESTION
Ask students to look for text evidence as they A C T Access Complex Text
talk about how Earth’s natural forces affect the
environment around Mount Vesuvius. Then ask Prior Knowledge
them to explain how Marta’s work might help
To understand what causes a volcano,
those who live near the volcano.
students need to understand what is below
the surface of Earth.
Continue Close Reading
‡ Earth has three layers: the crust (outermost
layer), the mantle (middle layer), and the
‡ Reread, pp. T210–T211 core (center of Earth).
‡ Main Idea and Key Details, pp. T212–T213 ‡ The crust is made up of solid rock.
‡ Narrative Nonfiction, pp. T214–T215 ‡ The mantle is made up of a thick layer of
‡ Metaphor and Simile, pp. T216–T217 molten rock called magma.
SHARED READ T209

LESS O
IN I
M
N
10 Reread
Mins
Go
1 Explain Digital
Explain that narrative nonfiction tells a story about real people,
settings, and events. It includes factual information as well as a
narrator’s feelings and experiences. Remind students that when
they come to information in narrative nonfiction that they do not
understand, they can reread the text more slowly to help clarify it.
Workshop ‡ Active readers have mental conversations with themselves as Lesson
they read, and they stop and think when they read something
OBJECTIVES they do not understand.
Cite textual evidence ‡ One strategy to help clarify text is to go back and reread sections
to support analysis
of what the text says more slowly, stopping to determine meanings of difficult
explicitly as well as vocabulary or to think about a complicated idea. Active readers
inferences drawn from often reread sections of text more than once to clarify important
the text. RI.6.1 words and ideas.
Reread difficult ‡ When students can clearly and briefly summarize a portion of
sections of text to text in their own words, they read on.
clarify understanding.
Point out that rereading helps students remember key ideas in
challenging text.
ACADEMIC
LANGUAGE 2 Model Close Reading: Text Evidence
• reread, narrative
nonfiction Model how rereading can help clarify why volcanologists study a
• Cognate: narración volcano even when it isn’t erupting. Reread “When the Monster
de no ficción Awakens” on page 66 of “The Monster in the Mountain.”

Have students work in pairs to understand how information about
COLLABORATE past eruptions affects people living near Vesuvius today. Direct
them to reread “Looking Ahead” on page 67 of “The Monster in the
Mountain” and to discuss what might happen if the volcano erupted
again. Have partners discuss other sections of “The Monster in the
Mountain” that they choose to reread.
T210 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Do students reread to clarify complex
ideas in informational text? Can they
explain the ideas in the text once they
have reread?

ELL Develop p. T249
SCAFFOLD
Determine Reread Discuss Have students Explain Have students
“When the Monster reread “When the reread “When the
Awakens” on page Monster Awakens” on Monster Awakens” on
66. Point out difficult page 66. Discuss difficult page 66. Elicit from
words or phrases parts of the passage. students why this text
such as geologists, Ask: Why does the author might be confusing. Ask:
evidence, catastrophic, continue to study Vesuvius Why is the 1944 eruption
volcanologists, and even though it hasn’t had of Vesuvius considered a
probability. Define a major eruption in many small eruption? Turn to a
them for students. Help years? (Smaller eruptions partner and explain your
students replace the are common and can be thoughts.
words with similar words dangerous. It is likely that
they know. Ask: What is another large eruption
another word for evidence? will occur in the future.)
pp. 33–34 pp. 33–34 pp. 33–34

Comprehension Skill
LESS O
IN I
M
N
10 Main Idea and Key Details
Mins
Go
1 Explain Digital
Explain to students that the main idea of a section or selection is
the central thought or most important point an author makes about
a topic.
‡ Most often main ideas are implied. Authors use key details to
Reading/Writing
suggest the central thought in a passage. Present the
Workshop ‡ Students must read all the sentences in a section of text to Lesson
determine what information the sentences have in common.
OBJECTIVES Then they decide what central idea ties the information together.
Determine a central
it is conveyed through 2 Model Close Reading: Text Evidence
particular details;
Model finding key details in the section “Meet Marta Ramírez” on
the text distinct from page 65. Then model using the details to find the main idea.
personal opinions or Ana
Analytical Write About Reading: Summary Model for students how to
judgments. RI.6.2 Writing
W
use the notes from the graphic organizer to write a summary of
Identify important
information from the first section of the text.
information in text.
ACADEMIC Have students complete a graphic organizer for each section of
LANGUAGE COLLABORATE “The Monster in the Mountain,” first by going back to the text to
main idea, key details
find the key details in each section and then listing them in the
graphic organizer. Ask student to find the main idea of each section
by determining what the details have in common. Students can
SKILLS TRACE complete graphic organizers in pairs.
MAIN IDEA AND KEY Ana
Analytical Write About Reading: Summary Ask pairs to work together to
DETAILS Writing
W
use their completed graphic organizers to write a summary of the
Introduce U1W3 entire selection. Be sure students’ summaries are brief, include only
Review U1W4, U1W6 the most important ideas, and are written in their own words.
U3W5, U4W6, U6W1, U6W3
Assess U1, U3, U6
T212 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Do students determine main ideas as
they complete the graphic organizer
for each section? Can they identify the
key details?

ELL Develop p. T249

SCAFFOLD
Describe Have students Explain Reread. Ask: Analyze Have students
reread “Meet Marta When did Marta first see analyze each sentence
Ramírez.” After reading newsreels of a volcanic and determine the main
each sentence, ask: What eruption. (1944) How idea and any key details.
is this sentence about? did the images relate Have them explain to
How did seeing the to what she studied in a partner how they
newreels affect her? Help college? (She earned identified the main
students describe the degrees in geology and idea and listed the key
main idea by analyzing volcanology.) Explain the details. Partners should
the key details in the main idea and key details use vocabulary words
sentences. The key details to a partner. The key whenever possible.
are about _____. The main details are . The main
idea is . idea is .
pp. 33–35 pp. 33–35 pp. 33–35

Genre: Informational Text

LESS O
IN I
M
N
10 Narrative Nonfiction
Mins
Go
1 Explain Digital
Share with students the following key characteristics of narrative
nonfiction.
‡ Narrative nonfiction may or may not be told by a person who is
in the story.
Reading/Writing ‡ Readers experience the personality of the narrator through his or Present the
Workshop her word choices and style of writing. Lesson
‡ Narrative nonfiction describes real people, places, or events.

OBJECTIVES
Integrate information It may include text features such as headings, photographs,
presented in different captions, diagrams, maps, models, and timelines.
media or formats as
Remind students that as they read narrative nonfiction, they
well as in words to
develop a coherent should notice factual information as well as the narrator’s personal
understanding of a experiences and feelings.
topic or issue. RI.6.7
By the end of the year, 2 Model Close Reading: Text Evidence
read and comprehend
literary nonfiction in Model identifying and using the text features on pages 65 and 66 of
the grades 6–8 text “The Monster in the Mountain.”
complexity band
Maps Point out the map on page 66 of “The Monster in the
proficiently, with
scaffolding as needed Mountain.” Explain that it helps the reader locate where Mount
at the high end of the Vesuvius is located. Ask: Why does the map show both Italy and a
range. close-up of the area around Mount Vesuvius?
RI.6.10
Models Point out the model as a text feature on page 65 of
Recognize the “The Monster in the Mountain.” Help students understand that
characteristics of the drawing shows the complicated actions of parts of Earth
narrative nonfiction. moving underground.
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
• informational text, Have students work with partners to find and list two text features
narrative nonfiction, COLLABORATE in “The Monster in the Mountain.” Partners should discuss what
maps, models they learned from each feature. Invite pairs to share their work
• Cognates: texto with the class.
informativo,
narración de no
ficción, mapas
T214 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Are students able to identify two text
features from “The Monster in the
Mountain”? Can they explain what each
text feature shows?

ELL Develop p. T251

Purpose
Students may have trouble relating text
features in the selection to the author’s
purpose of telling a personal experience.
‡ How does the model on page 65 prepare
readers to understand the author’s
experience? (It shows why eruptions occur
at Mount Vesuvius.)
‡ How do photograph captions explain the
author’s purpose? (They help readers
understand the powerful experience the
author writes about.) APPROACHING BEYOND ELL
p. 36 p. 36 p. 36
GENRE T215
Vocabulary Strategy
LESS O
IN I
M
N
10 Metaphor and Simile
Mins
Go
1 Explain Digital
Remind students that authors use metaphors and similes to
compare two things that seem unlike. The comparison helps
the author express a deeper understanding or idea through
descriptive language.
Reading/Writing
‡ A simile compares two unlike things by using the words like Present the
Workshop or as. Lesson
‡ A metaphor compares two unlike things by saying that one is
OBJECTIVES the other. The words like or as are not used in a metaphor.
Determine the
meaning of words Explain that the comparisons are not literally true. Point out that the
and phrases as they purpose of a metaphor or simile is to help readers understand and
are used in a text, appreciate important characteristics of the items compared.
including figurative,
connotative, and
technical meanings. 2 Model Close Reading: Text Evidence
RI.6.4
Model identifying the simile in the last sentence of the first
Demonstrate paragraph on page 65. The author uses like to compare the splinters
understanding of
of rock to bullets. Explain that the author uses the simile so readers
figurative language,
word relationships, will understand that the splinters of rock were dangerous. Then
and nuances in word point out the metaphor comparing the ash from the erupting
meanings. Interpret Vesuvius to a smothering blanket. Lead students to understand that
figures of speech (e.g., what covered the airplanes was not warm and comforting (as most
personification) in
context. L.6.5a blankets would be) but rather something deadly.

ACADEMIC
LANGUAGE Have students work in pairs to identify the metaphor or simile used
• metaphor, simile in the first sentence on page 66. Ask partners to explain what is
COLLABORATE
• Cognates: metáfora, being compared. Most important, have pairs discuss why the author
símil
is making the comparison. Direct them to continue to find other
examples of metaphors and similes on the page and to discuss how
SKILLS TRACE they help the author describe her unusual experience.
METAPHOR AND SIMILE
Introduce U1W4
Review U1W4, U2W4,
U4W4
Assess U1
T216 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students identify metaphors and
similes and use them to understand
how and why the author makes
comparisons using descriptive details?

ELL Develop p. T253

SCAFFOLD
Recognize Point out the Explain Point out the Extend Point out the
metaphor on page 65, metaphor on page 65, metaphor on page 65,
blankets of burning ash blankets of burning ash blankets of burning ash
were seen smothering the were seen smothering the were seen smothering the
airplanes. Help students airplanes. Have students airplanes. Ask students
understand what is being explain the simile. Ask: to explain the author’s
compared and why. What characteristics descriptive language.
Point out that smother does the author Have students write other
means “to choke or cover describe through these similes and metaphors
completely.” comparisons? that describe Vesuvius.
p. 37 p. 37 p. 37

Develop Genre • Narrative Nonfiction
Into
Comprehension
Into the LEXILE
960
the
Volcano
Gr e
Volcano
925
5 1185
185
960 Into the Volcano

Whole Class
A Volcano Researcher at Work
‡
‡ Small Group
By Donna O’Meara
‡ Independent Photographs by Stephen and Donna O’Meara
Photogr
This selection is suggested for use as an

1
Extended Complex Text. See pages T356–T361.
DEA/G.ROLI/De Agostini/Getty Images
Essential Question
Read how erupting volcanoes
continue to change the landscape
of planet Earth.
Go Digital!
72
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Purpose
Purpose Point out how the text on page 73 is broken up
into three different sections. Each section has a
Prior Knowledge
different purpose. Ask questions to help students
Connection of Ideas understand what they should focus on as they read
this narrative nonfiction text.
Sentence Structure
Genre
T217A UNIT 1 WEEK 4

WEEK 4
Predictive Writing
Ask students to read the title and the subtitle
before previewing the photograph and the
diagram of the Hawaiian Islands formation.
Encourage them to write their predictions
about what this selection will be about.
ESSENTIAL QUESTION
Question. Have students discuss what
information they expect to learn.
Note Taking:
Use the Graphic Organizer
As students read the selection, ask them to
1
fill in the graphic organizer on Your Turn
Practice Book page 32 to record the main
idea and key details of each section.
1 Text Features: Photograph

and Diagram
Look at the photograph on page 72. What
produces the yellow sprays shown in the
picture? Look at the diagram on page 73.
What does the arrow tell you about the
process being shown?
‡ What is the purpose of the first paragraph? (to ‡ What is the purpose of the third section? (It
introduce the author and the topic the author’s provides background information about
memoir will focus on) volcanoes.)
‡ Notice that under the heading Alone on Kilauea
the author uses the word I. What does this tell you?
(The author is now narrating the story.)

Develop 2 How Volcanoes Form

The Earth’s crust is made up of
Sometimes the lava tubes crack and red
lava squeezes out. This is called a surface
Comprehension huge, solid chunks, called tectonic

plates, that float atop Earth’s fluid
mantle. Volcanoes form when
breakout. For a short period of time the
red lava flow is visible, then it cools and
hardens again.
magma from Earth’s mantle breaks A surface breakout is a rare and
through the plates or oozes out at
wonderful sight. I hoped to find one and
2 Skill: Main Idea and Key Details an happen
the edges. This can
photograph it before the lava hardened
in different ways.
What do all the details in the sidebar have Subduction
again. But walking around lava tubes
can be treacherous. It’s hard to know
in common? (All describe how volcanoes When two plates when you’re right over one, and the crust
form.) Determine the main idea. Add the ch
smash against each over a tube can be thin. You’re at risk of
s forced
other, one plate is breaking through and plummeting into the
main idea and details to your chart. under the other. (above, right) The
molten lava below. I planned to be careful,
underlying plate melts into magma
Main Idea and can erupt through the overlying
but I was also determined. I wanted to
photograph molten red lava.
Volcanoes form when and where magma plate as a volcano. Central America’s
reaches Earth’s crust. volcanoes, including Arenal in Costa
Rica and Pacaya in Guatemala, were
Detail formed this way.
STOP AND CHECK
Subduction creates a volcano in the upper
Mid-Ocean Rift
plate. Reread What are three different ways
When two plates
Detail volcanoes can form? Reread to check
drift apart,
your understanding.
A mid-ocean rift can create a volcano as magma fills the
two plates pull apart. gap between them
and submarine (under the ocean)
Detail volcanoes can form as shown above.
A hot spot creates a volcano over a weak Iceland’s Surtsey is a good example
spot in a plate. of a volcano that grew slowly until it
emerged from the ocean.
Hot Spot
STOP AND CHECK Sometimes
Reread What are three different ways

there is a weak
spot in one of
volcanoes can form? (They can form where nd a
Earth’s plates and
plates meet, where they pull apart, and stationary plume of magma erupts
through it. The Hawaiian volcanoes
where there is a weak spot in a plate.) were all formed this way.
74

Prior Knowledge
Students may not understand the basic principles of ‡ Why does the movement of plates allow magma
plate tectonics. Review why plates move on Earth’s to come up from underground? (The movement
surface. produces cracks or gaps where magma can come
‡ What causes the plates to move on Earth’s surface? through Earth’s crust, which is usually solid.)
(convection currents in underground magma; ‡ Remind students that magma and lava are both
currents created by the differences in temperature molten rock, and that magma is called lava when
under Earth’s surface) it reaches Earth’s surface.
T217C UNIT 1 WEEK 4

WEEK 4
Volcano Types
3
Just like people, volcanoes come in all
shapes and sizes. There are more than
Stratovolcanoes
3 Text Features: Diagrams
The classic Hollywood cone-shaped volcano
twenty-five different kinds of volcanoes
on Earth. The lava’s viscosity (stickiness)
is created as explosive eruptions of ash, lava Use the diagrams to identify and paraphrase
plays a big role in the type and shape of a
and cinders build up in layers. Arenal and
Stromboli are stratovolcanoes. Because the
4 the differences between the various types
volcano and how the volcano erupts. The
stickier (more viscous) the lava, the more
ash and lava form layers, these volcanoes of volcanoes. (Cinder cones are tall mounds
are sometimes called composite volcanoes.
pointed and cone-shaped the volcano. The built up by falling cinders; shield volcanoes
more fluid (less viscous) the lava, the more
rounded and low the volcano. Here are a few
Compound Volcanoes
are lower and are formed by flowing lava;
A compound volcano has frequent eruptions
of the most common types of volcanoes. that form more than one cone, dome or compound volcanoes are created by lots
Shield Volcanoes
vent. Pacaya is a compound volcano. of explosions and have two or more lava
Shield volcanoes have very fluid basalt lava Cinder Cone Volcanoes flows; and stratovolcanoes are formed by
flows that can travel relatively quickly. Over
time, thousands of syrupy lava flows can pile
Cinder cones are formed when a vent
(a hole through which lava erupts) tosses
successive layers of lava, cinders, and ash.)
up like pancake batter to form these gently lava cinders and spatter skyward. When
sloping, shield-shaped volcanoes. Kilauea is these fall back to Earth, they build an oval 4 Skill: Make Inferences
a shield volcano. hill with a circular depression on top.
Why are stratovolcanoes sometimes called
composite volcanoes? Infer the meaning
of the word composite. (Stratovolcanoes
are sometimes called composite volcanoes
because they are made of separate layers of
ash and lava. Composite means “having two
or more distinct parts.”)
Cinder Cone Volcanoes
Compound Volcanoes
SC
IENCE
CONNEC T TO CONTENT
Shield Volcanoes Stratovolcanoes
BUILDING UP AND TEARING DOWN
75 EARTH’S SURFACE

Earth’s surface is constantly changing,
and volcanoes play a significant role
in Earth’s changing landscape. When
magma rises from Earth’s mantle, oozing
through cracks or gaps in the surface,
and then hardens, new land is created.
On pages 74 and 75, students read how
ELLs may be unfamiliar with the terms used to different types of volcanoes form and
describe the products of a volcano. Ask: What is the build up Earth’s surface. The caption on
difference between cinders, ashes, and lava? (Ash is page 80 describes erosion of the black
a fine powder. Cinders are chunks of burned rock. lava. On page 81, the author describes
Lava is melted rock.) how pounding waves tore down a huge
‡ Before reading, review the meanings of the piece of the cliff she was standing on.
following words: compound, cone, dome, vent.

Develop 5 To find my way back after sunset,

I stuck white sticks into lava cracks
hear huge waves pounding the cliff.
At high tide, the Pacific’s waves were
Comprehension about every hundred feet and tied white

pieces of cloth to them like little flags.
Later on, in the dark, the white markers
enormous!
I was thirsty. I needed some water.
I sat down, but before I took a sip, I
would glow in my flashlight beam and noticed that my seat was getting hot. I
lead me back to my car. felt the hardened lava with the palm off
5 Strategy: Reread On my right, the coast dropped my hand. It was hot. Very hot. Too hot. 6
Teacher Think Aloud I know that when I off sharply in a steep cliff. Saltwater
droplets sprayed my face, and I could
Uh-oh! Was I sitting right on top of a
lava tube?
don’t understand a piece of text I just read,
I can reread to understand what the author
Types of Lava
is saying. When I reread each paragraph, Molten rock below Earth’s pressure builds on gases
I can follow the author’s progress as she surface is called magma. trapped in the magma
walks across the lava field. I see there is Once it breaks through
Earth’s crust it is called
until… Kaboom!
A huge explosion occurs.
information about how the author plans lava. As soon as lava erupts, (It’s a bit like when you
to find her way back to her car. I can reread it begins to cool, causing
gas in the lava to escape
place your thumb over the
opening of a soda bottle,
this and paraphrase how she is placing and minerals to crystallize shake it and release it.) The
Aa Lava
little flags in the lava cracks to track her and harden. The chemical gases expand and explode
Aa lava, (shown above) is
composition, gas content violently, shattering the
path. In a narrative nonfiction text like this and temperature all dictate lava into smaller particles of
also made of basalt, but it
clumps as it cools. Aa looks
selection, I can also use the text features what the lava will look like cinders and ash.
like chunky blocks that
and how it will behave.
like the photographs on page 77 to better have been lumped together
understand the text. The photographs help

in a long pile. When the
flow moves, these blocks
me realize how difficult it would be to travel tumble slowly forward as if
through this area.

a bulldozer were pushing
the pile from behind. The
moving blocks make sounds
Pahoehoe Lava
6 Author’s Craft: Repetition Viscous Lava Pahoehoe lava (above)
like glass breaking and
fingernails screeching on a
Authors create emphasis by using Viscous (sticky and
slow-moving) magma
contains the igneous rock
basalt and is hot and
blackboard.
repetition. Why does the author repeat the (shown above) of andesite, smooth. It moves like spilled
word hot? (to emphasize how hot it is and dacite and rhyolite
sometimes plugs a volcano’s
pancake batter. When it
hardens, it can be smooth
the danger she might be in) vent like a cork. Then, or ropey.
76

Connection of Ideas
Point out the last sentence on page 77. Explain that ‡ Why are the lava tubes and the gases rising from
the gassy outlines indicate the location of the lava them in the author’s way? (She cannot cross them
tubes. because she could fall into them and get hurt.)
‡ Why is the author concerned about the location of
lava tubes? (They have hot lava flowing through
them and can be dangerous.)
T217E UNIT 1 WEEK 4

WEEK 4
7 To get a better view, I hiked inland

and scrambled up a mound of lava
called a tumulus, a big pimple made
6
when lava pressing up from beneath
What do the details on page 77 have in
pops open, leaving a broken hill. From
it, I could see an amazing sight. Steam common? (They are all describing amazing
and gases wisped up from the ground in things the author saw on her hike.)
crisscrossing lines. These were probably
Determine the main idea. Add the main idea
the outlines of lava tubes.
Off in the distance, I saw something
and details to your chart.
even more amazing—a strange pink
Main Idea
cloud. What was it? I wanted to
Here’s an old photo of my husband, Steve There are amazing sights to see when
investigate, but the gassy outlines of O’Meara, standing inside an empty lava tube.
hiking on a volcano.
lava tubes were in my way. Just imagine this tube filled with lava.
Detail
A tumulus looks like a broken hill.
Gases and steam can signal
an underground lava tube. Detail
Steam and gases wisp up from the ground
in crisscrossing lines.
Detail
There was a strange pink cloud off in the
distance.
77
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‡ Encourage students to find cognates on page 77:

distance/distancia; investigate/investigar.
‡ What did the author see off in the distance
that she wanted to investigate? (a strange pink
cloud—she didn’t know what it was)

Develop
Comprehension I was looking for a route around the
lava tubes when I came to a wall of lava
I was sandwiched between a raging
sea cliff on the right and a sacred
rocks. I had stumbled upon Wahaula temple on the left. If I hoped to find out
Heiau. A heiau is an ancient Hawaiian what was causing the pink cloud, there
8 Skill: Main Idea and Key Details temple. Wahaula means “red mouth” in was only one way to go—straight across
Hawaiian. the tops of the steaming lava tubes.
On page 78, what do all the details written Some Hawaiian temples are Would the hardened tops of the
in the green box have in common? (They considered sacred, and I certainly didn’t tubes support my weight? There was
all describe rift zones in shield volcano lava want to disturb this one. Plus, it looked only one way to find out. I held my
as though the lava tubes went under the breath and ran.
fields.) Determine the main idea of this heiau as well.
information. Add the details and the main
idea to your chart.
Main Idea 8 Kilauea: A Shield Volcano
Shield volcanoes have rift zones or Shield volcanoes like Kilauea have surfaces last twenty years most activity has occurred
weakened areas caused by earthquakes. that are cracked by earthquakes. These along the East Rift Zone, which extends east
weakened areas are called rift zones. from the summit to a point about
Detail Kilauea has two rift zones: the Southwest 55 km (35 mi.) offshore.
Kilauea has two rift zones—the Southwest Rift Zone and the East Rift Zone. For the Kilauea’s East Rift Zone is walloped with
Rift Zone and the East Rift Zone. up to a hundred earthquakes a day. They
severely crack the rock in the area. As
Detail
magma rises from below, it exerts even
Earthquakes weaken rift zones. more pressure on these shattered rocks.
Finally, the pressure is too much. The rock
Detail
cracks open, allowing molten magma to
Magma can flow up through these rift erupt to the surface. Rift zones aren’t the
zones. only places magma erupts. It could surprise
us and erupt in a new weakened area at
any time.
Kilauea’s fluid lava flows are so universally
recognized that the phrase “Hawaiian type”
eruption is an accepted scientific term used
to describe similar volcanic activity around
the world. Kilauea usually oozes pahoehoe
or aa lavas but a more explosive eruption
is possible.
78

Sentence Structure
Help students figure out the reference to the two ‡ Now look at the sentence preceding the second
uses of the word that in the last two sentences of that. What does the second that refer to? (getting
the fourth paragraph on page 79. to the cliff’s edge)
‡ Look at the sentence preceding the first that. What
does the first that refer to? (seeing lava pouring
into the sea)
T217G UNIT 1 WEEK 4

WEEK 4
A Walk on the Wild Side 9 Author’s Craft: Word Choice

I ran across the smoking tops of the I dodged and ran as hot lava bombs
lava tubes as if my life depended on it. rained down around me. Blasts of
Authors choose descriptive words carefully
Because it did! steam blew some of the flowing lava to add rich meaning to text. Reread the
I made it . . . or had I? The pink cloud into tiny shards of glass that pricked sentence in which the author describes
now loomed in front of me. And it was my bare arms like bee stings. Each step
tossing chunks of lava right at me. crunched. It was like running over black
lava bombs rocketing into the plume. Why
I had read about these steam clouds crystal snowflakes made of glass. is rocket a better word choice than lift?
but never seen one. They happen when (The word rocket is more vivid and active.
hot lava pours into cold seawater and STOP AND CHECK
instantly boils the water into steam.

It makes clear the power involved in this
Visualize What words help you to
As it hits the cold ocean the hot lava is visualize what happens when hot
event.)
blasted into chunks called lava bombs
bs lava pours into cold seawater?
and spatter. Huge explosions rocket
9 STOP AND CHECK
the lava bombs higher and higher up
into the scalding plume. Then, thanks Visualize What words help you to visualize
to gravity, the heavy lava bombs and
what happens when hot lava pours into
spatter hurtle back to Earth.
Most people would have run by now, cold seawater? (pink cloud, steam clouds,
but I wanted to see the lava pouring blasted into chunks, spatter, huge explosions
into the sea. That meant getting to the
rocket the lava bombs)
cliff edge. And that meant running right
through the steam cloud—and the falling
lava bombs.
When pahoehoe lava cools quickly,

it forms a crunchy black crust that
shatters like glass if stepped on.
79
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Point out the term lava bomb on page 79. ‡ What do you imagine a lava bomb is like? (It is the
‡ Why is lava bomb a good term for the object that size of a rock, hot, and can come shooting toward
the author describes? (It is made from lava, is you when you’re near a volcano.)
dangerous like a bomb, and is shot into the air
like a bomb.)

Develop
Comprehension
Generate a question of your own about
the text and share it with a partner. To find
the answer, trying rereading the text. For
example, you might ask Why is part of the
lava river orange and yellow and the other
part is black? To find the answer you can
reread the last paragraph on page 81.
(As the lava cools, it develops a filmy
black crust.)
11 Text Features: Maps

Turn to a partner and talk about what you
learn about in the map on page 81 that is
discussed on another page? (the location
of the rift zones discussed on page 78, as
well as the location of the Kilauea Volcano
in Hawaii)
Two black lava tubes empty their molten contents

into the Pacific Ocean, causing big steam clouds
to rise as the seawater vaporizes. Waves pulverize
the lava into black sand, which washes ashore andd
creates a black sand beach.
10
80

Connection of Ideas
Remind students that the author gives them certain ‡ Why couldn’t she just take a photograph of the lava
facts that they will later use to understand events in in the tube from a safer position? (The lava is hidden
a narrative nonfiction text. under the lava tube as it flows, so she had to get
‡ Why does the author want to risk being hurt just to near the ocean to see it pour out of the tube.)
take a photograph? (She wants to photograph a
lava tube pouring directly into the sea.)
T217I UNIT 1 WEEK 4

WEEK 4
11

What do all the details on page 81 have in
common? (They describe the difficulty the
author went through to get a photograph of
the lava tube.) Determine the main idea on
page 81. Add the details and the main idea
to your chart.
Main Idea
Kilauea Volcano, Hawaii It was dangerous for the author to try and
12 The steam was hot. Worse,
T get out of the heat. I carefully lowered
shoot the lava tube pouring into the ocean.
hydrochloric acid in the steam cloud myself. If I missed the ledge I’d boil in Detail
stung my eyes, nose and throat. the lava/sea/steam cauldron below me. She protected her mouth, nose, and eyes.
Coughing, I hastily poured water onto I dropped onto the ledge and had a
Detail
my bandana and tied it around my ringside seat for the best lava show in
mouth and nose. I put on goggles to town. An incandescent torrent of fiery She wrapped the camera with her shirt
because it was too hot to touch.
protect my eyes. lava cascaded from a gaping tube in the
When I got to the cliff edge, I could black cliff and poured furiously into the Detail
hardly believe my eyes. Pounding waves turquoise sea. Kaboom! Another blast If she missed the ledge she’d boil in the
had wrenched off a huge piece of the as hot lava sputtered into a whirlpool of lava/sea/steam below.
cliff. The lava tube and the entire river steam. The noise was deafening.
of orange lava was exposed as it poured The sun was setting and the light
into the ocean. But it wouldn’t be visible was magical. I began to shoot my
for long. The cold seawater might seal film. I was lucky. It was almost twenty
the tube in minutes. minutes before the sea won the battle
I grabbed my camera and began and cooled the top of the lava river into
shooting. Ouch! The camera was getting a filmy black crust. The tube sealed
hot. I wrapped the bottom of my shirt over again and the show ended. The air
around the camera like a pot holder and grew still. All I could hear was the waves
worried that my film might be cooked. smacking against the cliff.
I could see a small ledge jutting out
about 2 m (6 ft.) down on the cliff face.
If I could make it down there, I could
81
072_085_CR14_SA6_U1W4_SEL_118712.indd 81
Look at the photo on page 80 and compare it to the ‡ What does incandescent mean? Think of an
description the author provides in the second to last incandescent light bulb. (something that gives off
paragraph on page 81. light or glows like lava)
‡ Where is an “incandescent torrent of fiery lava” ‡ Why did the lava tube disappear? (Water cooled it
in the photo? (either on the left or the right, the into rock.)
yellow and red flows)

Develop
Comprehension
13 Strategy: Reread
Teacher Think Aloud There is information
on page 83 about how the author hurt
herself while taking photographs of the
lava tube. How can we remember key facts
and details about how she hurt herself and
how she dealt with the emergency?
Prompt students to apply the strategy in
a Think Aloud by rereading to remember
facts and better understand the main idea
of the text. Have them turn to a partner and
paraphrase what they reread.
Student Think Aloud I can reread the
section about how the author almost fell off
the ledge. She pulled herself back up from
the side of the cliff and cut her leg on some
lava. She applied a tourniquet below her
knee and taped lens wipes into the wound.
82

Genre
Remind students that the text on page 83 is part
of the author’s memoir. Help them recall that the
author is narrating the story.
‡ Who is the author speaking to when she repeats the
commands, “Do not look down!”
(She’s telling herself not to get scared of how
high up she is.)
T217K UNIT 1 WEEK 4

WEEK 4
I took a deep breath and realized I might

have been the first person to photograph this
14 Vocabulary: Metaphors and Similes
kind of volcanic event. I looked down and saw Authors use figurative language for effect
that my arms had a pink lava sunburn. I could
feel my face glowing, too.
and to create images for the reader by
13 As I climbed back up, my left foot shattered making a comparison. What is the author
the thin ledge I stood on. I could see pounding comparing when she says: It sliced into my
calf muscle like a razor? (She is comparing a
waves through the hole. Do not look down!
Do not look down! I clung to the cliff face and
heaved myself up. In the scramble, my leg sharp piece of lava to a sharp razor like the
14 caught on sharp lava, and it sliced into my calf type used to shave hair.)
muscle like a razor. I ripped a piece of T-shirt
and tied a tight tourniquet below my knee Is this a metaphor or a simile? Why?
to slow the blood flow. Then I stuffed some (A simile; she uses the word like to make a
15 absorbent photo lens wipes into the wound
direct comparison. A metaphor compares
and duct-taped the whole thing tight to my leg.
things without using the word like or as.)
15 Vocabulary: Context Clues

What context clues in the surrounding
words can help you figure out or clarify the
meaning of the word absorbent? (I know
that the author’s leg was bleeding. So she
probably wanted something to suck up the
blood. I know wipes help pick up spills and
The pink cloud was made up
of vaporized seawater, lava
messes. So absorbent must mean “able to
spatter and lava bombs. It was Lava bombs are chunks of hardened lava. Some can be suck up or take up.”)
the bombs that worried me. as big as a football—not something you’d want crashing
U.S. Geological Survey/photo by J.P. Lockwood
down on your head.
83
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Remind students to connect pictures with the text. ‡ How does the photograph of lava bombs on
‡ Help students realize that the photo on page 82 page 83 show you why they are dangerous?
shows a rare and unique pink cloud the author (You get an idea of how large and pointed they
described earlier in the text. are and the damage they could cause.)

Develop A chunk of cliff fell off,
Comprehension exposing this beautiful lava

river flowing from its tube. A
rare moment, and one I was
lucky enough to photograph.
16 Genre: Narrative Nonfiction

Reread the first paragraph on page 84.
In narrative nonfiction texts, authors tell
about an event from their own lives. Turn
to a partner and discuss how this selection
would be different if it were told from
another perspective? (It might not seem as
scary in some places; it might be hard to
imagine what Donna O’Meara was thinking
or feeling; it would use words like she and
her, instead of I and my.)
17 Strategy: Reread
Why does Donna O’Meara wonder about
the Hawaiian goddess Pele when her leg
16 In the dark the hike back was long. goddess, Pele. When my leg hurts, I
hurts? Thankfully my little white flags were wonder if that is true.
there to guide me. When I got to the car My lava sunburn was gone in about a
Student Think Aloud I am confused I celebrated with a candy bar. The sugar week, and I was relieved that all my film
about this paragraph. The author goes from gave me energy to drive the two hours was fine. Those dramatic images, one
to a clinic in Hilo. of which you can see above, were some
talking about her leg injury to discussing
The doctors cleaned my wound as of the hardest I have ever had to work
a Hawaiian goddess. I can reread this well as they could, but to this day there to get. I feel that I really earned them.
paragraph to see that the author wonders if are still tiny shards of lava embedded in After almost twenty years of shooting
the shards of lava in her leg are like having my calf. Some people believe that lava volcanoes, they are still my favorites.
is the physical form of Kilauea’s volcano
a goddess that she carries around with her. 17
84

Genre
Reread the last paragraph on page 84. Have ‡ What does this tone of writing suggest about the
students analyze the tone the author has used here author’s personality? (The author is probably a
and while telling about her work. friendly person who works hard and loves her
‡ What kind of tone does the author use? (She uses work. She does not seem boastful in her writing
a friendly, casual tone as if she is telling you even though she has done some amazing things.)
a story.)
T217M UNIT 1 WEEK 4

WEEK 4
STOP AND CHECK

Reread What makes the work Donna
O’Meara does so risky? (To study and
photograph volcanoes, she has to go
to places where lava and hot gases
threaten her.)
Essential Question. (Natural forces like
volcanoes completely change the surface of
Earth by forming mountains and covering it
with lava, ash, and cinders.)
RIGHT: Donna O’Meara,

volcano researcher.
STOP AND CHECK
Reread What makes the

work that Donna O’Meara
does so risky?
85
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What does the author mean by a “lava sunburn”? (The

heat of the lava slightly burns her skin.) How do you
know what she means?
‡ Point out that students know about a sunburn
from the rays of the sun. The heat from lava can
also burn the skin. The author says the burn
faded after a few days so it wasn’t a serious burn.

About the
Author About the Author
Meet the Author Donna O’Meara
figured out a way to combine her love of
Donna O’Meara art and science after studying journalism
and business at Harvard University. She
Have students read the biography of the started a career taking photos of active
author. Ask: volcanoes. In addition to publishing her
photographs in the award-winning books
‡ Why does Donna O’Meara want to find and articles she writes, Donna and her
out ways to predict when volcanoes husband, Steve, use them to teach people
might erupt? about volcanoes.
In 1994, Donna and Steve founded Volcano Watch
‡ Why is Hawaii a good place for Donna International (VWI), a research organization that helps people
O’Meara to live and work? better understand Earth’s active volcanoes. VWI uses Donna’s
photographs to help educate people around the globe about
volcanic dangers and what can be done to help people who
Author’s Purpose live in or near unsafe areas. Part of Donna’s work includes
finding out ways to predict when volcanoes might erupt.
To Inform Over the years, Donna has seen about 100 volcanoes,
including Mt. Erebus, Antarctica’s most active volcano. She
Remind students that narrative nonfiction says it looks like a giant vanilla ice cream sundae!
texts help educate readers about a topic. When they’re not visiting volcanoes, Donna and Steve make
their home in the rain forest on top of Hawaii’s Kilauea with
Models can show and better explain what is their dog, Daisy Duke.
(bkgd) Digital Vision/Getty images; (inset) Stephen and Donna O’Mera
happening deep underground or what occurs

slowly over a long period of time. When you
can see what is being described it helps you
Author’s Purpose
The author uses models to illustrate important
understand the text better. information about volcanoes. How do these
text features help you understand the text?
Author’s Craft
Point of View 86
Explain that the author wrote this memoir
from a personal perspective to let the reader
share the experience. Discuss how first-person 086_087_CR14_SA6_U1W4_AICC_118712.indd 86 12/30/11 9:18 AM
narratives of events add to the writing.

‡ Having the author’s perspective that it can
be difficult walking over lava tubes makes
the writing more interesting. (p. 74)
‡ Have students find other examples in which
the author’s personal perspective adds to
the text, such as on page 78.
T217O UNIT 1 WEEK 4

WEEK 4
Respond to
Respond to Reading Reading
Summarize
Use main ideas and key details from Into the Volcano to
summarize what you learned about volcanologist Donna
Main Idea Summarize
Detail
O’Meara, and how volcanoes affect both the people who Detail
Review with students the information from
live near them and Earth as well. Information from your
Detail
their graphic organizers. Model how to use the
Main Idea and Key Details Chart may help you.
information to summarize Into the Volcano.
Text Evidence Ana
Analytical W
Write About Reading: Summarize Remind
W
Writing
1. What features and text details in Into the Volcano help you to sstudents that a summary is a restatement of the
recognize that this selection is narrative nonfiction in the form
main ideas of a text. You can write a summary
of a memoir? Identify the text features. GENRE
of a section of text or of an entire text.
2. Identify the important details in the sidebar captioned Kilauea:
A Shield Volcano on page 78. Then classify them to find the main Ask students to use their organizers to write
idea. MAIN IDEA AND KEY DETAILS a summary of the selection, using main ideas
3. To what does O’Meara compare the tiny shards of lava that of each section of the text. Remind them to
pricked her bare arms? How does recognizing the simile
decide what the details of each section have in
O’Meara uses on page 79 help you understand how she felt
during the experience? METAPHOR AND SIMILE common. If they are all about how the author
4. Identify the key details in the sidebar about lava on page
bandaged her leg, that is the main idea. Have
76. Then write about how these details support the main students share their summaries with a partner.
idea. WRITE ABOUT READING
Text Evidence
Make Connections
In what ways do volcanoes change the surface of Earth?
1. Genre Answer photographs, maps, and
ESSENTIAL QUESTION diagrams the author provided; references to
Identify the most interesting fact you learned about I and my in the text Evidence Page 76 has
volcanoes in this selection. What can people learn about photographs and accounts using I and my.
how the surface of Earth changes from this information?
TEXT TO WORLD
2. Main Idea and Details Answer Details:
two different rift zones, earthquakes
87
opening rifts, lava coming through the rifts,
Kilauea has liquid lava flows. Evidence Main
idea: The Kilauea has a unique lava field.
3. Simile and Metaphor Answer She
compares them to bee stings. Evidence
Make Connections This simile shows the pain the author must
Essential Question Have partners work together to have felt during the experience.
cite evidence from the text to list two examples of how Ana
Analytical 4 Write About Reading: Main Idea and
4.
W
Writing
volcanoes change Earth’s landscape. Ask partners to Details Answer Details: the chemistry, gas
discuss their findings with the class. content, temperature of lava affect how it
Text to World Have students share the most acts; sticky viscous lava can plug a volcano’s
interesting facts they learned about volcanoes. Then vent and explode in sprays; pahoehoe lava
discuss what people can learn about changes in Earth’s hardens smooth or ropey; Aa lava clumps
surface from the selection. as it cools. Evidence Main idea: Different
factors create different types of lava.

Develop
Comprehension
LEXILE
“Donna 930
O’Meara: The
Volcano Lady”
Grade
Gr
e
925
5 1185
185
930 “Donna O’Meara:
930
Literature Anthology The Volcano Lady”
1
‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Purpose
Purpose Point out that both “Donna O’Meara: The Volcano
Lady” and Into the Volcano are about the same
Genre
woman. Help students understand how the author
of “Donna O’Meara: The Volcano Lady” uses Donna’s
experiences to teach students about scientists.
T217Q UNIT 1 WEEK 4

WEEK 4
Compare Texts
Students will read a biography about Donna
O’Meara. Ask students to do a close reading
of the text, rereading to deeply understand
the content. As they reread, encourage them
to use the reread strategy or other strategies
they know to help them. They will also
take notes. Then students will use the text
evidence they gathered to compare this text
with Into the Volcano. Encourage students to
identify how the genres of the two features—
narrative nonfiction and biography—are
alike and different.
science into a career after graduation, In 1986, Donna visited her first
she became an artist, photographer, volcano as Steve’s research assistant. 1 Ask and Answer Questions
and writer. As she worked on different After dodging lava bombs and feeling
magazines and books, she gradually the heat from underground lava melting
What happened to Donna O’Meara and her
began to realize that something was her shoes, Donna was hooked. The husband on top of Mt. Stromboli?
missing in her life. following year, she and Steve were Ana
Analytical
married on lava that had oozed from
W
Writing Write
W About Reading Write a short
When Donna went back to school
at the age of 32 to study science, her Kilauea on Hawaii and hardened. Lava summary of the events that took place on
passion for volcanoes began. She took that hardens creates new landforms, top of the volcano. (Donna and her husband
geology classes to learn more about and some volcanoes, such as Surtsey
off the coast of Iceland, actually create
ended up being trapped overnight on a
what rocks and soil tell us about the
earth. She found out that volcanism new islands! ledge of the volcano when a cold storm
is one of the most dynamic forces in Today, Donna can’t imagine what her suddenly came in.)
nature. Volcanoes constantly shape and life would be like without volcanoes. She
change the earth. Many islands, such as loves them so much she lives on one.
the islands that make up Hawaii, were Her home is on top of Kilauea, where
formed by volcanic activity. she was married. This is one of the most
active volcanoes in the world.
89
088_091_CR14_SA6_U1W4_PP_118712.indd 89
‡ What did Donna O’Meara study when she went Help students understand the idiom Donna was
back to school at the age of 32? (She studied hooked and what she was hooked on. Ask: Does
science, specifically geology.) Donna have a love for volcanoes? (Yes) From what you
‡ As a research assistant, what did Donna do? (She know about Donna, do you think she enjoyed her first
visited her first volcano to study it. She dodged visit to a volcano? (Yes)
lava bombs, and the heat from the lava melted ‡ What does the phrase Donna was hooked mean? (It
her shoes.) means she really liked volcanoes after visiting one.)

Develop 2
rrun
ru
From their home, Donna and Steve
u Volcano Watch International. (VWI)
Mt. Stromboli is a stratovolcano. A
stratovolcano has the common cone
Comprehension The O’Mearas’ organization is dedicated

to understanding how Earth’s active
volcanoes work. VWI uses photos and
shape people usually picture when they
think of a volcano. It is formed from
y
explosive eruptions that build layers off

3
video to educate people about the ash, lava, and cinders at the top of the
dangers of volcanoes. Their mission is to mountain.
2 Ask and Answer Questions travel to active volcanoes and document Donna says the experience of
the eruptions. being stranded on Mt. Stromboli for
What is the reason that Donna O’Meara
The first volcano Donna studied one freezing night was the scariest
and her husband, Steve, photograph and was Kilauea, which is a shield volcano. experience of her life. Since the sides of
observe volcanoes erupting? Reread page
90 to answer this question.
Ana
Analytical
W
Writing W
Write About Reading Take notes on why
the O’Mearas study volcanoes. (They want
to understand how active volcanoes work.
They use the photographs for Volcano
Watch International. They try to educate
people about the dangers of erupting
volcanoes.)
A village is quite close to the
volcano on the island of Stromboli.
3 Ask and Answer Questions Millions of people around the world
live near active volcanoes.
How is a stratovolcano formed?
With a partner, paraphrase the explanation
(bkgd) C. Sherburne/PhotoLink/Getty Images; (l) CuboImages srl/Alamy
on page 90. (A stratovolcano forms when

layers of lava continue to build up at the
top to make a cone shape.)
90
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Genre
Remind students to connect the photographs and ‡ How does the photograph of the village of
diagram to the text. Stromboli show the danger of living so close to a
‡ Help students connect the photograph of Mt. volcano? (You can see that it is just below the
Stromboli with the diagram of a stratovolcano volcano and if the volcano erupted, the village
on page 91. Have students point out similar could be destroyed.)
parts like the smoke rising and the shape of the
mountain.
T217S UNIT 1 WEEK 4

WEEK 4
this volcano are steep, it was impossible and studying volcanoes will help save
for the O’Mearas to travel down the the lives of people who live near them.
slopes until the sun rose in the morning. The O’Mearas’ volcano photographs, Make Connections
So they were trapped on a ledge in the videos, and samples of volcanic rock
freezing cold with scalding rocks flying are part of the permanent collection of Essential Question Using text evidence,
around them. the Smithsonian Institution located in have students paraphrase and share
Donna O’Meara escaped from her Washington, D.C.
information about how volcanoes change
Donna believes they have the best
Earth. Make sure students realize that
scary night on Mt. Stromboli safe and
sound. Now she and Steve hope that the jobs on earth, even though their work
knowledge they gather photographing may be the most dangerous as well. volcanoes both destroy and add something
to Earth’s surface. Remind students that
volcanoes build up mountains or formations
that change Earth’s surface, and they make
the soil very fertile over time.
Pyroclastic flow is made up of hot
ash, chunks of rock, and fiery gases Text to Text Have groups of students
that explode out of an erupting
stratovolcano. It flows in two layers. compare their responses to the Ask and
The heavier layer carries big rocks
along the ground. The lighter, top
Answer Questions prompts with what they
layer is called an upsurge. It learned in Into the Volcano. Each group can
contains lighter, burning ash.
report back to the whole class. Ask one
group to compare shield volcanoes with
stratovolcanoes. (I have learned that shield
volcanoes form from a hot spot under one
of Earth’s plates. Stratovolcanoes form when
layers of lava build upon each other.) Have
Make Connections another group compare what they learned
How have volcanoes helped to change Earth? about Donna O’Meara in each selection. (I
ESSENTIAL QUESTION have learned that Donna is a brave scientist
What have you learned about the natural forces and that she loves volcanoes. She also wants
that affect Earth? In what ways do these forces to educate people about volcanoes to save
sometimes affect one another? TEXT TO TEXT
their lives.)
91
088_091_CR14_SA6_U1W4_PP_118712.indd 91
Point out the caption on page 90 and the title of the ‡ Point out that pyro- refers to fire in Latin.
diagram on page 91.
‡ Say it with me: Stromboli, stratovolcano.
‡ Read the text with the diagram on page 91. What
is a pyroclastic flow made of? (It is ash, rock, and
gases flowing down a mountain.)

Phonics/Fluency
LESS O
IN I
M
N
20 r-Controlled Vowels
Mins
Go
Use combined
knowledge of Display the Short, Chair, Corn, and Star Sound-Spelling Cards for
all letter-sound r-controlled vowels. Explain that when a vowel is followed by the
correspondences,
letter r, the r changes the vowel’s sound. When an r comes after the r-Controlled
vowels e, i, and u, the sound is usually /ûr/, as in shirt. Point out that Vowels
and morphology
(e.g., roots and some words are spelled with or, as in worm, and some are spelled
affixes) to read Present the
with ear, as in learn. Tell students that other r-controlled vowel Lesson
spellings include:
multisyllabic words
in context and out of ‡ air, are, ear, and ere for the /âr/ sound, as in chair, stare, bear,
context. RF.5.3a and there
Read on-level prose ‡ or, oar, and ore for the /ôr/ sound, as in for, oar, and more
accuracy, appropriate ‡ ar for the /är/ sound, as in march
on successive
readings. RF.5.4b
2 Model
Write other words containing each r-controlled vowel sound on
Rate: 117–137 WCPM the board. Underline the r-controlled vowel spelling. Then model
blending each word.
ACADEMIC first better scorch servant
LANGUAGE
• phrasing, rate shower forth urge market
• Cognates: fraseo, stairs starve share worth
ritmo
search parking where scarf View “The
Monster
shore concern porch carve in the
Mountain”
3 Guided Practice
Help students read aloud the words above. Then have them sort the
words into a chart with the following columns: /är/, /ûr/, /ôr/, /âr/.
Refer to the sound

Language Transfers
sounds that do not
Hmong, and Korean.
T218 UNIT 1 WEEK 4

WEEK 4

Monitor and
reading one-syllable words to reading multisyllabic words with
Differentiate
r-controlled vowels. Draw a T-chart on the board. Write the
following words in the first column: starve, merge, search, urge,
serve, mourn. Write the following words in the second column: Quick Check
Q
starvation, submerge, researchers, urging, preserve, mournful.
Have students read a word in the first column, and then model
words with r-controlled vowels?
how to read the longer word in the second column. Point out
Can students read words fluently,
the added syllable(s), such as a prefix or suffix. Next, point to
with proper phrasing, and at a
each word in random order for students to chorally read.
consistent rate?

pp. T234, T238
ELL Develop
Phrasing and Rate pp. T251, T254
Explain/Model Explain that when reading aloud, it is pp. T240–T241
important to chunk words into phrases so that the meaning
Beyond Level Apply
of the text is clear. Paying attention to phrasing means adding pp. T244–T245
slight pauses after reading a group of words that go together.
Fluent reading is also based on the speed, or rate, at which the
text is read. It helps to read at a consistent tempo so that the
words don’t come out too quickly or too slowly.
Turn to “The Monster in the Mountain,” Reading/Writing
Workshop pages 64–67. Read aloud the two paragraphs ONLEVEL PRACTICE BOOK p. 38
under “Meet Marta Ramírez.” Model reading with proper
phrasing and at a consistent rate.
Practice/Apply Divide students into two groups. Have one
group read aloud a sentence in the passage. Have the other
group echo-read that sentence, using the identical phrasing
and rate as the first. Talk about whether any changes should be
made to the way words are phrased or to the speed at which
the text is read. Suggest adjustments, as necessary, and then
ask the first group to read the same sentence again. Have the
second group follow. Continue the echo-reading for the rest of
the two paragraphs. Give feedback on phrasing and rate.

passages.
p. 38 p. 38 p. 38
PHONICS/FLUENCY T219
Wrap Up the Week

Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Dynamic Earth
OBJECTIVES Write a Description

Write routinely over
extended time frames Explain that students will work in groups to complete a short research
(time for research, COLLABORATE project about a natural force of Earth. They will then use their research to
reflection, and write a description about the natural force and how it physically changes
revision) and shorter
time frames (a single
the earth’s surface. Discuss the following steps:
sitting or a day or
two) for a range of 1 Choose a Topic Students might consider the natural forces (other than
discipline-specific volcanoes) they read about this week and others that are widely studied
audiences.
by scientists. Make sure that each group chooses one kind of natural force
W.6.10 and develops a research plan. Groups should not overlap their topics.
• Develop a research 2 Find Resources Review how to locate and use credible
plan. online resources by selecting clear and varied search terms. Sources
• Use search terms should have vivid details about the natural force and how it changes
effectively.
Earth’s surface. Students should verify all facts in multiple sources.
ACADEMIC 3 Guided Practice Have groups make an outline to record information

LANGUAGE as they research and plan for the organization of their descriptions.
facts
Remind them to record all authors, titles, and publication information.
• Cognate: recursos
4 Create the Project: Description Have students use their research to
write their descriptions. Remind them that their descriptions should be
brief, so they should include only the most essential details. Have them
use Research Process Checklist 3 to evaluate their research plans.
Present the Description

Arctic-Images/Iconica/Getty Images
Have each group present their description to the class. If possible, they
should include photos, maps, charts, or graphs that relate to the natural
force and the way it changes Earth’s surface. Afterward, have groups share
feedback and then post their descriptions on the Shared Research Board.
T220 UNIT 1 WEEK 4

WEEK 4
OBJECTIVES
Compare and
Text to Text
contrast one author’s Cite Evidence Explain to students that, working in groups, they will
presentation of events COLLABORATE use the texts they have read this week to compare information about
how natural forces affect Earth. Model how to compare this information
(e.g., a memoir written
by and a biography on by using examples from the Literature Anthology selections Into the
the same person). Volcano, pages 72–85, and “Donna O’Meara: The Volcano Lady,” pages 88–
RI.6.9 91. Review class notes and completed
Review the key graphic organizers. You may also wish to
ideas expressed model going back into the text for more
and demonstrate information. You can use an Accordion
understanding of
Foldable® to record comparisons.
through reflection and Students should cite at least three
paraphrasing. examples from each text.
SL.6.1d
Present Information Ask groups
to present their findings to the class.
Encourage discussion, asking students to comment on information on the
charts that is similar and ideas that are different.

Analytical
W
Writing Analyze to Share an Argument
OBJECTIVES
Write an Analysis
Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts they
informational texts read this week. Using text evidence, they will share a claim by analyzing
to support analysis, how effectively they think the author used main idea and details. Students
reflection, and
research. W.6.9
will cite text evidence that supports their arguments.
Write arguments Discuss how to analyze a text by asking how and why questions.
to support claims ‡ Why do you think the author chose to write about this main idea?
with clear reasons
and relevant ‡ How well did the author use details to support his or her main idea?
evidence. W.6.1 Use Your Turn Practice Book page 39 to read and discuss the student
model. Then have students select a text and review the main idea and
details. Have them write an analysis about how well the author developed
the main idea and supported it through key details. Remind students that
good arguments are supported with clear reasons and relevant evidence.
Also remind them that strong writing includes complex sentences.
Present Your Ideas Ask partners to share their paragraphs and to discuss
COLLABORATE or recommend additional evidence to support the argument.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Voice
Mins
Go
Style and Tone Digital
Expert Model Explain that writers express voice, their distinct
personality, to help readers see the person behind the words. A writer’s ster in the Mountain” below.
Expert Model
sentence style (long or short, full of dialogue or filled with description) s At the Monster’s Mouth
I recently went to see this dynamic volcano
again. I decided to climb its slope along with
the dozens of curious tourists visiting that day.
and a writer’s tone, or attitude about a topic (serious or light-hearted, f As we walked, our shoes crunched on cinders
that had been dropped there long ago. Finally
reaching the rim, we gazed at the spectacular
view. We stared 800 feet down into the
formal or informal), also helps readers recognize the writer’s personality crater. It was quiet for now, but I knew it was
only sleeping. Frequent tremors and small
earthquakes prove that this monster is not
Reading/Writing as well as his or her purpose. A scientific account, meant to inform, Expert
Workshop Model
will likely have a serious, formal tone. A children’s magazine, meant to
entertain, may have a more light-hearted, informal tone.
OBJECTIVES
Read aloud the expert model from “The Monster in the Mountain.” Ask
072_073_CR14_SI6_U1W4_WRT_118711.indd 72 10/4/11 4:28 PM

extended time frames COLLABORATE students to listen for words and phrases that express how the author Editing Marks
(time for research, feels about the topic. Then have partners discuss the details that convey
reflection, and
the author’s style and tone in the text. Grammar Handbook
time frames (a single Vog
sitting or a day or Student Model Remind students that the style and tone writers Living near Kilauea Volcano, I know
how vog, or volcanic smog, pollutes
two) for a range of choose help reveal their voice. Read aloud the student draft “Vog.” the air. First, the haze it creates
Second,
makes it hard to see. Did you know Y
discipline-specific As students follow along, have them focus on the revisions the writer Student
audiences. W.6.10
made that affect the tone and style of the writing.
Invite partners to discuss how Anika’s changes affected the style and
Produce clear
and coherent
COLLABORATE tone of her writing. Ask them to list other words or phrases that Anika 072_073_CR14_SI6_U1W4_WRT_118711.indd 73 12/24/11 12:10 PM
writing in which might add to help convey her feelings about the topic.
the development,
organization, and
style are appropriate
to task, purpose, and
audience. W.6.4
• Analyze models to
understand style and
tone.
• Adjust style and tone
to revise writing.
Genre Writing
G
ACADEMIC Narrative Text
LANGUAGE For full writing process lessons and rubrics, see:
• voice, tone, style
• Cognate: tono
T222 UNIT 1 WEEK 4

WEEK 4

SCAFFOLD

complete the sentence to complete the sentence understanding. Ask:
frames. The tone that frames. The tone of “Vog” How would you describe
Anika uses is . The is . Two words that the style and tone of this
words and help convey the tone are writing? How do the style
express the tone. Anika’s and . Have students and tone convey Anika’s
style of writing is . describe other details that purpose for writing?
show Anika’s style and Discuss with a partner.
tone in this selection.

Writing Every Day: Voice

DAY
DAY DAY
DAY
1 2
Writing Entry: Style and Tone Focus on Style and Tone Writing Entry: Style and Tone
Prewrite Provide students with Use Your Turn Practice Book page Revise Have students revise their
the prompt below. 40 to model using style and tone. writing from Day 1 by adding words
Explain some aspect of your I sometimes walk in the swamp near and phrases that develop style and
local environment that you think my home. In my high boots, I see tone in their writing.
others should know about. Use an frogs and trees in the fog. I usually Use the Conferencing Routines.
appropriate style. walk alone. All I can hear is my steps Circulate among students and
Have partners list different aspects, in the water. stop briefly to talk with individuals.
or features, of the environment Model revising the first sentence to Provide time for peer review.
in which they live. They should convey the narrator’s tone. Edit Have students use Grammar
add notes that describe why I love my leisurely walks in the swamp Handbook page 453 in the
these environmental features are near my home. Reading/Writing Workshop
important. to edit for errors in clauses and
Discuss how using words that show complex sentences.
Draft Have each student select an how the writer feels gives her a
aspect of the local environment to voice. Guide students to develop
write about. Remind students to their voice by using words that tell
focus on using a style and tone that how they feel about their subjects.
conveys their voice and purpose.
Teacher Conferences
You have a strong opening, You include words and phrases work on a specific assignment,
identifying your topic clearly. The that give the writing style and such as those to the right, and
words you chose are vivid and reveal your purpose. Your voice then meet with you to review
descriptive. would be stronger if you added progress.
other details that allow readers
to better see how you feel about
the topic.
T224 UNIT 1 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Style and Tone Writing Entry: Style and Tone Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss with the class what they
their Writer’s Notebooks for draft writing from Day 3 to make learned about how style and tone
topics on which to write a draft. their voice more apparent by can develop a writer’s voice. Invite
Or, provide a prompt such as the including descriptive details that volunteers to read and compare
following: show style and tone. As students draft text with text that has been
Tell about a geological feature, such are revising their drafts, hold revised. Have students discuss
as a canyon, mountain, or desert, teacher conferences with individual the writing by focusing on details
that you would like to visit some students. You may also wish to have that show style and tone. Allow
day. Include words and phrases that students work with partners to peer time for individuals to reflect on
reveal your style and tone. conference. their own writing progress and
Edit Invite students to review record observations in
the rules for clauses and complex their Writer’s
their topics, ask them to make a

sentences on Grammar Handbook Notebooks.
list of reasons why they would
like to visit the geological feature. page 453 in the Reading/Writing
Students can use their lists to begin Handbook and then edit their
their drafts. drafts for errors.
Peer Conferences
Suggested Revisions Focus peer response groups on adding style
Provide specific direction to help focus young writers. and tone to reveal voice. Provide this checklist
to frame discussion.
Focus on a Sentence
sentence by adding that will provide a clearer style and tone.
Focus on a Section
✓ Does the writing include words and
phrases that convey style and tone?
suggestions. These sentences engage me. I think I would better ✓ Are readers able to hear the writer’s
understand your attitude toward your topic if you added . voice in the writing?
Focus on a Revision Strategy ✓ Is the style and tone appropriate to the
Underline a section of the writing and ask students to use a topic and the writer’s purpose?
specific revision strategy, such as adding. Adding your personal
observations and feelings will help readers hear your voice and
better understand your experience.

Grammar: Complex Sentences

DAY
DAY DAY
DAY
1 2
My uncle wants to move to Florida, Alex washed his new truck; and his
my aunt doesn’t. They might move, friend washed his old bike. Ran out
to Georgia instead. of soap.
(1: Florida, but; 2: move to) (1: truck, and; 2: They ran)
Introduce Clauses Review Clauses

Reading/Writing ‡ A clause is a group of words with Review independent and
Workshop
a subject and a verb. The horses dependent clauses. Have students
ran in the field. explain what a subordinating
OBJECTIVES
‡ An independent clause forms a conjunction is.
Use knowledge
of language and complete thought and can be a
its conventions sentence. The cow ran to the fence. Introduce Complex
when writing, Sentences
speaking, reading,
‡ A dependent clause is not a
complete thought and cannot ‡ A complex sentence is an
or listening. Vary
sentence patterns stand as a sentence: when the independent clause and one or
for meaning, reader/ farmer put out food. more dependent clauses. After
listener interest, and the boy filled the bowl, cats came.
style. L.6.3a ‡ A subordinating conjunction
connects a dependent and ‡ Relative pronouns (who,
• Distinguish between independent clause. The cow ran whose, whom, which, that) and
independent and to the fence when the farmer put relative adverbs (where, when,
dependent clauses. why) are types of subordinating
out food.
• Identify complex conjunctions. The riders who
sentences. Have partners discuss clauses
won came to the tent where they
• Punctuate complex using page 453 of the Grammar
received their awards.
sentences. Handbook.
COLLABORATE
TALK ABOUT IT
Go
COMPLEX CONVERSATION USE RELATIVE PRONOUNS
Digital Ask partners to use clauses and AND ADVERBS
complex sentences to tell each Ask small groups to list relative
Clauses and other about natural forces that pronouns and relative adverbs and
Complex change the world around them. use them in complex sentences.
Sentences
Partners can practice joining The group should identify
Grammar clauses, creating complex independent and dependent
Activities sentences with subordinating clauses as well as the subordinating
conjunctions. conjunction in each sentence.
T226 UNIT 1 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
We cannot take a vacation this Because she has to babysit Lena Jorge doesn’t like baseball or
summer, we might take one in cannot go to the movies, on Friday. basketball, He would rather soccer.
December? i like the Grand Canyon. (1: babysit, Lena ; 2: movies on) (1: basketball.; 2: rather play
(1: summer, but; 2: December.; 3: I) soccer.)

Punctuating Complex Have students correct errors in Use the Daily Language Activity and
Sentences these sentences. Grammar Practice Reproducibles
‡ Some dependent clauses are 1. Before the show started our page 20 for assessment.
essential to the meaning of a group found their seats.
sentence. Do not use commas to (started,) Reteach
set off these clauses. Use Grammar Practice
2. The book, that you read last
‡ Some clauses are nonessential. year, is one of my favorites. Reproducibles pages 16–19
They do not affect the basic (1: book that 2: year is) and selected pages from the
meaning of the sentence. Use Grammar Handbook for additional
3. Gina’s bike the one everyone
commas to set off these clauses. reteaching. Remind students that
likes sold for a high price.
‡ Dashes or parentheses can also it is important to use clauses and
(1: bike—; 2:likes—)
set off nonessential clauses. complex sentences correctly as
4. My Aunt May who is a famous they speak and write.
As students write, refer them to singer moved to Chicago.
Grammar Handbook pages 453 Check students’ writing for use of
(1: May, 2: singer,)
and 478. the skill and listen for it in their
Have students check their work speaking. Assign Grammar Revision
using Grammar Handbook Assignments in their Writer’s
pages 453 and 478. Notebooks as needed.
PUNCTUATION BUILD A COMPLEX SENTENCE CLAUSE PUZZLES

PERFORMANCE Students should write one simple Distribute 3 x 5 cards and have
Have partners write complex sentence of three words (e.g., Cats students create independent or
sentences that use one or more run fast). Then have partners trade dependent clauses, one clause to a
of the methods of punctuation simple sentences and rewrite them card. Students place the cards in a
described for complex sentences. as complex sentences. Students pile and take turns pulling out two
Have them stand and read their should use relative pronouns and at a time. They should combine the
sentences aloud slowly, making relative adverbs and include proper card pairs into humorous sentences
the marks of punctuation in the air. punctuation. that can be adjusted to make sense.
GRAMMAR T227
Spelling: r-Controlled Vowels

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review frequently misspelled
command of the
conventions of emphasizing the r-controlled vowel words. Then read each sentence
standard English sound in each word. below, repeat the review word, and
capitalization,
Point out that different letter have students write the word.
punctuation, and
spelling when combinations can produce the same 1. Bring your books to the library.
writing. Spell sound, such as the /er/ sound in the 2. There are 60 seconds in a
correctly. L.6.2b words pursue, servant, and search. minute.
Demonstrate sorting the spelling 3. Silvia caught the hem of her
Spelling Words words by sound under key words dress on a nail.
search pursue urge servant, starve, torch, and weird.
starve servant wharf (Write the words on index cards or Have students trade papers and
rumor torch court the IWB.) Sort a few words. Point check the spellings.
reward earnest weird out different sounds produced by Challenge Words Review this
sparkle mourn favorite
bargain fierce burnt
the same letter combinations in week’s r-controlled vowel spelling
parched pierce individual words. patterns. Then read each sentence
Review library, minute, caught Then use the Dictation Sentences below, repeat the challenge word,
Challenge sphere, aeronautics from Day 5. Say the underlined and have students write the word.
word, read the sentence, and repeat 1. Earth is a giant sphere.
Approaching Level
the word. Have students write the 2. You study aeronautics when
words and check their papers. you learn to fly a plane.
search surf urge
starve servant quart
thorn torch court
Have students check and correct
reward earn their their spellings and write the words
parking scorn verb in their word study notebooks.
bargain gourd blurt
hardship glory
Beyond Level
unearth
starvation
pursue
servant
splurge
scarcity COLLABORATE
WORD SORTS
ignorance therefore universal
ardent earnest weird
sparkle mourned licorice
bargain yearning original Have students cut apart the Complete the pattern sort using
parched pierce Spelling Word Cards in the Online the key words, pointing out the
Resource Book and initial the back same and different r-controlled
of each card. Have them read the vowel sounds and spellings. Have
words aloud with a partner. Then students use Spelling Word Cards
have partners do an open sort. to do their own pattern sort. A
Have them discuss why they sorted partner can compare and check
the words the way they did. their sorts.
T228 UNIT 1 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the similes and Write these sentences on the board. Use the Dictation Sentences for
metaphor below into their word Have students circle and correct the posttest. Have students list
study notebooks. Say the sentences each misspelled word. Make sure misspelled words in their word
aloud and ask students to fill in the students have access to a print study notebooks. Look for students’
blanks with a spelling word. or digital dictionary to check and use of these words in their writings.
1. The wildfire spread through correct their spelling.
the dry grass like a of a 1. I made bernt toast for Dictation Sentences
pop quiz through a classroom. breakfast. (burnt) 1. They will search for the lost key.
(rumor) 2. In a fearce downpour, the rain 2. Without food, we will starve.
2. Gloria is a to her best put out the tourch. (fierce; 3. There was a rumor going around.
friend Kaylee, following her torch) 4. Ben collected a valuable reward.
every order. (servant) 3. They had an erge to play 5. The sun made the glass sparkle.
3. Each person in the crowd held doubles on the tennis cort.
up a cell phone that shined like (urge; court) 6. I spent very little on that bargain.
a in the darkness. (torch) 4. They had to serch the entire 7. The dry flowers were parched.
whorf to find his missing 8. A fox may pursue prey for days.
Challenge students to come up
with other similes and metaphors sailboat. (search; wharf ) 9. The king commanded his servant.
for spelling, review, or challenge Error Correction Remind students 10. The torch burned in the wind.
words. Have them write the that the /ûr/ sound at the end of 11. Gregorio gave an earnest effort.
sentences in their word study a word is never spelled -ur. Most 12. We will mourn the loss of our dog.
notebooks and trade them with a often the sound is spelled -er when
partner. 13. Dogs can have a fierce snarl.
it comes at the end of a word, but it
may also be spelled -or or -ar. 14. A needle will pierce the balloon.
15. Resist the urge to eat candy.
16. The wharf was filled with boats.
See Phonics/Spelling Reproducibles pp. 19–24. 17. The basketball court was empty.
18. The weird joke was not funny.
19. I love my favorite color red.
20. I found burnt letters after the fire.
Have partners do a speed sort to Have partners do a blind sort: one
see who is faster. Then have them reads a Spelling Word Card; the Have students self-correct the tests.
find words for each r-controlled other tells under which key word
vowel spelling pattern in the it belongs. Have them take turns
week’s reading. Have them record until they have sorted all their
the words they find in their Day 2 words. Then have partners write a
pattern sort in their word study reflection on how they sorted the
notebooks. words using spelling patterns.
SPELLING T229
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. If a river cascaded over a cliff, forms of this week’s words by
multiple-meaning what would it form? adding, changing, or removing
based on grade 6 2. What kind of documentation
reading and content, should you bring on a trip? ‡ Draw a four-column chart on
choosing flexibly from the board. Write pulverized in
3. What kind of action is
a range of strategies. the third column. Then write
Use context (e.g., dynamic? Show me.
pulverize and pulverizes in the
the overall meaning 4. How do you know when a dog
of a sentence or first two columns, and pulverizing
exerts himself? in the last column. Read aloud
position or function in 5. In which direction would a kite the words with students.
a sentence) as a clue fly if it were plummeting?
to the meaning of a ‡ Have students share sentences
word or phrase. 6. How could a hammer using each form of pulverize.
L.6.4a pulverize a piggy bank? ‡ Students can add to the chart
7. What do you use to handle a doing the same with cascaded,
Expand vocabulary
by adding inflectional scalding pot of boiling water? exerts, and plummeting and then
endings and suffixes. 8. If you stepped on shards of share sentences using the words.
glass, what might happen? ‡ Have students copy the chart
into their word study notebooks.
Vocabulary Words
cascaded plummeting
documentation pulverize
COLLABORATE
dynamic scalding
vie
exerts shards Re w
Discuss important academic words. ‡ Write the following sentence on
‡ Display energy and temperature. the board or the IWB: The sinking
anchor began plummeting
‡ Define the words and discuss
toward the bottom in seconds.
Go ‡ Underline the words sinking and
Digital ‡ Write energy and energize on the
board. Have partners look up
toward the bottom. Ask: How do
these clues help you figure out the
and define other related words
meaning of plummeting?
with the same root. Write the
Vocabulary related words under energy. ‡ Have partners write their
Have partners ask and answer responses and a definition in
questions using the words. their word study notebook.
Vocabulary
Activities ‡ Repeat with temperature.
T230 UNIT 1 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. The falling will pulverize ‡ Tell them to write sentences that the word (e.g., pulverize).
the when it plummets. show what each word means. ‡ In the second square, students
2. Tears cascaded down his ‡ Provide the Day 3 write their own definition of the
when he saw his friend again. sentence stems 1–5 for students word and any related words,
3. Shards of were found at needing extra support. such as synonyms (e.g., smash,
the site. crush, destroy, obliterate).
Write About Vocabulary Have ‡ In the third square, students
4. As the gymnast lifts herself, she
students write something they draw a simple illustration that
exerts pressure against .
learned from this week’s words in will help them remember the
5. The scalding burned her their word study notebooks. For word (e.g., a falling tree crushing
hand. example, they might write about a shack).
Display last week’s vocabulary: how a dynamic change exerts
compartment, engulfs, flanked, a force on a rock that sends it
write nonexamples, including
maneuvering, obscure, submerged. plummeting to the ground.
antonyms for the word (e.g.,
Have partners ask and answer
create, rebuild).
questions using each of the words.
METAPHORS AND SIMILES SHADES OF MEANING MORPHOLOGY

Remind students to look for similes Help students generate words Use the word dynamic to learn other
and metaphors in their reading. related to scalding. Write scalding words with the same root. Draw a
‡ Display Your Turn Practice on the board, followed by four word web on the board and write
Book pages 33–34. Read the blank lines, and ending with the dynamic in one of the outer circles.
first paragraph. Model how to word freezing. ‡ Have students look up the
interpret the meaning of the ‡ Have partners generate words to word’s origin in an etymology
simile and metaphor in the third fill in the blanks, working down dictionary. Write the root, where
and fourth sentences. the synonym scale from scalding it’s from, and its meaning in the
‡ Have students complete and then up the antonym scale center circle. (dynamis, from
page 37. to freezing. Greek for power or strength)
‡ Ask students to copy the ‡ Have students add words with
completed scale into their word the same root (dynasty, dynamo,
study notebooks. dynamite) to the outer circles.
VOCABULARY T231
Approaching Level
Narrative
Nonfiction
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Leveled Reader: Go
Exploring the Deep Digital
Before Reading
Narrative
Preview and Predict

Nonfiction
EXPLOR ING
THE DEEP
Read the Essential Question with students: How do natural forces

PAIRED BY SUE GIBBISON
Curious About Earth
READ
‡
Leveled Reader
affect Earth? Leveled
LEXILE 920 ‡ Ask students to read the title and the first two pages of Exploring Readers
the Deep. Ask students what it means to explore something and to

OBJECTIVES predict what areas of Earth might be explored in this book.
Determine a central
Review Genre: Narrative Nonfiction
particular details; Discuss with students narrative nonfiction and point out that they may
provide a summary of experience the personality of the writer through his or her word choice
and style of writing. Explain that narrative nonfiction may feature
judgments. RI.6.2 headings, photographs, diagrams, and maps describing a real-life topic.
Have students identify features of narrative nonfiction in Exploring
Determine the
meaning of words the Deep.
and phrases as they
are used in a text,
including figurative, During Reading
connotative, and
technical meanings.
Close Reading
RI.6.4 Note Taking: Ask students to use the graphic organizer on Your Turn
ACADEMIC Pages 2–3 Which details support the idea that scientists have been Use Graphic
Organizer
LANGUAGE surprised by finding living things in the deepest ocean water? (There is
• reread, informational
very little sunlight, and the water is extremely cold.) Why do scientists
idea, details, simile, need a ship like Alvin to explore the ocean bottom? (They need a special
diagram, biography craft to protect them when they dive deep.)
• Cognates: texto Pages 4–7 Turn to a partner and explain what the author means by the
informativo,
simile “like a giant jigsaw puzzle” on page 5. (She says the edges of the
expositivo, detalles,
símil, diagrama, pieces of Earth’s crust fit together perfectly.)
biografía Pages 8–11 What is the purpose of the diagram on page 9? (It shows how
black smokers form.) Reread to determine where the “black smoke” was
coming from. (from under Earth’s crust) Paraphrase what you read about
the scientists’ return to the East Pacific Rise. (They returned with better
equipment and used Alvin to collect samples of marine creatures. They
also tested water and took pictures of the ocean floor.)
T232 UNIT 1 WEEK 4
WEEK 4
Pages 12–17 Turn to a partner and discuss why creatures on the ocean
floor don’t need sunlight to make food. (Tiny bacteria in thermal vents Literature
are a food source.) Why are the scientists building a new Alvin? (The new Circles
model will be able to dive deeper and stay underwater longer.)
After Reading Thinkmark questions to guide
Respond to Reading have a whole-class discussion on
Revisit the Essential Question and ask students to complete the Text information learned about the
Evidence Questions on page 18. topic of natural forces affecting
Ana
Analytical
Earth from both selections in the
W Write
W
Writing About Reading Have students write a paragraph Leveled Reader.
explaining
l i the purpose of the Alvin explorations. Ask them to include
details that support this main idea.
Fluency: Phrasing and Rate

Level
Up
Model Model reading page 14 with proper phrasing and rate. Next, Narrative
Nonfiction
EXPLOR ING
reread the page aloud and have students read along with you. THE DEEP
BY SUE GIBBISON
Apply Have partners take turns rereading sections of the passage.

Narrative
Nonfiction
EXPLOR ING
Narrative
N
Nonfic
N tion THE DEEP
BY SUE GIBBISON
Compare Texts
E X PL
LOR ING
T HE DEEP
Read about a scientist who studies the natural forces
that affect Earth. PAIRED
ED
Curious About Earth
READ
PA I R E D R E A D Curious About Earth

BY SUE GIBB
ISON
Hamish Campbell is a
geologist who studies the
oceans. Campbell decided
to study geology in college
GNS Science Photo Library
because he was curious about

PAIRED
Curious About Earth
Earth. His first class was READ
“Curious About Earth”

about undersea geology. The
students saw photographs of
lava erupting from underwater
volcanoes. It was pillow lava.
Since then, Campbell has been
fascinated by geology.
Hamish Campbell is one

of the scientists who
have studied the black PA
PAIRE
AIREDD
Make Connections: Write About It smoker found during
Alvin’s 1999 mission.
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R EAD Curious About Earth

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Before reading, point out that “Curious Leveled Reader THEN pair them with students who have
About Earth” is a biography, which is a story of a person’s life. Then proficiently read the On Level and have
discuss the Essential Question. After reading, ask students to make students
connections between what they learned from Exploring the Deep and • echo-read the On Level main selection.
“Curious About Earth.”
• retell by paraphrasing the main ideas of
each section with a partner to ensure
completeness.

FOCUS ON SCIENCE
F
S
Students can extend their knowledge of natural forces and using more complex sentence
affecting Earth by completing the science activity on structures.
page 24.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H / Û R /
2
OBJECTIVES
I Do
Explain that when a vowel is followed by the letter r, the r changes the
Know and apply vowel’s sound. When an r comes after the vowels e, i, and u, the sound is
grade-level phonics usually /ûr/ as in bird. Write fur on the board and read it aloud. Underline
and word analysis
skills in decoding
the letters ur. Point out that in fur, the letter u appears before r and the
words. RF.5.3 two sounds are blended together. Repeat with burn, hurt, purse, and turn.

Write her, heard, work, and first on the board. Model how to pronounce
the r-controlled vowel the /ûr/ sound in the first word. Have students identify the spelling of this
sound of /ûr/. sound. Students can read the rest of the words aloud and identify the
vowel sounds and spellings.
You Do
Add these words to the board: yearn, term, flirt, world, curd. Have students
read each word aloud and identify its vowel sound. Then point to the
words in random order for students to read chorally. Repeat several times.
TIER
B U I L D W O R D S W I T H r  CO N T R O L L E D V O W E L S
2
OBJECTIVES
I Do
Remind students that multisyllabic words are made up of smaller word
Use combined parts, or syllables. Tell them they will be building longer words with
knowledge of syllables that contain r-controlled vowels. Remind students that when a
all letter-sound
correspondences,
vowel is followed by the letter r, the r changes the vowel’s sound.
Display these Word-Building Cards one at a time: ton, ters, per, some, but,
(e.g., roots and affixes) son, car, where. Model sounding out each syllable. Have students chorally
to read accurately read each syllable. Point out the r-controlled vowels in car, per, where, and
unfamiliar multisyllabic ters. Display all eight cards. Work with students to combine the Word-
Building Cards to form two-syllable words with r-controlled vowels. Have
out of context.
RF.5.3a students chorally read the words: carton, person, butters, somewhere.
Write other syllables containing r-controlled vowels on the board, such as
Build words with You Do
r-controlled vowels. art, her, cir, there, and for. Have students work with partners to build words
by combining the r-controlled vowel syllables with other syllables. Have
pairs share their words and create a class list.
T234 UNIT 1 WEEK 4

WEEK 4
P R AC T I C E r  CO N T R O L L E D V O W E L S
OBJECTIVES
I Do
Remind students that in r-controlled vowels, a vowel and an r act as a
Use combined team to make a new sound. Write the word urchin on the board. Then read
knowledge of the word aloud. Point out that the first syllable in urchin is formed by the
all letter-sound
correspondences,
vowel sound of /u/ and /r/ together, which makes the /ûr/ sound.
Write the words perfect, barter, border, curler, and circus on the board.
(e.g., roots and affixes) Model how to decode the first word as you point out the r-controlled
to read accurately vowel sound. Then guide students as they decode the remaining words.
unfamiliar multisyllabic Help them first divide each word into syllables using the syllable-scoop
procedure. This will help them to read one syllable at a time.
out of context. RF.5.3a
You Do
Afterward, point to the words in random order for students to chorally
Decode words with
read. If time permits, encourage students to brainstorm additional words
r-controlled vowels.
with r-controlled vowels.
Approaching Level
Vocabulary
TIER
2
OBJECTIVES
I Do
Use High-Frequency Word Cards 31–40. Display one word at a time,
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
to comprehension or
expression. L.6.6 speaking and writing. For example, provide sentence starters such as
I need a brown . Ask students to write each word in their Writer’s
Review high-frequency Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T236 UNIT 1 WEEK 4

WEEK 4
OBJECTIVES Display the plummeting Visual Vocabulary Card and say aloud the word
I Do
Acquire and use set plummeting, falling, plunging, rising.
accurately grade-
appropriate general Point out that the word rising does not belong and explain why.
academic and
domain-specific
We Do
Display the vocabulary card for the word scalding. Say aloud the word set
words and phrases; scalding, hot, cool, warm. With students, identify the word that does not
gather vocabulary
belong and discuss why.
knowledge when
to comprehension or
saying aloud the word set. Ask students to identify the word that does
cascaded, poured, filled, spilled documentation, papers, lies, records
dynamic, exciting, energetic, lazy exerts, releases, pushes, relaxes
pulverize, crush, divide, mash shards, pieces, whole, debris
M E TA P H O R A N D S I M I L E

I Do
Demonstrate Reproducibles pages 33–34. Read aloud the first paragraph. Point to the
understanding of
phrase “Like a sleeping giant.” Explain that the author is using a simile to
word relationships, compare two unlike things. Then point to “the giant woke up.” Explain that
and nuances in word here, a comparison is made without the word like. This is a metaphor.
meanings. Interpret
figures of speech (e.g., Think Aloud I see that the author compares the volcano to a sleeping
personification) in giant. This comparison helps me visualize the volcano. It must be very
context. L.6.5a big, because giants are huge. The author also describes the volcano as
sleeping and quiet. This must mean that it has been still and has not
Identify and analyze
similes and metaphors erupted for a while.
in text.
Write the words simile and metaphor on the board.
We Do
Ask students to point to the phrase “like matchsticks” in the second
paragraph. With students, discuss what the author is comparing to figure
out the meaning of the simile. Write the meaning of the simile.
You Do
Have students find the meanings of other similes and metaphors in
the passage.
VOCABULARY T237
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES
I Do
Explain that reading a selection out loud is not just about reading the
Read on-level prose words correctly. Readers should read at an even pace and chunk words
and poetry orally with together into phrases to help show the meaning of what they read. Read
aloud the first paragraph of the Comprehension and Fluency passage
successive readings. on Approaching Reproducibles pages 33–34. Tell students to listen for
RF.5.4b times when you pause creating natural breaks in the sentences and how
you read slowly or more quickly to emphasize parts of the text.
We Do
after you, using the same phrasing and rate. Explain that you grouped
certain words into phrases to show how they relate to one another.
You Do
Have partners take turns reading from the Approaching Reproducibles
passage. Remind them to focus on their phrasing and rate. Listen in and,
as needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y I M P O R TA N T D E TA I L S
2
OBJECTIVES
I Do
Write the topic “Mount St. Helens.” Then write “one of the largest landslides
Determine a central ever,” “north face fell,” and “watched from a camp.” Explain that the first two
idea of a text and how details are about how powerful the explosion of Mount St. Helen’s was.
particular details;
The detail “watched from a camp” is not connected to the other details.
the text distinct from We Do
Read the first page of the Comprehension and Fluency passage on pages
personal opinions or 33–34 of Approaching Reproducibles. Have students tell what the
judgments. RI.6.2 selection is about. This is the selection’s topic. Ask them what facts the
selection told about the topic. These facts are the details. Help students
Identify important identify how the details are related. Discuss why they are important.
details.
You Do
Have students read the rest of the passage. After each paragraph, they
should write down the details that seem most important. Review their
lists with them and have them explain why the details they chose are
important. Have them use these details to determine the main idea.
T238 UNIT 1 WEEK 4

WEEK 4
OBJECTIVES
I Do
Remind students that the main idea is the central thought of a passage.
Determine a central Each paragraph has a main idea that describes the ideas of the whole
idea of a text and how paragraph. Each selection as a whole also has a main idea. The details
particular details;
are all the smaller facts that tell about the main idea. Explain that one
provide a summary of sentence can include more than one detail.
Read aloud the first three paragraphs of the Comprehension and Fluency
judgments. RI.6.2 passage on Approaching Reproducibles pages 33–34. Pause to point out
key details in each sentence. Model how to decide what all the important
details have in common, or how they are connected, and how to state the
main idea of each paragraph using these details. Then, work with students
to identify the main idea of each remaining paragraph in the passage.
You Do
Have students use the main idea of each paragraph to determine the main
idea of the whole passage.

Determine a central
Have students choose a nonfiction book for sustained silent reading.
it is conveyed through ‡ Remind students that the main idea is the most important point that
particular details; the author makes about the topic. Details provide information about
the main idea.
personal opinions or ‡ Remind them that if they have trouble identifying the main idea, they
judgments. RI.6.2 should reread a paragraph or section to look for more information to
Cite textual evidence help them understand the text better.
to support analysis
Have students record on Graphic Organizer 141 the main idea and
the text. RI.6.1 important details as they read independently. After they finish, they can
conduct a Book Talk, each telling about the book that he or she read.
Reread difficult ‡ Students should share their organizers and answer this question: What
sections of a text to
was the most interesting fact you learned from this book?
‡ They should also tell the group if there were any sections they reread to
increase their understanding.
COMPREHENSION T239
On Level
Narrative
Nonfiction
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Leveled Reader: Go
Before Reading
Narrative
Preview and Predict

Nonfiction
EXPLOR ING
THE DEEP
Curious About Earth
READ
‡ Read the Essential Question with students: How do natural forces
Leveled Reader
LEXILE 970 ‡ Have students read the title and the first two pages of Exploring the Readers
Deep. Ask students to discuss where “the Deep” is and to predict

OBJECTIVES what areas of the ocean the book will describe.
Determine a central
particular details; Discuss with students narrative nonfiction and that they may
provide a summary of experience the personality of the writer through word choice and style
of writing. Explain that narrative nonfiction may feature headings,
judgments. RI.6.2 photographs, diagrams, and maps describing a real-life topic. Have
students identify features of narrative nonfiction in Exploring the Deep.
Determine the
meaning of words
and phrases as they
are used in a text,
During Reading
including figurative, Close Reading
connotative, and
technical meanings. Note Taking: Ask students to use the graphic organizer on Your Turn
RI.6.4 Practice Book page 32 as they read the selection.
Pages 2–3 Reread pages 2 and 3, and then turn to a partner to discuss Use Graphic
Organizer
ACADEMIC how Alvin is different from other submarines. (It has been built to
LANGUAGE withstand pressures that would crush a regular submarine.)
text, expository, main Pages 4–7 What does the diagram on page 4 explain? (The illustrations
idea, details, simile, in the diagram demonstrate huge forces at work and the complicated
diagram, biography movement of sections of Earth.) Notice the simile on page 7. How does
• Cognates: texto the simile help you understand the text? (The author says, “The seawater
informativo,
would then gush back into the ocean like hot water from a giant kettle.”
símil, diagrama, This helps me visualize how the vents in the ocean floor work.)
biografía Pages 8–11 How did black smokers get their name? (The superheated
water coming from them is full of minerals, causing the water to be
black.) Reread page 9 and paraphrase with a partner how black smokers
form. (The water from the vents cools instantly, and the minerals in the
water form shards that collect around the vents.)
T240 UNIT 1 WEEK 4

WEEK 4
Pages 12–16 Reread page 13 to find out what worms, clams, and
barnacles feed on in the deep sea. (They feed on the sugars produced Literature
by bacteria that form on and around the thermal vents.) Which details Circles
support the main idea that the new Alvin will be better than the first Alvin?
(It can dive deeper and stay submerged longer.)
Thinkmark questions to guide
After Reading the discussion. You may wish to
have a whole-class discussion on
Respond to Reading information learned about the
Revisit the Essential Question and ask students to complete the Text topic of natural forces affecting
Leveled Reader.
Ana
Analytical
W Write About Reading Have students write a paragraph about
Writing
h main purpose of the Alvin explorations detailed in Chapter 2. Ask

the
them to include details that support this idea.
Level
Up
Fluency: Phrasing and Rate Narrative
Nonfiction
EXPLOR ING
Model Model reading page 14 with proper phrasing and rate. Next, THE DEEP
BY SUE GIBBISON
read the passage aloud and have students read along with you.
Narrative
Nonfiction
Apply Have students practice reading with a partner. EXPLOR ING

THE DEEP
BY SUE GIBBISON
Narra
N arrativ
tive
e
Nonfic
Nonficttion
ion PAIRED
ED
Curious About Eart
Earth
READ
Compare Texts
E X PL
LOR ING
T HE DEEP
that affect Earth.

BY SUE GIBB
ISON
PAIRED
Curious About Earth
READ
Hamish Campbell is a geologist
who studies the oceans.
He decided to study geology
in college because he was curious
about Earth. The first lecture he

attended, on undersea geology,

mesmerized him.

In that first lecture, the
underwater volcanoes. The
images showed lava erupting
from the seafloor. The students
were seeing pillow lava—it looked
as if the underwater volcanoes
were making a string of giant
underwater sausages. Campbell
has been hooked on geology
Hamish Campbell
has studied the black
smoker found on Alvin’s PA
PAIRE
AIREDD
Make Connections: Write About It REA

RE
EAD Curious About Earth
ever since.
1999 mission.
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the genre of this text is biography, which is students
a story of a person’s life. Then discuss the Essential Question. After • partner-read the Beyond Level main
reading, ask students to make connections between the information selection.
they learned from Exploring the Deep and “Curious About Earth.” • compare and contrast natural forces.

The Beyond Level challenges students by
FOCUS ON SCIENCE
F including more domain-specific words
and using more complex sentence
S
Students can extend their knowledge of natural forces
structures.
affecting Earth by completing the science activity on
page 24.
ON LEVEL T241
On Level
Vocabulary
OBJECTIVES
I Do
Use the Visual Vocabulary Cards to review key selection words cascaded,
Acquire and use exerts, plummeting, pulverize, scalding, and shards. Point to each word, read
accurately grade- it aloud, and have students chorally repeat it.
appropriate general
academic and Ask these questions and help students respond and explain their answers.
words and phrases; ‡ If water cascaded from a cliff, was it more likely a drip or a waterfall?
gather vocabulary
knowledge when ‡ Which animal is more likely to be plummeting, a hawk or a cow?
considering a word ‡ What would you describe as scalding, boiling water or drinking water?
or phrase important
to comprehension or Have students respond to these questions and share their answers with
expression. L.6.6 You Do
the class when they’re done.
‡ After a runner exerts himself, is he tired or full of energy?
‡ To create shards, do you need glue or scissors?
‡ To pulverize a rock, would you throw it on the ground or into water?
OBJECTIVES
I Do
Remind students that authors often make comparisons between two
Demonstrate objects or ideas in order to describe them. Use the Comprehension and
understanding of Fluency passage on Your Turn Practice Book pages 33–34 to model.
word relationships, Think Aloud I want to know what the simile “blown down like
and nuances in word
meanings. Interpret
matchsticks” means. When I reread the second paragraph, I see that there
figures of speech (e.g., was a blast. I know matchsticks are smaller and weaker than trees. I think
personification) in the author means the blast easily blew down the trees.
context L.6.5a
We Do
Have students read the next paragraph, where they encounter the
metaphor “The giant could not sleep.” Help students determine what is
being compared to a sleeping giant.
You Do
Have students work in pairs to determine the meanings of other similes
and metaphors as they read the rest of the selection.
T242 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
I Do
Review with students that the central thought of a passage is the main
Determine a central idea. Explain that each paragraph has a main idea that describes what
idea of a text and how it is about. Taken together, the main ideas of all the paragraphs describe
particular details;
the main idea of the whole passage. The details are ideas that are related
provide a summary of to the main idea. Explain that one sentence can include more than
the text distinct from one detail.
judgments. RI.6.2
We Do
Have a volunteer read the first paragraph of the Comprehension and
Fluency passage on Your Turn Practice Book pages 33–34. Have students
orally list details, and help them determine which are important. Then
model how to decide what the details have in common or how they are
connected, and how to state the main idea using these details. Then, go
on to the next paragraph and work with students to identify its main idea.
You Do
Have partners read the rest of the passage and identify the main idea
in each paragraph. These main ideas should be considered together to
determine the main idea of the whole passage.

Determine a central
it is conveyed through ‡ Have students preview the book, reading the title and viewing the front
particular details; and back cover before they read.
the text distinct from ‡ Remind students to reread difficult sections as they read.
judgments. RI.6.2 Read Purposefully
Cite textual evidence Encourage students to read different books in order to learn about a
to support analysis variety of subjects.
‡ As students read, have them use Graphic Organizer 141 to list the key
inferences drawn from details and the main idea.
the text. RI.6.1 ‡ They can use this organizer to help them write a summary of the book.
Reread difficult ‡ Ask students to share their reactions to the book with classmates.
sections of text to
Beyond Level
Narrative
Nonfiction
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Leveled Reader: Go
Before Reading
Narrative
Preview and Predict

Nonfiction
EXPLOR ING
THE DEEP
Curious About Earth
READ
‡ Read the Essential Question with students: How do natural forces
Leveled Reader
LEXILE 1090 ‡ Have students read the title and the first two pages of Exploring the Readers
Deep. Ask students to discuss where “the Deep” is and to predict

OBJECTIVES what areas of the ocean the book will describe.
Determine a central
particular details; Discuss with students that narrative nonfiction tells facts about a topic
provide a summary of with the author’s personality and writing style. Narrative nonfiction
may include headings, photos, captions, maps, diagrams, and timelines.
judgments. RI.6.2 Have students preview text elements to identify features of narrative
nonfiction in Exploring the Deep.
Determine the
meaning of words
and phrases as they
are used in a text,
During Reading
including figurative, Close Reading
connotative, and
technical meanings. Note Taking: Ask students to use the graphic organizer on Your Turn
RI.6.4 Practice Book page 32 as they read the selection.
Pages 2–3 Which details support the idea that an HOV is necessary Use Graphic
Organizer
ACADEMIC for exploration of the ocean bottom? (Humans could not survive the
LANGUAGE extreme pressure, cold temperatures, and lack of light without a special
vehicle.) Turn to a partner and discuss why the hull of Alvin is nearly two
idea, details, simile, inches thick. (It has to be very thick to resist intense pressure from all the
diagram, biography water above it.)
• Cognates: texto Pages 4–7 Reread page 5 and paraphrase how Earth’s continents of
informativo,
today were once a supercontinent. (A supercontinent, or very large
símil, diagrama, continent, broke up into the pieces of crust we call continents today.)
biografía Find a simile on page 7. What does the simile describe and how does it help
you understand the topic? (The author says that seawater from the vents
“gush back into the ocean like hot water from a giant kettle.” This helps
me visualize and understand how thermal vents work.)
T244 UNIT 1 WEEK 4

WEEK 4
Pages 8–11 Why does the author put quotation marks around the word
smoke on page 9? (so the reader understands that the material from Literature
the smokers is not actual smoke, but a material that resembles smoke) Circles
Reread and then paraphrase why it takes Alvin over two hours to get to
the ocean bottom and why it only stays five hours. (The bottom is very
deep. Alvin can only stay submerged for a total of ten hours.) Thinkmark questions to guide
Pages 12–16 Turn to a partner and discuss why scientists want to create the discussion. You may wish to
maps of the ocean floor. (They want to find other places where the have a whole-class discussion on
seafloor is spreading or building up mountains.) information learned about the
topic of natural forces affecting
After Reading Leveled Reader.
Respond to Reading
Ana
Analytical
W Write About Reading Have students write a paragraph about
Writing
h main purpose of the Alvin explorations discussed in Chapter 2. Ask

the
them to include a few details that support this idea.

Model Model reading page 16 with proper phrasing and rate. Next,
read the passage aloud and have students read along with you. Gifted and Talented
Apply Have partners do repeated rereadings of the passage.
N
Narra
N
Nonfic
tive
tion to think of how Alvin is like a
Compare Texts
E X PL
LOR ING spaceship exploring outer space.
T HE DEEP
that affect Earth.

BY SUE GIBB
ISON Students should compare and
who studies the oceans. Campbell
contrast Alvin’s design to the
decided to study geology in
college because he was curious
design of spacecraft used to

about Earth. The first lecture he

attended at university was about
undersea geology and the topic

mesmerized him.
In that first lecture, the
underwater volcanoes. The images
showed molten rock erupting from
explore space. They should write
about how both ships are built
the seafloor and quickly solidifying
to form pillow lava. To Campbell,
it looked as if the underwater
volcanoes were making a string Campbell has studied
of giant underwater sausages. the black smoker
found during Alvin’s PA
PAIRE
AIRED
AIR D
REA
RE
specifically to allow humans to
He has been hooked on geology

1999 mission.
ever since.
19
CV_CR14_LR_G6_U1W
4L70 B 119251;3
go to places no other human has

i dd

the genre of this text is biography, which is ever gone. Have them use facts
a story of a person’s life. Then discuss the Essential Question. After they learned from the week or
reading, ask students to make connections between the information do additional research.
they learned from Exploring the Deep and “Curious About Earth.”
FOCUS ON SCIENCE
F
S
Students can extend their knowledge of natural forces
affecting Earth by completing the science activity on
page 24.
BEYOND LEVEL T245

Beyond Level
Vocabulary
OBJECTIVES
Model
Acquire and use documentation and dynamic. Write science-related sentences on the board
appropriate general
academic and Write the words treacherous and raging on the board and discuss the
domain-specific
words and phrases;
meanings with students. Then help students write original sentences
gather vocabulary using these words.
knowledge when
considering a word Apply
Have students work in pairs to review the meanings of the words torrent
or phrase important and sputtered. Then have partners write sentences using the words.
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Read aloud the first paragraph of the Comprehension and Fluency
Demonstrate passage on Beyond Reproducibles pages 33–34.
understanding of
figurative language, Think Aloud When I read this paragraph, I want to understand the
word relationships, simile “Like a sleeping giant.” A mountain is enormous like a giant, and
and nuances in word
meanings. Interpret
something that is sleeping is quiet and peaceful. I think that the author is
figures of speech (e.g., saying the huge mountain had been quiet and peaceful for a long time.
personification) in
context. L.6.5a Read the second paragraph along with students. Help them figure out the
meaning of the simile “blown down like matchsticks.”
Apply
Have partners reread the passage. Ask them to describe comparisons to
find meanings of the following simile and metaphors: “the earthquakes hit
like waves,” “The giant could no longer sleep,” and “‘ghost forest’.”
Gifted and Independent Study Using the vocabulary words, have partners create a
Talented
storyboard that shows the sequence of events that occur when a volcano
erupts and natural forces alter the landscape. Encourage them to use
similes and metaphors. Groups can share their storyboards with the class.
T246 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
Model
Remind students that the author’s focus is the main idea in a passage.
Determine a central Explain that the author provides details to support and give more
idea of a text and how information about the main idea. Point out that one sentence can include
particular details;
more than one detail and that each paragraph has a main idea that is part
provide a summary of of the main idea of the whole passage.
personal opinions or Have students read the first paragraph of the Comprehension and Fluency
judgments. RI.6.2 passage on Beyond Reproducibles pages 33–34. Ask open-ended
questions to facilitate discussion, such as What does the author consider to
be the most important idea in this paragraph? What does the author want
readers to know? Students should support their responses with details in
the text.
Apply
Have students identify the main idea in each paragraph in the rest of the
passage, as they independently fill in Graphic Organizer 141. Then have
partners use their work to determine the main idea of the whole passage.

Determine a central
it is conveyed through ‡ As students read, have them fill in Graphic Organizer 141.
particular details;
‡ Remind them to reread difficult sections of the text.
Read Purposefully
judgments. RI.6.2 Encourage students to read different books in order to learn about a
variety of subjects and to keep a reading journal as they do so.
to support analysis ‡ Students can write summaries of the books in their journals.
explicitly as well as ‡ Ask students to share their reactions to the books with classmates.
the text. RI.6.1 Gifted and Independent Study Allow time for students to create Sequence Charts
Talented
as they read independently. Then have students write a summary of their
Reread difficult books, making sure to relate their reading to the ways natural forces
sections of text to cause change on Earth. Students should offer their reactions to what
clarify understanding. they have read.
Shared Read Go
The Monster in the Mountain Digital
Before Reading
Build Background
Read the Essential Question: How do natural forces affect Earth?
R di /W i i
Reading/Writing ‡ Explain the meaning of the Essential Question, including the View “The
Workshop
vocabulary in the question: Natural forces are powerful occurrences in Monster
in the
nature, such as volcanic activity, lava flows, eruptions, the movement of Mountain”
OBJECTIVES Earth’s plates, earthquakes, erosion, and weather.
Determine a central
idea of a text and how ‡ Model an answer: When ocean waves slam into a rocky cliff, the power
it is conveyed through of the waves can cause the cliff to erode. The water breaks up the rock
particular details; and carries the pieces into the ocean. This causes the cliff’s shape to
change and eventually become smaller.
personal opinions or ‡ Ask students a question that ties the Essential Question to their own
judgments. RI.6.2 background knowledge: Turn to a partner and discuss changes to Earth
caused by natural forces that you have seen or heard of. These could
LANGUAGE be rock formations, weather events, floods, earthquakes, or volcanic
OBJECTIVE eruptions. Call on several pairs to share their thoughts.
Identify the main idea
of a text and explain During Reading
how it is supported by
key details. Interactive Question-Response
‡ Ask questions that help students understand the meaning of the text
ACADEMIC after each paragraph.
LANGUAGE
• reread, main idea, ‡ Reinforce the meanings of key vocabulary.
details ‡ Ask students questions that require them to use key vocabulary.
• Cognates: detalles
T248 UNIT 1 WEEK 4

WEEK 4
Page 65 How do know that the word catastrophic means

something horrible happened? (The author
Meet Marta Ramirez describes how few people lived through the
Explain and Model the Strategy Reread to help eruption and towns were destroyed.)
students understand why images on a newsreel Paragraph 2
made Marta Ramirez want to study volcanoes. Model Main Idea and Key Details I can find the
(The images of ash, shards of volcanic rock, main idea of this paragraph by looking for what the
and smoky plumes of erupting volcanoes were details have in common. The details tell me there
fascinating to her and she wanted to learn more.) have been many eruptions since 1944, and scientists
have placed measuring devices on the mountain.
What is the paragraph’s main idea? (Volcanologists
How did Marta prepare to study volcanoes?
expect more major eruptions to occur.)
(She earned college degrees in geology and
volcanology.) Explain what it means “to earn
If the rock beneath the mountain shifts, what might
degrees.”
happen? (The mountain might start to erupt.)
At the Monster’s Mouth
Page 67
Choral read the sixth and seventh sentences with
students. Why does the author say the volcano is Looking Ahead
sleeping? (It is not erupting for now and is quiet
Paragraph 1
like someone sleeping.)
Choral read the paragraph with students. If Mount
Explain and Model Metaphor Show why the Vesuvius erupted tomorrow, why would it be difficult
author uses the metaphor “this monster is not to escape the area? (It shoots out ash, rock, and
dead.” When a volcano erupts, it does horrible things gases so fast that it would affect transportation
and threatens people’s safety, like a monster in a and people couldn’t outrun the eruption.)
scary movie. The volcano has not erupted in a while,
but tremors and small earthquakes show that there Paragraph 2
is still some activity within it.
What is the only sure way to protect the
Page 66 people living near Vesuvius? (give them enough
warning to evacuate)
Paragraph 1
Reread the second and third sentences. After Reading

What does the author compare to “glowing red
Make Connections
fingers”? (lava flowing down the sides of the
volcano) ‡ Review the Essential Question.
‡ Make text connections.
When the Monster Awakens ‡ Have students complete the ELL
Paragraph 1 Reproducibles pages 33–35.
What happened to the nearby cities when Vesuvius
erupted in 79 A.D.? (Ash, rock, and lava spread over
them and destroyed everything.)


Narrative
Nonfiction
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Leveled Reader: Go
Before Reading
Narrative
Preview
Nonfiction
EXPLOR ING
THE DEEP
PAIRED
Curious About Earth BY SUE GIBBISON
READ
‡ Read the Essential Question: How do natural forces affect Earth?
Leveled Reader ‡ Refer to Surface Changes: How is Earth constantly changing due to Leveled
LEXILE 810 natural forces? Readers
‡ Preview Exploring the Deep and “Curious About Earth.” Our purpose for
OBJECTIVES
reading is to learn how natural forces are constantly changing Earth.
Determine a central
it is conveyed through Vocabulary
particular details; Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
depths, extinct, mission. Use the routine found on the cards. Point out
personal opinions or the cognates: extincto, geología, misión.
judgments. RI.6.2
Read on-level prose During Reading
accuracy, appropriate Interactive Question-Response
successive readings. Note Taking: Have students use the graphic organizer on ELL
RF.5.4b Reproducibles page 32. Use the questions below after each page is
Determine the read with students. As you read, use the glossary definitions to define Use Graphic
meaning of words vocabulary in context and visuals to help students understand key Organizer
and phrases as they vocabulary.
are used in a text,
including figurative, Pages 2–3 Look at the photograph and reread the text on page 2. How
connotative, and has Alvin helped scientists explore the bottom of the ocean? (It provides
technical meanings. light to see and protection against the cold water.)
RI.6.4
Pages 4–5 Reread the sidebar on page 5. Show with your hands the three
different ways techtonic plates can move. (move flat hands together,
ACADEMIC apart, and sliding against each other) What can these movements cause?
LANGUAGE
• main idea, details,
(earthquakes and erupting volcanoes)
simile, diagram, Pages 6–7 Let’s read the last paragraph on page 7 together. Now look at
biography the diagram. Explain how a thermal vent is like “a giant teapot.” (The water
• Cognates: detalles, reaching the hotter parts of Earth heats up and shoots back out into the
símil, diagrama,
biografía
ocean like the steam from a teapot when water is heated inside it.)
T250 UNIT 1 WEEK 4

WEEK 4
Pages 8–11 Name some strange things that scientists found when they
went to the East Pacific Rise. (giant clams, tubeworms, black smoker
chimneys) Turn to a partner and discuss how the robotic arm on Alvin Literature
would pick up samples of these things. Circles
Pages 12–17 Let’s reread aloud the first paragraph on page 14. What literature circle using the
is the main idea of this paragraph? (The ocean floor has changed since Thinkmark questions to guide
1977.) Name one detail. (Many creatures have died because of lava the discussion. You may wish to
flows, and new thermal vents opened up and attracted tube worms.) have a whole-class discussion on
information learned about the
topic of natural forces from both
After Reading selections in the Leveled Reader.
Respond to Reading Help students complete the organizer on ELL

Reproducibles page 32. Revisit the Essential Question. Ask partners to
Level
summarize and answer the Text Evidence Questions. Support students
as necessary and review all responses as a group.
Up
Ana
Analytical
W Write About Reading Have partners write a short paragraph to
Writing
Narrative
Nonfiction
EXPLOR ING
d i the main idea of Exploring the Deep.
describe THE DEEP
BY SUE GIBBISON

Narrative
Nonfiction
EXPLOR ING
THE DEEP
Model Model reading page 7 with proper phrasing and rate. Next, BY SUE GIBBISON
reread the page aloud and have students read along with you. PAIRED
READ
D
Curious About Eart
Earth

PAIRED
Curious About Earth
READ
Narra
N arrativ
a tive
v
Nonfict
Non
Nonficctio
ttio
tion
i
Compare Texts
that affect Earth.
EX PL
L OR ING
T HE DEEP
BY SUE G
GIBBISON
who studies the oceans. Campbell
studied geology in college
because he was curious about
Earth. He attended a lecture on

underwater volcanoes. He saw

photographs of lava erupting from
underwater volcanoes. It was
pillow lava. Campbell has been
fascinated by geology since then.
students
Campbell has studied the
black smoker found on
Alvin’s 1999 mission. PA
PAIRE
AIREDD • echo-read the On Level main selection
Make Connections: Write About It CV_CR14_LR_G6_U1W
4L50 E 118596;3
19
REA
RE
with their partners

i dd
Before reading, ask students to note that Leveled Reader • list words with which they have difficulty
the genre of this text is a biography. Then
• discuss these words with their partners
discuss the Essential Question. After reading, ask students to make
connections between the information they learned from Exploring the
Deep and “Curious About Earth.” A C T Access Complex Text
FOCUS ON SCIENCE
F and more complex sentence structures.
S
Students can extend their knowledge of natural
forces by completing the activity on page 24.


Vocabulary
OBJECTIVES Preteach vocabulary from “The Monster in the Mountain,” following the
I Do
Acquire and use Vocabulary Routine found on the Visual Vocabulary Cards for cascaded,
accurately grade- documentation, dynamic, exerts, plummeting, pulverize, scalding, shards.
appropriate general
words and phrases;
knowledge when
Have students work with a partner to replace each vocabulary with a
or phrase important synonym or similar phrase they know.
to comprehension or
Give students the frame: Ask students to write Challenge students to
LANGUAGE Another word for ____ is a question using the write sentences, including
OBJECTIVE _____. Help students read vocabulary word, and an both the vocabulary word
Use vocabulary words. the frame aloud. answer with the synonym. and the synonym.
REVIEW VOCABULARY
I Do
Acquire and use over a few days. Read each word aloud pointing to the word on the
accurately grade- Visual Vocabulary Card. Have students repeat after you. Then follow the
appropriate general
academic and
domain-specific
Draw or post a picture representing one of the vocabulary words on the
gather vocabulary board. Have students name the word and define or use it in a sentence.
knowledge when
Have pairs draw a picture related to one of the remaining vocabulary
or phrase important words. Then have pairs display the picture for the class to guess the word.
to comprehension or
Help students generate Have students use the Ask students to explain
LANGUAGE ideas for their drawings correctly guessed word in how the picture represents
OBJECTIVE and incorporate the word a sentence. the word and use the
Use vocabulary words. into their pictures. word in a sentence.
T252 UNIT 1 WEEK 4

WEEK 4
M E TA P H O R S A N D S I M I L E S
I Do
Demonstrate Passage on ELL Reproducibles page 33–34, while students follow along.
understanding of Summarize the paragraph. Point to “Like a sleeping giant, it lay quiet.”
word relationships,
Explain that this simile uses like to compare two things. A metaphor
and nuances in word also compares without using like. Similes and metaphors help readers
meanings. Interpret understand important characteristics of the unlike items being compared.
figures of speech (e.g.,
personification) in Think Aloud What does “Like a sleeping giant, it lay quiet,“ mean? I know
context. L.6.5a a giant is big. Something sleeping is quiet. The volcano is compared to a
sleeping giant. This tells me the big volcano had not erupted recently.
LANGUAGE
OBJECTIVE We Do
Point out “The giant woke up with a boom,” on page 33. Help students
Use metaphors and explain the metaphor. Write the explanation of the phrase on the board.
similes.
You Do
In pairs, have students write an explanation for the simile “Trees were
blown down like matchsticks,” on page 33.

Have students repeat the Ask students to locate and Have students explain the
simile after you and help read aloud the simile and difference between similes
them identify its meaning. discuss its meaning. and metaphors.
OBJECTIVES List academic vocabulary and high-frequency words from “The Monster
I Do
Acquire and use in the Mountain”: inspires, eruption, evacuation; and Exploring the Deep:
accurately grade- environment, minerals, pressure. Define each word for students: Pressure is
appropriate general
academic and
the force pushing on something.
domain-specific
Model using the words for students in a sentence: The fence broke because
gather vocabulary of the pressure the horse was placing on it. The weight of the ocean exerts a
knowledge when lot of pressure in these deep areas. Provide sentence frames for students to
considering a word complete: The pressure from the caused .
or phrase important
to comprehension or
You Do
Have pairs make up their own sentence frames that use the words and
expression. L.6.6 share them with the class to complete them.

OBJECTIVE Help students copy the Provide sentence starters Have students define the
Use academic sentence frames and for students, if necessary. words they used.
vocabulary and high- complete them.
frequency words.
VOCABULARY T253

Writing/Spelling
W R I T I N G T R A I T: V O I C E
OBJECTIVES Explain that good writers establish style and tone. The text’s structure
I Do
Produce clear reflects the style (the use of dialogue or long sentences). Tone reflects the
and coherent writer’s attitude about a topic (serious or light-hearted). Read the Expert
writing in which
the development,
Model aloud as students follow along. Describe the style and tone.
organization, and
style are appropriate We Do
Read aloud another section of “The Monster in the Mountain” as students
to task, purpose, and follow along. Discuss its style and tone. Use a two-column chart to list
audience. W.6.4 words that reflect the section’s style and tone, and model your thinking.
Maintain consistency
You Do
Have pairs use the words in the two-column chart to write a short
in style and tone.
L.6.3b paragraph that reflects the same style and tone as the text. Edit each pair’s
writing. Then ask students to revise.
OBJECTIVE
Establish style and Have pairs complete the Have students revise to Have students revise to
tone in writing. activity together and copy add examples in the text add a different style and
the edited paragraph. that reveal style and tone. tone to their writing.
S P E L L W O R D S W I T H r  CO N T R O L L E D V O W E L S
I Do
Demonstrate syllables, and attaching a spelling to each sound. Point out syllables that
command of the have an r-controlled vowel. Have students repeat the words.
conventions of
standard English Read the Dictation Sentences on page T229 aloud for students. With each
punctuation, and
sentence, read the underlined word slowly, segmenting it into syllables.
spelling when writing. Have students repeat after you and write the word.
L.6.2
You Do
LANGUAGE
Spell words with
r-controlled vowels. Have students copy After students have Ask students to explain
the words with correct corrected their words, which words were difficult
spelling and say the words have pairs quiz each other. to spell and why.
aloud.
T254 UNIT 1 WEEK 4

WEEK 4
Grammar
C L AU S E S A N D CO M P L E X S E N T E N C E S
OBJECTIVES
I Do
Remind students that sometimes sentences contain one or more
Demonstrate
complete thoughts. These are called independent clauses because each
command of the
conventions of could be a sentence on its own. Write on the board: We left the park. It
standard English began to rain. Point out that each is a complete thought. Joining them
grammar and usage with the subordinating conjunction when forms a complex sentence. We
when writing or left the park when it began to rain. The independent clause We left the park
speaking. L.6.1
joins up with the dependent clause when it began to rain. Write: When it
Use clauses and began to rain on the board. Explain that this clause needs another thought
complex sentences. to complete it.
We Do
Write the sentence frames below on the board. Identify the subject and
LANGUAGE predicate in each clause and circle them to show they are complete
OBJECTIVE
thoughts. Ask volunteers to name subordinating conjunctions, such as
Write sentences with
clauses and complex although, because, until, for the sentence frames. Fill the sentence frames
sentences. with students’ responses to form complex sentences. Then read the
completed sentences aloud for students to repeat.
Grades K-6
Our team won the game, the other team was very good.
Language
Transfers Our coach was happy we all played well.
Handbook
Our game is on hold the weather gets better.
You Do
Brainstorm other independent clauses with students. Have students
Language Transfers work in pairs to write three sentences joining clauses with subordinating
Handbook
conjunctions to make complex sentences.
Speakers of Hmong
may use two or more Beginning Intermediate Advanced/High
main verbs in a clause
without a connector. Provide sentences frames Ask students to underline Have students
Model using and, but, for students to copy and the clauses and circle identify dependent
yet or other connectors complete. Then help them the subordinating and independent
to demonstrate proper underline the clauses and conjunctions. clauses and underline
verb use in a clause. circle the subordinating the subordinating
conjunctions. conjunctions.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Main Idea and Key Metaphor and Simile Writing About Text RI.6.2,
Details RI.6.2 L.6.5a W.6.9b
Grade 6
Assessment Includes
Weekly
State Standards online PDFs
Grades 1-6
Assessment
following schedule:
State Standards
T256 UNIT 1
WEEK 4
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 55–57 on Main Idea and
multiple-choice items Key Details from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 . . . assign Lesson 165 on Similes and

VOCABULARY multiple-choice items Metaphors from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 55–57 on Main Idea and
“3” on the constructed Key Details and/or Write About Reading
Students have a WCPM . . . assign a lesson from Sections 1, 7, 8, 9, or

score of 109–116 . . . 10 of the Tier 2 Fluency Intervention online
PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL
Money A STORY
OF CHANGE
W hat do cows, sacks of grain,

How Many Cows
Does That Cost?
seashells, strings of beads, and
About 9000 B.C., humans
swaths of deerskin have in common?
developed agriculture and started
They have all been used as money.
living in communities. They grew
Currency in the form of coins and
crops and raised animals for food.
bills is a fairly recent development.
So the first form of currency was
And before there was any currency
probably livestock. People could
Reading/Writing Workshop at all, there was barter.
pay for goods and services with
cattle, sheep, goats, pigs, or camels.
Let’s Make a Deal
Grain and other crops served as
Barter is basically a cashless
money, too. As societies developed,
system for exchanging goods or
however, ships and caravans made
services. People likely bartered from
a growing inventory of goods
the earliest days of human society.
available for trade over great
Maybe someone was good at making
distances. Suddenly, big live cows
tools but needed help hunting for
and huge sacks of grain were no
food. Another person was a good
longer practical to use as currency.
hunter but needed an axe to build
People needed money that would
a shelter. When they bartered, the
not die or spoil after a short time.
toolmaker got help hunting, and the
hunter got a new axe. Today, the give-
Shopping with Shells
and-take of bartering with a neighbor
A bout 1200 B.C., the Chinese
can be a useful formula for exchanges
began using cowrie shells as money.
of goods and services, but most of us
Cowries are animals that live along
use money to buy what we need.
many coastlines, so people in Africa
79
078_081_CR14_SI6_U1W5_MR_118711.indd 79 2/9/12 10:10 AM

available Shared Read “Making Money: A Story of Change,” 78–85
basically Genre Informational Article
Lexile 960L
factors
fluctuate
formula
inventory Comprehension Strategy ..................... Reread, T274–T275
manufactured Comprehension Skill .............................. Author’s Point of View, T276–T277

Genre ............................................................. Expository Text, T278–T279
salaries
Vocabulary Strategy ............................... Root Words, T280–T281
Writing Traits .............................................. Sentence Fluency, T286–T287
Grammar Handbook............................... Run-on Sentences and Comma Splices,
T290–T291
Go
Digital
T258 UNIT 1 WEEK 5

USING MONEY
Essential Question
What factors influence how
people use money?
WEEK 5
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
The Economic Roller Coaster, 92–95 “Our Federal Reserve at Work,” 96–97
Genre Informational Genre Editorial
Differentiated Text


Who’s That Stepping Into the Volcano
Genre Narrative
Classroom Library

TEACH AND MANAGE
How You Teach

Using Money “Making Money: A Story of Change” The Economic Roller Coaster
Minilessons “Our Federal Reserve at
Reread, Author’s Point of View, Work”
Expository, Root Words, Writing Traits
Literature
Reading/Writing Anthology
Workshop 92–97
78–87
74–75


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Author’s Point of View Compounds with Hyphens
Fluency

Transitions Economics
Independent
Practice Go Digital

pp. 43–45
Comprehension
Genre, p. 46
Phonics/Word Study
Phonics, p. 48
Grammar
Spelling/Word Sorts
Listening Library
6 Unit 1 • Week 5 • Using Money Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 5
Leveled Readers Make a Chart, T284
Text Connections
Compare Using Money, T285
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
49–60


13
( More
5 Activities
on back
18
4

Write to Sources
and Research
Author’s Point of View, T276–T277
Analyze to Inform/Explain, T285
Comparing Texts, T297, T305, T309,
T315
Author’s Point
Predictive Writing, T281A of View, p. 95
Author’s Point
of View, pp. 43–45
Go Genre, p. 46
Digital
Analyze to
Whiteboard Point of View Your Turn Practice Book

24
Go
Personal Narrative,
T350–T355
Pee
Go
Digital
Narrative Text: Personal
Interactive Leveled Workstation Card Narrative
h Edition
di i Personal Narrative, Card 24 Writing Process

WEEK 5
Writing Trait: Sentence Fluency
Transitions, T286–T287
Sentence Fluency:
Transitions,
pp. 86–87
13
Sentence
Go Fluency:
Digital Sentence Fluency:
Transitions,
Card 13 Transitions, p. 50
Interactive

Go
Digital
Grammar
Run-On Sentences and
Run-On Sentences and Comma Splices
Comma Splices, T290–T291
Spelling
Compound Words,
T29
T292–T293 C
Compound
Go Words
W
Digital
Interactive

READING
Build Background Using Money, T266–T267 Comprehension
• Strategy: Reread, T274–T275
Teach, Aloud: “Making Money for America,” T268–T269
• Skill: Author’s Point of View, T276
T276–T277
Analytical
A
Writing
W
Whole Group
Model Comprehension
• Preview Genre: Expository Text, T278–T279
• Genre: Expository Text, T278–T279
Practice Your Turn 42–47
and • Preview Strategy: Reread, T274–T275
Vocabulary Strategy: Root Words,
Apply Vocabulary Words in Context, T270–T271 T280–T281
Practice Your Turn 41
Close Reading of Complex Text “Making
Money: A Story of Change”, 78–81
Leveled Reader Money Changes, T296–T297 Leveled Reader Money Changes, T296–T297
Word Study/Decoding
y/Deco Decode Compound Vocabulary
Approaching Words, T298 8 2
TIER
T300 0 2
TIER
2 2
TIER
0 2 • Identify Author’s Opinion, T302
• Identify Related Words, T301 • Review Author’s Point of View, T303
On Level Vocabulary Review Vocabulary Words, T306 Comprehension Review Author’s Point of
Small Group
View, T307
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Author’s Point of
Level T310 View, T311
Shared Read “Making Money: A Story of Leveled Reader Money Changes, T314–T315
Change”, T312–T313 Vocabulary Review Vocabulary, T316
English Word Study/Decoding Decode Compound Writing Writing Trait: Sentence Fluency, T318
Language Words, T298
Grammar Run-on Sentences and Comma
Learners Vocabulary
Splices, T319
LANGUAGE ARTS Writing Process: Personal Narrative, T350–T355

Writing • Writing Trait: Sentence Fluency/Transitions, T286–T287 • Writing Trait: Sentence Fluency/Transitions, T286–T287
Whole Group
Grammar Run-on Sentences and Comma Grammar Run-on Sentences and Comma
Grammar Splices, T290 Splices, T290
Spelling Spelling Compound Words, T292 Spelling Compound Words, T292
Build Vocabulary • Connect to Words, T294
• Academic Vocabulary, T294
• Expand Vocabulary, T294
• Review Paragraph Clues, T294
T262 UNIT 1 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Word Study/Decoding Compound Words, Fluency Rate, T283 Integrate Ideas
Integrate Ideas
Close Reading The Economic
Roller Coaster, 92–95 Close Reading “Our Federal Reserve at
Work”, 96–97
Literature
Anthology
Leveled Reader Money Changes, T296–T297 Leveled Reader Paired Read: “Cash Is Here to Leveled Reader Literature Circle, T297
Word Study/Decoding
y/Deco Build Compound Stay,” T297 Comprehension Self-Selected Reading,
TIER
Words, T282
2 2 Word Study/Decoding Practice Compound T303
Fluency Rate, T302
2 2
TIER
Words, T299
Vocabulary Root Words, T301
Vocabulary Root Words, T306 Stay,” T305 Comprehension Self-Selected Reading,
T307
Vocabulary Stay,” T309 Comprehension
• Root Words, T310 Gifted and • Self-Selected Reading, T311
• Shades of Meaning, T310 Talented • Independent Study: Using Money, T311
Word Study/Decoding Build Compound Stay,” T315
Words, T282 Vocabulary Additional Vocabulary, T317
Vocabulary Root Words, T317 Word Study/Decoding Practice Compound
Spelling Compounds With Hyphens, T318 Words, T299
LANGUAGE ARTS
• Writing Trait: Sentence Fluency/Transitions, T286–T287 • Writing Trait: Sentence Fluency/Transitions, T286–T287 • Writing Trait: Sentence Fluency/Transitions, T286–T287
Grammar Mechanics and Usage, T291 Grammar Run-on Sentences and Comma Grammar Run-on Sentences and Comma
Spelling Compound Words, T293 Splices, T291 Splices, T291
Build Vocabulary Spelling Compound Words, T293 Spelling Compound Words, T293
• Reinforce the Words, T295 Build Vocabulary Build Vocabulary
• Root Words, T295 • Connect to Writing, T295 • Word Squares, T295
• Shades of Meaning, T295 • Morphology, T295

Access Complex Text
A C T
Scaffold to
Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Organization Cause and Effect T273
Purpose Comparisons T277
"Making Money: A Story of Change"

Lexile 960L

Organization
Cause and Effect T281A, T281C
Genre Editorial T281E
The Economic Roller Coaster Lexile 950L
"Our Federal Reserve at Work" Lexile 970L

SCAFFOLD
support Workshop Money Changes
"Making Money: T314–T315
THEN scaffold instruction using the small A Story of Change" "Cash Is Here to
group suggestions. T312–T313 Stay" T315

WEEK 5
instruction focus.
more complex text.
Quick Check
Comprehension Skill Author’s Point of View T277
Genre Expository Text T279
Beyond
Vocabulary Strategy Root Words T281
Word Study/Fluency Compound Words, Rate T283 T305

If Yes On Level Review T304–T307 On Level
ing
Approach ELL
T297 T315
T 315
Additional Vocabulary T317 Root Writing Trait: Spelling Grammar

access purchase Words T317 Sentence Compounds Run-on
convenient security Fluency T318 with Sentences
issued versatile Hyphens T318 and Comma
Splices T319


LESS O
IN I
M
N
10 Build Background
Mins
Go
What factors influence how people use money?
Writing Workshop.
Discuss the photograph of the man shopping. Focus on what factors
the man probably considers when spending money.
Workshop ‡ Considering factors such as price, quality, and usefulness can make Concept
this man’s money go as far as possible.
OBJECTIVES ‡ When the cost of an item suddenly goes down, it may be tempting
Follow rules for to purchase the item. However, because this man keeps track of how
collegial discussions,
set specific goals and
prices fluctuate, he may suspect that the price will go even lower.
Watch Video
deadlines, and define
individual roles as
needed. SL.6.1b Talk About It
Engage effectively in a Ask: Why should factors besides price be considered when spending
range of collaborative COLLABORATE money? How can keeping track of how prices fluctuate help shoppers?
discussions (one-on- View Photos
Have students discuss in pairs or groups.
one, in groups, and
teacher-led) with ‡ Model using the graphic organizer to generate words and phrases
diverse partners on related to the way people use money. Add students’ contributions.
‡ Have students complete the organizer, generating additional
and issues, building
related words and phrases. Then have partners discuss what factors Use Graphic
on others’ ideas and Organizer
expressing their own influenced a decision they have made about using money. Ask
clearly. Review the students to paraphrase each other’s responses.
key ideas expressed
and demonstrate
understanding of
through reflection and
paraphrasing. SL.6.1d Collaborative Conversations
Build background
Be Open to All Ideas As students engage in partner, small-
knowledge on using
money. group, and whole-class discussions, remind them
‡ that all ideas, questions, or comments are important.
‡ to respect the opinions of others.
‡ not to be afraid to offer differing opinions or to ask questions
if something is unclear.
T266 UNIT 1 WEEK 5

WEEK 5
Essential Question
people use money?
Go Digital!
I don’t enjoy shopping, especially during crowded sales.

But after my wife and I had twin sons, we learned quickly
how to take advantage of cost-saving opportunities.
Besides price, we consider many factors before we
spend our money. Among them are how long our
family will use an item and how well it is made.
Because prices fluctuate, we try to keep track and
plan ahead. That way we spend our money wisely.
Living within our means is important to us, and we plan
to teach our children to do the same.
Talk About lt
Write words you have learned
Using
about using money. Then talk Money
with a partner about what
gees
mage
age
mag
g
ag
influenced a decision you had

eetttyy Im
Get
//Get
Ge
to make about using money.

Washing
The Was
The
Th gton
hing os
to Po
o st/G
Post
st
ost G
74 75
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SCAFFOLD
Use Visuals Point to Describe Have students Discuss Ask students
the shopping cart and describe the scene in the to discuss what the Using
the sale sign. This man photograph. Ask: Why is photograph shows about Money
is buying many items. He the man’s cart full? How how the man spends his
wants to buy things on can he afford to buy so money. What does the
sale. Ask students to tell many items? Elicit from sale sign tell you about the
you why a sale allows the students that the items cost of the items? How do
man to buy more items. are on sale, so his money lower prices help the man?
If a student’s response is buys more than usual. Elaborate on students’
correct, repeat it slowly responses.
and clearly for the class
to hear.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Using Money Digital
Tell students that everyone uses money in some form, and today they
media and formats will hear some history about money in the United States. Let students
(e.g., visually, know that you will be reading aloud an informational article that
quantitatively, orally) explains where U.S. coins are made.
and explain how it
text, or issue under Preview Genre: Expository Text View Photos
study. SL.6.2 Explain that the text you will read aloud is expository text from an
Cite textual evidence informational article. Discuss features of expository text:
to support analysis
‡ informs readers about a topic using factual details
explicitly as well as ‡ often includes photographs to illustrate the text
the text. RI.6.1
‡ may use graphs to show relationships among data
‡ may include sidebars to present information from differing
• Listen for a purpose. perspectives
• Identify
characteristics of
expository text.
Preview Comprehension Strategy: Reread
Point out that experienced readers often pause to reread parts of a text
that are complex or difficult to understand. Rereading can help readers
ACADEMIC
LANGUAGE
clarify their understanding of key ideas.
• expository text, reread Use the Think Alouds on page T269 to model the strategy.
• Cognate: texto
expositivo Respond to Reading
Think Aloud Clouds Display Think Aloud Master 4: When I read ,
I had to reread . . . to reinforce how to use the reread strategy to help
understand content. Model Think

Alouds
Aloud that let them know it is expository text. Ask them to think about Genre Features
other texts that you have read or that they have read independently
that were expository text.
Summarize Have students restate the most important information Use Graphic
from “Making Money for America” in their own words. Organizer
T268 UNIT 1 WEEK 5

WEEK 5
Making Money for America

While nickels, dimes, quarters, and other U.S. and silver coins. It proved, however, too small to
coins can be found in pockets all over our country, keep up with the demand. In 1874, a bigger mint
there are only a few places, called mints, where opened. It was made of solid granite, and San
these coins are actually made. The first mint was Franciscans called the building the Granite Lady. 2
established in 1792 in Philadelphia, which was The Granite Lady was fated to fill a larger need
then serving as the nation’s capital until the city of for the citizens of San Francisco than just making
Washington, D.C., was built. money. In 1906, a terrible earthquake destroyed
A Growing Nation thousands of buildings in the city and took
hundreds of lives. One of the few buildings
The country was much smaller then and one mint
left standing downtown was the U.S. Mint.
in a central location was all that was necessary. But
The Granite Lady provided some stability by
as the country grew and more states were added,
becoming the city’s central bank in the dark days
there was a need for mints in other parts of the
after the earthquake. It continued to serve as a
country. In 1835, Congress established smaller
mint until it was replaced by a larger one in 1937.
mints in Louisiana, North Carolina, and Georgia.
This San Francisco mint continues to make coins
But expanding borders did not always determine
today, along with mints in Philadelphia; Denver,
the need for a new mint. Sometimes history played
Colorado; and West Point, New York. 3
a role. 1
The U.S. Mint has played an important role
San Francisco’s “Granite Lady” in the country’s growth and history. Today, it
The discovery of gold in California in 1848 led to helps to preserve our country’s past through
the opening of a mint almost 3,000 miles from the the making of special commemorative coins
original mint. Opened in San Francisco in 1854, this that honor people and events important to the
new mint turned out millions of dollars in gold history of the United States.
Anderson Ross/Blend Images/Getty Images
1 Think Aloud To make

sure I understand why 2 Think Aloud I’m not sure I
understand what the “Granite
more mints were needed,
Lady” is. I’ll reread to find the
I’ll reread the section
answer.
called “A Growing Nation.”
3 Think Aloud I’m not certain

what role the U.S. Mint
played after the San Francisco
earthquake, so I’ll reread to
find out.

Vocabulary
LESS O
IN I
M
N
10 Words in Context
Mins
Go
Model the Routine
Digital
Vocabulary
ulary Routine
using the Vocabulary Routine found
Define:
Example::
Ask:

Workshop
Define: Inventory is the amount of goods or products that is available.
OBJECTIVES Example: The store clerk checked to see whether there was enough inventory to
cover expected sales over the next month.
Acquire and use inventory
accurately grade- Ask: What is in your inventory of school supplies?
appropriate general
academic and
domain specific Use Visual
words and phrases; Definitions Glossary
gather vocabulary ‡ available Something that is available is ready for use
knowledge when
considering a word
or purchase.
or phrase important ‡ basically Basically means “in the main or most important
to comprehension or ways.”
expression. L.6.6
‡ factors Factors are things that contribute to a result.
Cognate: factores
ACADEMIC
LANGUAGE ‡ fluctuate To fluctuate means “to move back and forth or up
fluctuate and down.”
‡ formula A formula is a rule or method for doing something.
Cognate: fórmula
‡ manufactured Items that are manufactured are made by
machines, often in large numbers.
Cognate: manufacturado
‡ salaries Salaries are the amounts of money workers earn
for doing a job.
Talk About It
Have students work with a partner to review each photograph and
COLLABORATE discuss the definition of each word. Then ask students to choose three
words and write questions for their partners to answer.
T270 UNIT 1 WEEK 5

WEEK 5

SCAFFOLD
Use Visuals Point to the Describe Help Discuss Ask students
photograph for inventory. students describe to discuss the inventory
Elicit that other words for what is happening photograph with a
inventory are stock and in the photograph. partner. Ask: Why might
supply. Ask: Does a store Review the meaning a store need a large
need a lot of inventory if and pronunciation for inventory? Elicit reasons
many people want to buy inventory. Ask: What to support students’
the store’s products? Why might be included in the responses.
or why not? Elaborate inventory of a store that
on students’ responses. sells clothes? Have pairs
Inventory in Spanish is create a list and read it
inventario. aloud. Clarify responses
as needed.
p. 41 p. 41 p. 41
VOCABULARY T271
Money A STORY
OF CHANGE
What do cows, sacks of grain, How Many Cows

Does That Cost?
at all, there was barter.
Let’s Make a Deal
Essential Question a shelter. When they bartered, the
What factors influence how not die or spoil after a short time.
people use money?
eess
ages
ges
Stephen Higer/Bloomberg via Getty Images

aage
magge
g

Read how currency has evolved and-take of bartering with a neighbor
in response to changing needs. can be a useful formula for exchanges
At the U.S. mint in Philadelphia, these many coastlines, so people in Africa
“blanks” will soon become pennies.
78 79

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Shared Read
Connect to Concept: Explaining how a hunter might have bartered for
Using Money an axe sets up the idea that people from earliest
Explain that “Making Money: A Story times placed a value on goods and services. The
of Change” will provide information bartering process helps explain the need for
about how currency has evolved currency as exchanges became more complex.
Reading/Writing
Workshop over time to meet changing needs. Reread Paragraph 3: Model how to paraphrase
Read “Making Money” with students, information from the section “How Many Cows
noting the highlighted vocabulary words. Does That Cost?”
Livestock and crops were probably the first forms
Close Reading of currency. These forms became impractical as
Reread Paragraph 2: Tell students that you are societies expanded and engaged in long-distance
going to take a closer look at the section “Let’s trade. People needed currency that would not die
Make a Deal.” Reread that section together. Ask: or spoil.
How does describing the barter system help the
author introduce the topic of changing currencies?
Model how to cite evidence to answer.
T272 UNIT 1 WEEK 5
WEEK 5
Examples of coins from

and India used this more convenient the ancient world
Barter
form of currency, too. On the other
Money Now
side of the world, Native Americans
?
The key idea about money
made money by stringing beads
carved from clamshells. They called
today is that it is issued by or
governments. In the U.S., your
their currency wampum. and had values based on the metals
one-dollar bill is worth the same Barter Is Better by Jonah M.
from which they were made. The I’ve learned how to get things I need without
as anyone else’s. The same is
rarest metals, such as silver and gold, spending a dime! Officially, it’s called “bartering,”
true for the South African rand,
had the highest values. but it’s as simple as trading what I don’t need
the Chinese yuan, the Brazilian anymore for something I want. Last week I
Averrag
age ppric
rice of 1 ounc
nce
ce of real, and the euro of the European traded my in-line skates for my friend Robert’s
guitar. It’s a lot like recycling: things you were
gold
go ld in U.S. dolla
la
arrs Union. However, the value of
going to throw away will be used by somebody
one nation’s currency in relation else. Another way to barter is to trade your time
to others can fluctuate daily. and some work for something you want.
Today’s money is far more

by Haylee D.
Wampum made from quahog clams versatile than ancient varieties.
Cash lets me choose exactly what I want to
In addition to exchanging actual buy. I can also compare prices of similar items at
Metal Money
(l) Nativestock/PhotoEdit Inc.; (r, l to r) Silvio Fiore/SuperStock/Getty Images; Danita Delimont/Gallo Images/Getty Images; Ingram
coins and bills, we can write different stores. I don’t always spend my money
The Chinese were the first to use checks that represent the money right away. My mom helped me open a savings
metal for making currency. At first, account when I was 7 years old. Whenever I
we have in the bank. We also
receive some cash, I go straight to the bank to
they cast bronze or copper into shapes use the least physical form of deposit at least half of it. Over time, the money
that resembled cowrie shells or small money: electronic, or computer- I save, and any interest it earns, will help me buy
tools. These manufactured “coins” based, currency. When things I wouldn’t be able to afford otherwise.
later became flat and, eventually,
Paying with Paper
employers deposit salaries
round. Before long, the use of round
The Chinese developed yet
directly into their workers’
Make Connections Overset
another form of money about 100 B.C.
metal coins was adopted in other bank accounts, or when we Talk about how people’s changing
It was flat, like today’s paper money,
parts of the world, including Asia charge an online purchase needs caused them to develop various
but each “bill” was actually made of
Minor, Greece, and Rome. Many early to a debit or credit card, the currencies. ESSENTIAL QUESTION
deerskin. In the seventh century A.D.,
coins were stamped with images of exchange is made entirely in
the Chinese even started printing the What are some of the different forms
animals, deities, or kings. the digital realm.
very first paper money. Its popularity of currency you have used to pay for
A number of factors gave metal
incamerastock/Alamy
in China didn’t last, but the idea goods and services? TEXT TO SELF
Publishing/SuperStock
coins an advantage over earlier forms

really caught on in Europe by the
of currency. They lasted a long time,
eighteenth century.
were easily recognized and counted,
80 81
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ESSENTIAL QUESTION
Encourage students to refer to text evidence as Organization
they talk about how currency has changed in
Explain that the cause-and-effect text
response to people’s needs. Ask students to discuss
structure shows why currency changed over
the forms of currency they have used.
time. The chronological sequence of events
describes each historical phase from long ago
Continue Close Reading to current times.
‡ What happened when societies began to
‡ Reread, pp. T274–T275 travel long distances to trade? (On long
‡ Author’s Point of View, pp. T276–T277 trips, animals died and crops spoiled.)
‡ Expository Text, pp. T278–T279 ‡ What effect did this have on currency?
‡ Root Words, pp. T280–T281 (People developed currency that would
not spoil or die, such as cowrie shells.)
SHARED READ T273

LESS O
IN I
M
N
10 Reread
Mins
Go
1 Explain Digital
Remind students that when they read expository text, they may
come across complex passages that are difficult to understand.
Money
Remind students that they can pause to reread parts of the text to
A STORY
OF CHANGE

Does That Cost?
clarify their understanding.

Let’s Make a Deal
people use money?
ages
Stephen Higer/Bloomberg via Getty Imageseess
ges
magge
aage
g
Active readers recognize that if text doesn’t make sense, they

78 79
‡
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Workshop may have missed something important, such as the meaning of Lesson
a word, a key piece of information, or a point the author makes.
OBJECTIVES ‡ When text is confusing, students can stop to reread a passage
Cite textual evidence or go back to an earlier section of text to review key ideas and
to support analysis
terms.
explicitly as well as ‡ Explain that rereading complex text at a slower rate often helps
inferences drawn from to clarify a passage that is conceptually dense.
the text. RI.6.1
‡ Students will encounter unfamiliar words in difficult selections.
Reread difficult Verifying word definitions as they reread can help students
sections of text clarify complex text.
to increase
understanding.
ACADEMIC Model how rereading helps you understand why people developed
LANGUAGE currency made from metal. Reread the section “Metal Money” on
• reread, expository text page 80 of “Making Money: A Story of Change.”
• Cognate: texto
expositivo
Have partners work together to reread the section “Money Now” on
COLLABORATE page 81, paying attention to information about why today’s money
is more versatile than money in the past. Have partners discuss
other sections of “Making Money” that they might want to reread.
T274 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Do students reread complex expository
text to clarify understanding? Do they
reread more than once if necessary?

ELL Develop p. T313

SCAFFOLD
Identify Help students Comprehend Help Explain Have students
reread the section students reread the reread the section “Metal
titled “Metal Money” section titled “Metal Money” on page 80. Ask
on page 80. Define Money” on page 80. Ask: them to explain why this
currency, bronze copper, What were metal coins section is complicated.
manufactured, adopted, made from? (bronze, Ask:. How might the look
deities, factors, advantage, copper, silver, or gold) of each metal used for
rarest, silver, and gold. How were their values money affect how people
Then reread again to be decided? (the value of recognized the coins and
sure students understand the metal) Discuss with their values?
how metal money students what made coin
developed. types recognizable.
pp. 43–44 pp. 43–44 pp. 43–44

Comprehension Skill
LESS O
IN I
M
N
10 Author’s Point of View
Mins
Go
1 Explain Digital
Explain that author’s point of view is a writer’s attitude or
perspective about a subject. Authors may express an objective, or
Money
neutral, point of view. They may also express a positive or negative
A STORY
OF CHANGE

Does That Cost?
bias, or a leaning toward a certain viewpoint.

Let’s Make a Deal
people use money?
ages
ges
magge
aage
g
To identify the author’s point of view, students look at key ideas

78 79
‡
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Workshop in the text. They think about whether or not writers support their Lesson
ideas with reasons and evidence that can be proven or whether
OBJECTIVES their views are unsupported opinions.
Determine an author’s ‡ As students read, they ask: What is the author’s viewpoint? What
point of view or
purpose in a text
details reveal this view? Is this view supported with evidence? Is
and explain how it important information intentionally omitted?
is conveyed in the ‡ Students should look for techniques that show that the author
text. RI.6.6
may be trying to influence readers to feel a certain way about a
Trace and evaluate the subject. Figurative language or words with negative or positive
argument and specific
claims in a text,
connotations can affect readers and show bias or prejudice.
distinguishing claims
that are supported by 2 Model Close Reading: Text Evidence
reasons and evidence
from claims that are Identify important details in the first three sections of “Making
not. RI.6.8 Money: A Story of Change.” Then model thinking about whether the
details express an objective or biased point of view.
ACADEMIC Ana
Analytical Write About Reading: Analysis Model for students how to use
Writing
W
LANGUAGE details from the graphic organizer to begin a written analysis of the
• point of view,
objective, bias,
author’s viewpoint. Ask: What is the author’s view about the changes
evidence in currency over time?
• Cognates: punto de
vista 3 Guided Practice of Close Reading
Have pairs complete the organizer for “Making Money,” going back
SKILLS TRACE COLLABORATE into the text to find important details about the changes in currency
AUTHOR’S POINT throughout history. Remind them to look for statements that may or
OF VIEW may not be backed up by evidence.
Introduce U1W5 Ana
Analytical Write About Reading: Analysis Ask pairs to work together
Writing
W
Review U2W6, U4W1, to write an analysis of all the details in the graphic organizer,
U4W2, U5W5, U5W6, U6W6 summarizing the author’s point of view. Call on pairs to share their
Assess U1, U4, U5 details and analyses with the class.
T276 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
As students complete the organizer,
do they identify important details that
help them determine the author’s point
of view?

ELL Develop p. T313
A C T Access Complex Text ONLEVEL PRACTICE BOOK pp. 43–45
Purpose
Explain that an author can express a
viewpoint by making comparisons.
‡ What is the author’s view of the barter
system compared with using money?
(Bartering works for exchanging goods
and services, but money is more practical.)
‡ How does the author view livestock and
crops compared to cowrie shells? (Livestock
and crops are inconvenient and less
durable forms of currency.)
‡ How does the author view metal coins
compared with earlier forms of currency?
(Metal coins have many advantages.) APPROACHING
pp. 43–45
BEYOND
pp. 43–45
ELL
pp. 43–45

Genre: Informational Article

LESS O
IN I
M
N
10 Expository Text
Mins
Go
1 Explain Digital
Share with students the following key characteristics of expository
text.
Money A STORY
Expository text gives information about a topic and may offer

OF CHANGE
‡
Does That Cost?
Let’s Make a Deal
the writer’s views supported by evidence.

people use money?
ages
ges
magge
aage
g
78 79
Expository text may include text features, such as headings

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Reading/Writing ‡ Present the

Workshop and photographs. It may also include graphs, which are Lesson
types of diagrams that help readers picture and understand
OBJECTIVES numerical data.
to support analysis ‡ Expository text may also include sidebars, which provide
of what the text says information related to the main text and which may offer a
explicitly as well as different perspective about the topic.
the text. RI.6.1
Integrate information
presented in different Model identifying and using the text features on pages 80–81 of the
media or formats informational article “Making Money: A Story of Change.”
(e.g., visually,
quantitatively) as ‡ Graphs Point out the bar graph on page 80. Explain that
well as in words to students should read the title first to find out what information
develop a coherent the graph shows. Then they should look at the information in
understanding of a
each bar, the numbers along the side, and the categories along
topic or issue. RI.6.7
the bottom. Ask: In which year did an ounce of gold cost more—
Recognize 1980 or 2005?
characteristics and ‡ Sidebars Read aloud the sidebar on page 81. Ask: What is the
text features of
topic? How is it related to the main text? Why might the author have
expository text.
included this sidebar information?
ACADEMIC
LANGUAGE
• expository text, Have students work with partners to find and list two text features
graphs, numerical
COLLABORATE in “Making Money.” Partners should discuss what information
data, sidebars
they learned from each feature and how each added to their
• Cognates: texto
expositivo, gráficos, understanding of the topic. Then have partners share what they
datos numéricos learned with the class.
T278 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Are students able to identify two text
features in “Making Money”? Can they
explain what they learned from each
feature?

ELL Develop p. T315

SCAFFOLD
Identify Point out the Describe Have students Explain Have students
graph on page 80 and describe the graph in the identify the graph in
read aloud the heading. selection. Ask: What do the selection. Elicit from
Ask: What does this you see in the graph? (the them how this feature
graph show? Encourage price of gold) Which bar is contributes to their
students to use the word the tallest? (2010) Why is it understanding of the text.
graph in their responses. the tallest? (Gold was most Ask: What does the graph
Elaborate with details in valuable that year.) Help show? What information
the graph. The Spanish students revise responses does the graph give that
word for graph is gráfico. as needed. isn’t in the text? Explain to
a partner.
p. 46 p. 46 p. 46
GENRE T279
Vocabulary Strategy
LESS O
IN I
M
N
10 Root Words
Mins
Go
1 Explain Digital
Explain to students that a root is the basic part of a word that gives
the word its meaning. Prefixes and suffixes are word parts that are
Money
added at the beginning or end of a root and that change the word’s
A STORY
OF CHANGE

Does That Cost?
meaning. Students can use common root words as clues to the

Let’s Make a Deal
people use money?
ages
ges
magge
aage
g
meaning of an unfamiliar word.

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Workshop ‡ Students can find the root of a word by taking off any prefixes or Lesson
suffixes. The basic part of the word that is left is the root.
OBJECTIVES ‡ Students can then think about what they know about the
Use common, grade- meaning of the root word and combine that with the meaning of
appropriate Greek
or Latin affixes
the prefix or suffix.
and roots as clues ‡ Even if they aren’t sure about the meaning of a prefix or suffix,
to the meaning recognizing a familiar root word will help students figure out the
of a word (e.g.,
audience, auditory,
meaning of the unfamiliar word.
audible). L.6.4b
ACADEMIC Model using its root word to find the meaning of directly in the last
LANGUAGE paragraph of the section titled “Money Now” on page 81.
• root words, prefix,
suffix
• Cognates: prefijo, 3 Guided Practice of Close Reading
sufijo
Have students work in pairs to figure out the meanings of popularity,
COLLABORATE relation, and varieties in “Making Money: A Story of Change.”
Encourage partners to identify the prefixes or suffixes in order to
SKILLS TRACE
isolate the root words. Remind them to think about the meanings of
the root words along with the meanings of the prefixes or suffixes to
ROOT WORDS
determine each word’s meaning.
Introduce U1W5
Review U1W5, U2W2
Assess U1
T280 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify and use root
words to determine the meanings of
popularity, relation, and varieties?

ELL Develop p. T317

SCAFFOLD
Identify Help students Discuss Point out the Explain Point out
find the words popularity, words popularity, relation, popularity, relation, and
relation, and varieties and varieties and define varieties and ask students
in the selection and the words for students. to define the words. Have
write them. Work with Help pairs identify the partners identify the
students as they draw a suffixes and root words. suffixes and root words.
line between each root Then have them discuss Ask them to explain how
and its suffix. Provide how cognates helped they used root words
the following cognates: them understand the to understand word
popularidad, relacíon, and words. (popularidad, meanings. Have pairs find
variedades. relacíon, and variedades) and discuss cognates.
p. 47 p. 47 p. 47

Develop
Comprehension
LEXILE
“The 950
Economic
Roller Coaster”
Gr e
925
5 1185
85
950 “The Economic Roller
950
Literature Anthology Coaster”

‡ Whole Class
‡ Small Group
‡ Independent
Preview and Predict

Have students read the title, preview the
photographs and graph, and make predictions
about what this informational text will be
about.
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Organization
Organization Tell students that the author uses a cause-and-
effect text structure to help readers understand the
factors that influence how people use money.
‡ Why is an economy in good shape when demand is
slightly higher than supply? (because businesses
work hard to make what people want)
T281A UNIT 1 WEEK 5

WEEK 5
What forces control the ups and a natural resource, such as oil or crops,
a manufactured product, such as a
downs of a nation’s economy? cell phone, or a service, such as a dry ESSENTIAL Q UESTION
cleaner. “Demand” refers to how many
W
people want a resource, product, or
1 hen people talk about a nation’s
service. This principle is the foundation Question. Have students discuss what
economy, they mean everything a
country and its citizens own. This also
of a free-market economy. information they expect to learn.
An economy is said to be in good
includes the goods and services that are
shape when demand is slightly higher
made, provided, bought, and sold there.
than supply, because that keeps
Note Taking:
Basically, the economy is about buying
and selling. This can include buying the
businesses working hard to make what Use the Graphic Organizer
people want. Businesses hire workers
services of workers to build houses. It
and pay them salaries for their services.
As students read, ask them to take notes
can also include selling nails and power
tools at the do-it-yourself store.
The workers have cash in their pockets using the graphic organizer on Your Turn
As a student, still in school, you
to buy the products and services Practice Book page 42 to record the details
of other businesses. That keeps the
may think you have no effect on the
demand high, keeps businesses running,
that support the author’s point of view.
economy. But have you ever bought a
and lets people keep earning—and
slice of pizza, had a haircut, shopped
for shoes or a baseball glove? If you do
spending—money. When supply and 1 Strategy: Reread
demand are in balance, prices are stable
anything that requires the exchange of
money for goods and services, you are
and the system functions smoothly. Teacher Think Aloud If I’m not sure
affected by the economy. One way or
An economy can falter when what an economy is, I can reread the first
another, the economy affects everyone.
demand is low. Businesses can’t sell their
products. When that happens, they will
paragraph on page 93.
To understand why, it helps to think of
the economy as the engine of a country.
lay off workers or won’t hire workers Have students apply the reread strategy.
to make the products. The workers, in
As long as it’s running smoothly, society
turn, won’t have money to spend on Student Think Aloud As I reread, I confirm
keeps moving forward.
other products. Prices may go down that the economy is what people own and
When the Price Is Right as businesses try to do whatever they
buying and selling of goods and services.
can to sell the goods they have. But low
The United States has what is called
prices don’t help very much when most
a free-market economy. This means that
people, rather than the government,
people don’t have money to spend. STOP AND CHECK
control the buying and selling of STOP AND CHECK
Reread How does the concept of supply
goods and services. Prices change Reread How does the concept
based on a principle called supply and
and demand affect an economy? (When
of supply and demand affect an
demand. “Supply” refers to how much economy? Reread to check your supply is lower than demand an economy
of something is available, whether it’s understanding. works well. When supply is higher than
93 demand an economy struggles.)
092_095_CR14_SA6_U1W5_SEL_118712.indd 93
‡ What is an effect of businesses working hard to ‡ How does that spending affect demand? (it keeps it
meet demand? (they hire workers and pay them high)
salaries)
‡ What do the workers do with the money they earn? Encourage students to notice cognates on page 93
(they buy things and pay for services that other to help them understand the causes and effects of
businesses offer) supply and demand: demand/demanda; economy/
economía; system/sistema.

Develop 2 TThe Right Formula

The factors behind supply and
Comprehension demand influence lots of economic

decisions, and these decisions affect
what you can afford to buy. Suppose
that a very popular athlete issues a new
athletic shoe. He says he’ll only produce
2 Skill: Author’s Point of View 1,000 copies of the shoes. The demand
for these shoes will be really, really
According to the author, what are three high and the supply will be very low, so
factors that affect prices? (how rare an item people who want them will be likely to
is, inventory, and natural disasters and pay a lot. The same idea is behind what
bad weather) Does the author express a makes gold and diamonds so expensive.
If an item is rare, then the supply is low.
biased or a neutral view of these factors? When a lot of people want the item, the
(The author presents the facts accurately demand is high. That’s the formula for
Bad weather such as a drought (left) or a flood
without bias.) In your organizer, record high prices.
Sometimes you’ll walk past a store
(right) can affect the prices of certain crops.
details about the author’s description and that’s putting a product on sale. You Natural disasters and bad weather
what they tell you about the author’s point might see a big sign saying “Computers can sometimes destroy crops. That
of view. (The author presents facts without 1/3 Off!” Supply and demand is often means prices for certain grains, fruits, or
the force behind such low prices. If vegetables might go up. On the other
bias to support the view that prices depend a company wants to sell off its huge hand, favorable conditions for growing
on factors that affect supply and demand.) inventory of outdated computers crops mean plenty of food, and not only
before a new one comes on the market for people. Feed for livestock is also less
for sale, then the situation is high- expensive. If the price of feed is low,
3 Genre: Text Features supply, low-demand. That’s a formula ranchers will raise a lot of cattle. This
How does the graph help you understand for

fo a very low price. means the price of beef will go down.
3
ges
Images
the text? (It shows the effects of supply and

mag
etty Imag
TThe
h Effect of Supply and Demand on Prices
(l) Inga Spence/Photolibrary/Getty Images; (r) Image Source/Getty
demand on prices.). How does the sidebar

on page 95 relate to the main selection?
(It is also about free-market economies. It
tells about government involvement in the
economy. While the main text is neutral,
the sidebar takes a strong position against Supply Demand Supply Demand Supply Demand
interference.) 94

Organization
Help students continue to recognize the cause-and- ‡ Why might the cost of grains, fruits, and vegetables
effect relationship text structure. go up? (A natural disaster or bad weather might
‡ What happens when a company needs to sell a have destroyed the crops.)
large inventory of a product that isn’t in very high ‡ What causes people to spend more money?
demand? (The company lowers the price of the (confidence in the economy)
product in order to get people to buy it.)
T281C UNIT 1 WEEK 5

WEEK 5
by L.D.
3 Even in a free-market it is the government’s job to keep the
economy like ours, the federal economy healthy, and that this is the
government
governme sometimes takes actions to
vern way to do it. If you ask me, however, I Essential Question. (The factors that
affect supply and demand. For example, think government actions like these don’t influence how people use money are
it might step in to establish price help a free-market economy.
controls to stop prices from rising too The principle of supply and demand
whether there is a large supply of what they
fast or too high. Another strategy is for shows us that things change over time. need or not enough of it, and whether they
the government to tighten the money Costs, prices, and income go up and feel worried about the economy or not.)
supply, which means making it more down as a natural part of the free-market
costly to borrow money. environment. Over time, I believe,
These situations have happened everything will sort itself out. Supply and
Respond to Reading
Randall Fung/Spirit/Corbis
many times over the last century. The demand will find balance again, and the
government’s actions are seen by economy will keep rolling along like a 1. Genre Answer The selection is
some people as necessary to keep the well-oiled machine.
economy balanced. Those in favor
informational because expository text
gives facts about a topic. Evidence On
Respond to Reading
of government action believe
page 93, the author explains the principle
1. What details help you recognize that “The
Emotions can affect the Economic Roller Coaster” is an example of an
of “supply and demand.” The graph on
economy as much as supply informational text? GENRE page 94 visually explains how supply and
and demand does. If people
feel confident that the economy 2. Evaluate the argument the author makes in “If demand affect prices.
You Ask Me . . .” Is it supported with evidence,
is doing well then they will 2. Author’s Point of View Answer The
as in the article “The Economic Roller
spend more money. If they are
Coaster”? Explain your answer. AUTHOR’S author’s point of view is biased.
worried about the future, or
feel prices may fluctuate, they POINT OF VIEW Evidence The author begins by providing
may not spend as much, and 3. What is the meaning of smoothly on page 93? neutral information about why the
the economy will slow down. In Use the meaning of the suffix added to the government might impose economic
cases like these, it is sometimes root word to help you. ROOT WORDS
beneficial for the government to controls, but then switches to expressing
step in and provide tax cuts and 4. How do the actions of both buyers and sellers thoughts about those controls, without
affect the U.S. economy? TEXT TO WORLD
other measures to help get the
backing it up with provable evidence.
economy moving again.
3. Root Words Answer Smoothly means
95 “in a steady way, with no problems.”
Evidence The suffix -ly means “in a
particular way.” The root word smooth
means “steady, without problems.”
4. Text to World Buyers affect the economy
because they create demand or not.
Sellers affect the economy because they
set the prices for the supply, and prices
affect how much people spend.
Demonstrate the effect of bad weather on crops
and prices. Gather ten seeds and ten students.
Tell students that each seed costs one dollar. Then
demonstrate that with less seeds, the seller still
needs to make ten dollars for the seeds.
‡ How much is the cost of each seed now?

Develop
Comprehension
LEXILE
“Our 970
Federal Reserve
at Work”
Gr e
925
5 1185
185
970 “Our Federal Reserve
Literature Anthology at Work”

‡ Whole Class
‡ Small Group
‡ Independent
Compare Texts
Students will read a persuasive article about
how the Federal Reserve can influence how
people use money. Ask students to do a close
reading, noting details that help determine
the author’s point of view. They will use the
text evidence that they gathered to compare
this text with “The Economic Roller Coaster.”
A C T Access
ccess Complex
omplex Text
ex t
Genre Explain to students that while a persuasive article
such as this may provide factual information, it also
clearly states the author’s thoughts on the topic.
‡ Which words in the second sentence let you know
the author’s stance on the topic and try to persuade
readers? (and should be)
T281E UNIT 1 WEEK 5

WEEK 5
lower interest rate than a person who moving through the economic system. I
borrowed money before and was late also believe the Fed should raise interest
paying it back. rates if people start borrowing too much.
Why does the author think the Federal
Interest rates, like other prices, can The flow chart below helps explain
fluctuate. They are determined by the this sound monetary position. Reserve is important to a healthy economy?
forces of supply and demand. Higher
With a partner, paraphrase the details in
The Ripple Effect
interest rates provide a good reason for
people to save more and borrow less.
the text that support the author’s point
This is because a bank will pay them When the cost of borrowing money is at the of view. (The author thinks it is up to the
right level, the entire economy runs smoothly.
more interest for the money they p
put in Federal Reserve to lower interest rates so
a savings account. When interest rates
become too high, however, businesses
esses
people borrow money, which leads to more
and people are not likely to borrow
w spending, which leads to more businesses
money from a bank. This is because
se making things people want.)
it will cost them too much to pay it
back. As a result, people are likely
$
to spend less on housing, cars,
and other major purchases that Make Connections
might require a loan. This can
$85.59
Essential Question Have students
hurt businesses that sell and
make certain products.
paraphrase and share how interest rates
Likewise, lower interest influence how people use money.
rates provide reasons for
people to borrow more and
Text to Text Discuss the relationship
save less. A low interest rate between interest rates and supply and
is likely to cause businesses to demand. Ask: How is the author’s point of
invest more and expand. It will
also encourage people to make
view in “Our Federal Reserve at Work” different
more purchases. In this way, from that of the author of the editorial
Make
M k CConnections
ti
interest rates affect how much sidebar in “The Economic Roller Coaster”?
economic activity takes place in In what ways do interest rates
Have partners report to the class. (The
1 an economy. influence how people use money?
I believe that when the ESSENTIAL QUESTION author of “Our Federal Reserve at Work”
economy slows down the Federal
How do interest rates have an effect thinks government intervention helps keep
Reserve must take action. It should
lower interest rates and keep money
on supply and demand? TEXT TO TEXT the economy running. The author of the
editorial sidebar in “The Economic Roller
97 Coaster” thinks the economy can fix itself.)
096_097_CR14_SA6_U1W5_PP_118712.indd 97
Explain that this first paragraph is the introduction Encourage students to notice cognates: interest/
and it includes the author’s claim. The rest of the interés; bank/banco. Ask if anyone can find another
editorial will attempt to prove that claim is true. cognate. (monetary/monterario)
‡ What other words and phrases on page 97 indicate
this is a persuasive article? (I believe, must take
action, should lower interest rates, sound monetary
position)

Word Study/Fluency
LESS O
IN I
M
N
20 Compound Words
Mins
Go
Use combined
knowledge of Explain that a compound word is made up of two smaller words.
all letter-sound Knowing what the smaller words mean can help students
correspondences, understand the meaning of the compound word. Compound
syllabication patterns, Words
and morphology Tell students that there are three different types of compound
(e.g., roots and words: closed compounds, such as footprint, open compounds, Present the
affixes) to read such as air bag, and hyphenated compounds, such as stir-fry. Lesson
Explain that there are rules that determine whether a compound
multisyllabic words
in context and out of word is hyphenated:
context. RF.5.3a ‡ Compound nouns are usually hyphenated when they end with
Read on-level prose the word in or on, as in the words tie-in and slip-on.
‡ Compound nouns that end with the words off, out, or up can
rate, and expression be either hyphenated or closed. For example, cop-out
on successive is hyphenated, but breakout is not. Similarly, show-off and
readings. RF.5.4b brush-off are hyphenated, but liftoff and turnoff are not.
Runner-up is hyphenated, but checkup is not.
‡ Many compound words are hyphenated when they end with a
prepositional phrase, such as brother-in-law and right-of-way.
ACADEMIC
LANGUAGE Explain that it is important to check a current dictionary to be sure
Money A STORY
of the spelling of a compound word.

OF CHANGE
• rate What do cows, sacks of grain, How Many Cows

Does That Cost?
Let’s Make a Deal
• Cognate: ritmo
people use money?
ages
ges
magge
aage
g
2 Model
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View
Write carry-on on the board. Model how to decode the word and “Making
Money: A
Refer to the sound determine its meaning, based on the meaning of the two smaller Story of
transfers chart in the Change”
words. Then write the following words on the board:
Language Transfers
Handbook to identify grown-up cleanup drive-in slip-up
sounds that do not sister-in-law add-on turnout send-off
transfer in Spanish, login backup holdout time-out
Hmong, and Korean. Have students circle the hyphens. Model how to decode each word.
3 Guided Practice
Have students chorally read the compound words listed above.
Help them sort the words by closed compounds and hyphenated
compounds. Then help students use the meanings of the smaller
words to determine the meaning of each compound word.
T282 UNIT 1 WEEK 5

WEEK 5

Monitor and
Transition to Longer Words Draw a T-chart on the board.
In the first column, write handout, breakdown, feedback,
Differentiate
dropout, and makeup. In the second column, write self-respect,
stir-fry, over-the-counter, merry-go-round, and all-star. Have
students chorally read the words in the first column. Talk about Quick Check
Q
why they are closed. Then have students chorally read the
words in the second column. Discuss why they are hyphenated.
compound words? Can students read
words fluently and at a consistent,
appropriate rate?

pp. T298, T302
ELL Develop
pp. T315, T318
Rate If Yes On Level Apply
Explain/Model Tell students that when they read a text pp. T304–T305
aloud, they should pay close attention to the rate, or speed, Beyond Level Apply
that they read. If they read too quickly, listeners will have a pp. T308–T309
difficult time understanding the text. If they read too slowly,
readers may lose interest in the text or have a difficult time
following along. However, reading aloud a text at a consistent
rate helps listeners clearly understand the meaning of the text.
Turn to “Making Money: A Story of Change,” Reading/Writing
Workshop pages 78–81. Model using a consistently smooth ONLEVEL PRACTICE BOOK p. 48
and moderate rate as you read aloud the first two paragraphs.
Practice/Apply Ask students to work with a partner to read
aloud the passage. Have students keep track of their partners’
reading rates. One partner should read for one minute as the
other follows along. At the one-minute mark, have the partner
that is following along note where in the passage the reader
stopped. Then have pairs count the number of words read in
one minute. Partners should then switch roles. Offer feedback
on how students can improve their reading rate, so that it is
within the range of 117–137 words per minute.

passages.
p. 48 p. 48 p. 48
WORD STUDY/FLUENCY T283

Wrap Up the Week

Integrate Ideas
L STU
RESEARCH AND INQUI RY

IA
DI
SOC
ES
Using Money
OBJECTIVES Make a Chart

Engage effectively in a
range of collaborative Explain that students will work in groups to complete a short research
discussions (one-on- COLLABORATE project about a major economic depression or recession in the 20th or 21st
one, in groups, and century. They will then prepare a chart to present their findings. Discuss
teacher-led) with the following steps:
diverse partners on
and issues, building 1 Choose a Topic Review with students what depressions and
on others’ ideas and recessions are, and have them discuss (in small groups and one-on-
expressing their own one) what they learned about the economy from this week’s readings.
clearly. SL.6.1
Then distribute the Unit 1 Week 5 Fact Sheet. Have groups narrow their
Write routinely over focus by choosing one depression or recession to research.
extended time frames
(time for research,
reflection, and
2 Find Resources Review how to find and use reliable online and
revision) and shorter print resources. Students should consider resources that provide
time frames (a single an overview of recent economic history as well as those that offer
sitting or a day or personal profiles of families and businesses affected by the recession
two) for a range of
discipline-specific or depression they are researching.
audiences. W.6.10 3 Guided Practice Have groups make an Accordion Foldable® to
record their notes. Encourage them to skim and scan sources to locate
• Use skimming and important details on the recession or depression, including its length,
scanning techniques.
causes, and effects on families and businesses.
• Take notes from
sources.
4 Create the Project: Chart Guide students to use their research to
prepare an informational chart. Their charts should include details
ACADEMIC
about accepted causes and how businesses and people were affected.
LANGUAGE
Groups can use Research Process Checklist 3 to evaluate their work.
The Washington Post/Getty Images
scan, skim
• Cognate: recursos Present the Chart
Have groups present their charts to the class. Afterward, have groups
share feedback and post their charts on the Shared Research Board.
T284 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES Text to Text

to support analysis Cite Evidence Explain that groups will use all of the texts they read this
of what the text says COLLABORATE week to compare information about what factors influence how people
explicitly as well as use money. Model how to compare this information by using examples
inferences drawn from from “Making Money: A Story of Change,” Reading/Writing Workshop
the text. RI.6.1
pages 78–81, and the week’s Leveled Readers. Review class notes and
Come to discussions completed graphic organizers. You
prepared, having
read or studied
also may model going back into
required material; the text for more information. Use
explicitly draw on an Accordion Foldable® to record
that preparation by comparisons. Groups should draw
conclusions about the factors that
on the topic, text, or
issue to probe and influence how people use money.
reflect on ideas under Students should cite at least three
discussion. SL.6.1a
examples from each text.
Encourage discussion, asking students to comment on information that is
similar and ideas that are different.

Analytical
W
OBJECTIVES Write an Analysis

Draw evidence from
informational texts Cite Evidence Students will write about a text they read this week. Using
to support analysis, text evidence, they will analyze how the author supports ideas presented.
reflection, and Discuss how to analyze a text by asking how and why questions.
research. WHST.6.9
‡ Why do you think the author chose to write about this particular topic?
Write informative/
explanatory texts ‡ How did the details the author included help to support his or her
to examine a topic overall message?
and convey ideas,
concepts, and Use Your Turn Practice Book page 49 to read and discuss the student
information through model. Have students select a text and review the author’s message. They
the selection, should write an analysis that explains how the author supported his or her
organization, and
message. Explain that good explanatory writing organizes information
analysis of relevant
content. W.6.2 and ideas logically and avoids run-on sentences and comma splices.
COLLABORATE how the evidence that they cited supports their ideas. Partners may
suggest additional text evidence if necessary.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Sentence Fluency
Mins
Go
Transitions Digital
FPO Expert Model Explain that good writers use transition words and
phrases to show how ideas are related. Transitions help readers follow
Expert Model
a writer’s train of thought. They can also show a shift in time, location, About 1200 B.C., the Chinese began using
cowrie shells as money. Cowries are animals that
live along many coastlines, so people in Africa
and India used this more convenient form of
or subject matter. Transitions such as also, another, and in addition currency, too. On the other side of the world,
Native Americans made money by stringing
beads carved from clamshells. They called their
currency wampum.
connect ideas that are similar, while on the other hand, in contrast,
Reading/Writing and however connect ideas that are different or opposing. Because, Expert
Workshop Model
in order to, therefore, and as a result help writers explain reasons and
connect details that have a cause-and-effect relationship. Explain that
OBJECTIVES 086_087_CR14_SI6_U1W5_WRT_118711.indd 86 2/10/12 2:59 PM
transitions hold a piece of writing together and help it make sense.

extended time frames Read aloud the expert model from “Making Money: A Story of
(time for research, COLLABORATE Change.” Ask students to listen for transitions that indicate a shift in
reflection, and
time, location, a cause-and-effect relationship, or another connection
revision) and shorter Editing Marks
time frames (a single between ideas. Have partners discuss how transitions helped them
sitting or a day or connect ideas. Grammar Handbook
Student Model
two) for a range of Making the Most

of My Money
Although
discipline-specific Student Model Remind students that transitions help readers

Some spend their money as soon as
they get it, I prefer to plan ahead. Even
tasks, purposes, and with small amounts, I stop to think how
connect ideas and keep track of changes in time and location. Read
Last week, and
I’ll use it. I earned three dollars
audiences. W.6.10 I could have spent it on my way home.
aloud the student draft “Making the Most of My Money.” As students Student
Use words, phrases, Model
follow along, have them focus on revisions the writer made to connect
and clauses to create
cohesion and clarify
ideas with well-chosen transitions.
the relationships Invite partners to discuss how Juan’s revisions help connect ideas in his 086_087_CR14_SI6_U1W5_WRT_118711.indd 87 2/7/12 4:37 PM
among claim(s), COLLABORATE writing. Ask them to suggest ways Juan could use transitions toclarify
counterclaims,
reasons and
his thoughts.
evidence. WHST.6.1c
Use transitions to
revise writing.
ACADEMIC
LANGUAGE Genre Writing
G
• cause and effect,
transitions Narrative Text
• Cognates: causa, For full writing process lessons and rubrics, see:
efecto, transiciónes
T286 UNIT 1 WEEK 5

WEEK 5

SCAFFOLD

frames. Juan uses the frames. Encourage transitions does Juan
word to show students to provide use? What ideas do the
opposing thoughts. He details. Juan uses the transitions connect? How
uses to show a shift transition to connect are the ideas related?
in time. He uses to the ideas and .
show . He uses to
show . The transitions
show because .

Writing Every Day: Sentence Fluency

DAY
DAY DAY
DAY
1 2
Writing Entry: Transitions Focus on Transitions Writing Entry: Transitions
Prewrite Provide students with Use Your Turn Practice Book Revise Have students revise their
the prompt below. page 50 to model using transitions writing from Day 1 by adding
Tell why a habit that you have to connect and clarify ideas. transitional words and phrases to
developed might be a good one for Each year I go through my clothes connect ideas.
other people to adopt. Use transitions and choose many to donate to Use the Conferencing Routines.
to show the logical relationships charity. I rarely wear these items. Circulate among students and
among your arguments. Other people could use them. stop briefly to talk with individuals.
Have partners make a list of positive Model using a transition to show Provide time for peer review.
habits they have developed. They how the second and third sentence Edit Have students use Grammar
should include details about why are related. Handbook page 453 in the
the habits might be good for others I rarely wear these items. However, Reading/Writing Workshop to
to adopt. other people could use them. correct run-on sentences and
Draft Have each student select a comma splices.
Discuss how the transition however
positive habit to write about. Remind indicates a contrast. Guide students
students to include transitions to use other transitions to indicate
in their drafts that show logical relationships between ideas.
relationships between ideas.
Teacher Routines
Your arguments for why others You include effective transitions work on a specific assignment,
would benefit from adopting to indicate sequence. It would be such as those to the right, and
your habit are logical and easy easier to understand the positive then meet with you to review
to follow. effects of the habit you describe progress.
if you added transitions to show
cause-and-effect relationships.
T288 UNIT 1 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Transitions Writing Entry: Transitions Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss with the class what they
their Writer’s Notebooks for draft writing from Day 3 by adding learned about using transitions
topics on which to write a draft. transitional words and phrases to show relationships between
Or provide a prompt such as the to show the logical connections ideas. Invite volunteers to read and
following: between ideas. As students are compare draft text with text that
Describe how you keep track of the revising their drafts, hold teacher has been revised. Have students
money you spend, and tell why you conferences with individual discuss the writing by focusing on
think other students should do the students. You may also wish to have the effectiveness of transitions they
same. Include transitions in your students work with partners to peer used. Allow time for individuals
argument that connect your claims conference. to reflect on their own writing
and reasons. Edit Invite students to review progress and record observations
the rules for run-on sentences in their Writer’s
and comma splices on Grammar Notebooks.
their topics, ask them to create
an idea web with the argument Handbook page 453 in the
Brian Summers/First Light/Corbis
in the center and reasons in the Reading/Writing Workshop and

surrounding circles. Students can then edit their drafts for errors.
use their webs to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on adding
Provide specific direction to help focus young writers. transitions to connect ideas. Provide this
checklist to frame discussion.
Focus on a Sentence
sentence to show the connection between and .
Focus on a Section
✓ Are transitions used to show links
between ideas?
suggestions. This section is interesting, but using a transition to ✓ Do transitions make the order of ideas
show that contrasts with will clarify your point. clear and easy to follow?
Focus on a Revision Strategy ✓ Are claims and reasons linked

Underline a section of the writing. Have students use a specific effectively?
revision strategy, such as adding. A transition that shows cause
and effect will help you connect a claim with a reason.

Grammar: Run-on Sentences and Comma Splices

DAY
DAY DAY
DAY
1 2
when the days shorten the ocean turtles that live in the ocean.
water grows colder. The wind blows Have you seen the large ones near
FPO threw the trees. the rocks.
(1: When; 2: shorten,; 3: through) (1: Turtles; 2: delete that; 3: rocks?)
Introduce Run-on Sentences Review Run-on Sentences

Reading/Writing ‡ A run-on sentence results Review various types of run-on
Workshop when two main or independent sentences. Have students explain
clauses are joined without what might cause them to make
OBJECTIVES correct punctuation or a correct this kind of error in their writing.
Produce complete coordinating conjunction.
sentences,
recognizing ‡ A run-on sentence can contain Introduce Comma Splices
and correcting
‡ two main clauses separated ‡ The use of a comma in a run-
inappropriate on sentence that has two main
fragments and run- only by a comma or no
ons. L.4.1f punctuation. I saw the hawk, it clauses is called a comma splice.
circled overhead. The bird flew My sister went to the beach, she
Recognize variations rode her bicycle there.
from standard English to the feeder it ate all the seed.
in their own and ‡ two main clauses with no To correct a comma splice, replace
others’ writing and
comma before the coordinating the comma with a period and
speaking, and identify create two sentences. My sister went
and use strategies to conjunction. The dog was
improve expression panting and it was in distress. to the beach. She rode her bicycle
in conventional there.
Have partners discuss run-on
language. L.6.1e
sentences using page 453 of the
Grammar Handbook.
COLLABORATE
TALK ABOUT IT
Go
Digital AVOID RUNON SENTENCES
Have partners write one example
HEAR COMMA SPLICES
As they take turns reading text
of each type of run-on sentence. aloud, have members of small
Two pairs then switch papers, read groups purposely merge sentences
Run-on
Sentences the other pair’s run-on sentences to create a comma splice. Have
aloud, and suggest a solution for listeners say “comma” when they
Grammar each example. Pairs work together hear a splice and then explain how
Activities to write the examples correctly. to correct the error.
T290 UNIT 1 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Dr Crum treated the turtle we found I bought the novel Maniac Magee, I rode my bike to the wharf I chained
he cleaned its shell. Will it survive in it is my favorite book. The writing it to a rack, before I went fishing.
them cold waters? is good, the characters are fun. (1: wharf, and; 2: rack before)
(1: Dr.; 2: found.; 3: He; 4: these) (1: Magee.; 2: It; 3: good, and)

Correcting Run-on Sentences Have students correct errors in Use the Daily Language Activity and
Discuss options for correcting a these sentences. Grammar Practice Reproducibles
run-on sentence: 1. I swam in the ocean for hours, page 25 for assessment.
‡ Divide the run-on sentence into I came home and slept like a
two sentences. baby. (hours. or hours;) Reteach
‡ Change the run-on sentence to a 2. I don’t know what kind of Use Grammar Practice
compound sentence connected bicycle to get there are so Reproducibles pages 21–24
by a comma and a coordinating many different choices. (get. and selected pages from the
conjunction. There) Grammar Handbook for additional
reteaching. Remind students that
‡ Insert a semicolon or a 3. The best type of bicycle is a
it is important to avoid run-on
conjunction into the run-on mountain bike, I can’t really
sentences and comma splices as
sentence. afford it. (bike, but)
they speak and write.
As students write, refer them to 4. Ursula wrote a fantasy about
Grammar Handbook page 453. a talking dog and then she
the skill and listen for it in their
changed the character to a pig.
speaking. Assign Grammar Revision
(dog; then)
Assignments in their Writer’s
Have students check their work Notebooks as needed.
using Grammar Handbook page 453.
POST THE RULES USE RUNON SENTENCE HIDE THE ERROR

Have groups create mini-posters OPTIONS Have teams of three or four write a
with the three types of solutions Students each write one run-on paragraph containing one run-on
to run-on sentences shown in Day sentence. Then they correct the sentence or comma splice. Teams
3. Partners can create examples sentence, using each of the Day 3 exchange paragraphs, read them
of run-on sentences with comma options. Pairs should read the new aloud, and identify the run-on or
splices and then explain to one sentences aloud and then decide comma splice before correcting it
another how to use the solutions. which options they like best. in writing.
GRAMMAR T291
Spelling: Compound Words

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review the spelling for r-controlled
command of the
conventions of emphasizing the smaller words vowels, as in servant. Then read
standard English within each compound word. Say each sentence below, repeat the
capitalization, that compound words are made up review word, and have students
punctuation, and of two or more words, and can be write the word.
spelling when writing.
Spell correctly. closed, open, or hyphenated. 1. The wind outside is fierce.
L.6.2b Read self-respect aloud. Point out 2. Paolo had an urge to travel.
that while a compound word may
3. I like to shop at the bargain
have more than two syllables, it
Spelling Words table.
is usually broken into syllables
brother-in-law nearsighted heartbeat
science fiction self-respect fingernail between the words that make it up. Have students trade papers and
after-school northwest seaweed Demonstrate sorting the spelling check the spellings.
wading pool full-time eyelid words by pattern under key words Challenge Words Review this
old-fashioned windshield seashell
question mark watermelon all-star wading pool, heartbeat, and brother- week’s compound word spelling
teenager twenty-five in-law. Point out the spelling patterns. Then read each sentence
Review fierce, urge, bargain pattern. For example, fingernail and below, repeat the challenge word,
Challenge barbed wire, fire escape heartbeat have the same closed and have students write the word.
compound word pattern. 1. Be careful of the barbed wire!
Approaching Level
Then use the Dictation Sentences 2. We ran down the fire escape.
from Day 5. Say the underlined
heartbeat roundup blindfold Have students write the words in
farmyard teammate light bulb
word, read the sentence, and repeat
after-school northwest seaweed the word. Have students write the their word study notebooks.
right-handed full-time eyelid words and then check their papers.
windshield fisherman seashell
question mark watermelon rooftop
teenager twenty-five
Beyond Level
heartbeat
absent-minded
nearsighted
airtight COLLABORATE
WORD SORTS
self-respect science fiction
lamppost self-reliant
after-school flashbulb
butterscotch headquarters Have students cut apart the Complete the pattern sort using
outcast windshield Spelling Word Cards in the Online the key words, pointing out the
old-fashioned upstream Resource Book and initial the back same and different compound
teaspoonful wasteland
undermine question mark
of each card. Have them read the word spelling patterns. Have
words aloud with a partner. Then students use Spelling Word Cards
have partners do an open sort. to do their own sort. A partner can
Have them discuss why they sorted compare and check their sorts.
the words the way they did. Have students record their sorts.
T292 UNIT 1 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the three Write these sentences on the board. Use the Dictation Sentences for
definitions below into their Have students circle and correct the posttest. Have students list
word study notebooks. Say the each misspelled word. misspelled words in their word
definitions aloud and ask students 1. My brother-inlaw is very study notebooks. Look for students’
to match each definition with a oldfashioned. (brother-in-law; use of these words in their writings.
spelling word. old-fashioned)
1. a swimming facility with Dictation Sentences
2. Hayley attends an after school
shallow water (wading club for science-fiction. (after- 1. My brother-in-law is a chef.
pool) school; science fiction) 2. Joe loves to read science fiction.
2. not able to see things from a 3. Kyle has lived in the north- 3. My brother is in an after-school
distance (nearsighted) west for twenty five years. program.
3. outside of the regular day of (northwest; twenty-five) 4. Kids splash in the wading pool.
classes (after-school) 4. He has been near sighted 5. My grandmother is old-fashioned.
Challenge students to come up since he was a teen-ager. 6. Put a question mark at the end.
with other definitions for spelling, (nearsighted; teenager)
7. A teenager is still growing.
review, or challenge words. Have Error Correction Remind 8. The nearsighted boy has glasses.
them write the definitions in their students to look in a print or digital
word study notebooks and trade dictionary when they are unsure
9. He lost self-respect by cheating.
them with a partner. whether a compound word is open, 10. It rains a lot in the northwest.
closed, or hyphenated. 11. Janis works a full-time job.
12. The windshield is cracked.
13. A watermelon has many seeds.
14. Ms. Woo is twenty-five years old.
15. Her heartbeat is fast.
See Phonics/Spelling Reproducibles pp. 25–30. 16. Lyn painted one fingernail blue.
17. Some turtles eat seaweed.
18. An eyelid is a fold of skin.
SPEED SORT BLIND SORT 19. I saw a pink seashell.
Have partners do a speed sort Have partners do a blind sort. One
20. We attend the all-star game every
to see who is faster. Then have reads a Spelling Word Card; the
summer.
them write a sentence for each other tells under which key word
compound word spelling pattern it belongs. Have them take turns Have students self-correct the tests.
in the week’s reading. Have them until they have sorted all their
record the sentences in their Day 2 words. Then have partners write a
pattern sort in their word study reflection on how they sorted the
notebooks. words using spelling patterns.
SPELLING T293
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. When are you available to forms of this week’s words by
multiple-meaning help with chores? adding, changing, or removing
based on grade 6 2. What movie is basically about
reading and content, friendship? ‡ Draw a T-chart on the board.
choosing flexibly from Write factors in the second
3. What are factors that would
a range of strategies. column. Then write factor in the
Use context (e.g., cause you to change a habit?
first column. Read aloud the
the overall meaning 4. What causes the price of milk
of a sentence or words with students.
to fluctuate?
paragraph; a word’s ‡ Have students share sentences
position or function 5. Name a formula that is kept using each word form.
in a sentence) secret.
as a clue to the ‡ Students can add to the chart
meaning of a word or 6. How might you create an doing the same for inventory,
phrase. L.6.4a inventory of what you own? formula, and salaries and then
7. Name a manufactured share sentences using the
Expand vocabulary
by adding inflectional product that you use every day. different forms of the words.
endings and suffixes. 8. Do teachers or athletes deserve ‡ Have students copy the chart
higher salaries? Explain why. into their word study notebooks.
Vocabulary Words
available formula
basically inventory
COLLABORATE
factors manufactured
fluctuate salaries ACADEMIC VOCABULARY CONTEXT CLUES: vie
Re w
Discuss important academic words. PARAGRAPH CLUES

‡ Display inflation, exchange, and ‡ Remind students to look for
credit. clues in a paragraph to figure
out the meaning of unfamiliar
Define the words and discuss
Go ‡
words.
Digital ‡ Write inflation and inflated. Have
‡ Display this paragraph: Workers’
salaries hadn’t risen in years. They
partners look up and define
threatened to quit because of the
other related words with the
amount of money they were paid.
Vocabulary same root. Have partners ask
and answer questions using the ‡ Have partners identify words
words. that help them define salaries.
Vocabulary
Activities ‡ Repeat with exchange and credit. ‡ Have pairs write the definition in
their word study notebooks.
T294 UNIT 1 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Review this week’s and last week’s ‡ Have students write sentences Ask students to create Word
vocabulary. Have students orally in their word study notebooks Squares for each vocabulary word.
complete each sentence stem. using this week’s vocabulary. ‡ In the first square, students write
1. Basically, our collapsed ‡ Tell them to write sentences that the word (e.g., fluctuate).
after was not available. show what each word means. ‡ In the second square, students
2. The manufactured are ‡ Provide the Day 3 write their own definition of the
so popular, the store can sentence stems 1–4 for students word and any related words, such
barely keep them in inventory. needing extra support. as synonyms (e.g., change, up and
3. Cassie’s formula for academic down, waver, roller coaster).
success is one part and Write About Vocabulary Have ‡ In the third square, students draw
one part . students write something related a simple illustration that will help
to the theme of “changes” in them remember the word (e.g., a
4. If salaries are too no one
their word study notebooks. For roller coaster or a line graph).
will want to do the work.
example, they might write about
5. The scalding sent the ‡ In the fourth square, students
how different factors could cause
plummeting into the tub. write nonexamples, including
their feelings about the world
antonyms (e.g., steady,
6. After you break the into to fluctuate as they grow older
unchanging).
shards, pulverize it with . and alter any simple formula for
happiness and success. Have partners discuss their squares.
7. I’m amazed by the power the
exerts as it cascades into
the ____.
WORD PARTS: ROOT WORDS SHADES OF MEANING MORPHOLOGY

Remind students that knowledge Help students generate words Use manufactured to learn other
of a root word may help them related to salaries. Write salaries on words with the same root. Draw a
figure out the meaning of an the board in the center of a word word web and write manufactured
unfamiliar word. web. Write paychecks in one of the in one of the outer circles.
‡ Display Your Turn Practice outer circles. ‡ Have students look up the origin
Book pages 43–44. Read the ‡ Have partners write additional in a print or online etymology
first paragraph. Model using the synonyms or related words in dictionary. Write the root and
meaning of the root word inflate the outer circles. Students can its familiar forms in the center
to determine the meaning of also note antonyms in a second circle of the web. (man: Latin for
inflation. web. hand; factura: Latin for working,
‡ Have students complete ‡ Ask students to copy the performing)
page 47. Have them confirm completed web into their word ‡ Have them add words with the
word meanings in a dictionary. study notebooks. same root to the web. (manual)
VOCABULARY T295
Approaching Level
Informational
MONEY
Article
Leveled Reader:
CHANGES BY ANDREW GUNN Money Changes
Go
Digital
Before Reading
Informational
Preview and Predict MONEY

Article
PAIRED
READ Cash Is Here to Stay
‡ Read the Essential Question with students: What factors influence CHANGES
Leveled Reader
how people use money? Leveled
LEXILE 740 ‡ Have students read the title and table of contents, preview the Readers
photographs, and skim diagrams, charts, and sidebars. Ask students

OBJECTIVES to predict what the selection might be about.
Determine an author’s
point of view or
purpose in a text
Review Genre: Informational Text
and explain how it Explain to students that informational texts provide factual information
is conveyed in the to explain a topic. An author may express his or her point of view on the
text. RI.6.6
topic through a choice of words and focus on details. An informational
Cite textual evidence text may include features such as captions, photos, diagrams, charts,
to support analysis
and sidebars. Have students identify evidence that Money Changes is an
explicitly as well as informational text.
the text. RI.6.1
During Reading
Read on-level text
with purpose and Close Reading
understanding.
RF.5.4a
Note Taking: Ask students to use the graphic organizer on Your
Turn Practice Book, page 42, while they read the selection.
Read expository text. Pages 2–3 How can the root of disadvantages on page 2 help you Use Graphic
Organizer
understand its meaning? (The root is advantage, which means “a good
ACADEMIC or useful quality of something.” Adding the prefix dis- makes it mean “a
LANGUAGE bad quality of something.”) What does the author say about each method
• reread, point of view, of payment? Discuss what this says about the author’s point of view. (Each
informational text
has good points and bad points. The author’s point of view is balanced.)
• Cognates: punto
de vista, texto Pages 4–7 Discuss with a partner how the flowchart helps you
informativo understand how checks clear. (It shows the process visually and gives a
sense of why it may take several days for checks to clear.)
Pages 8–11 What does the author mean by “hidden costs” and what
hidden costs can shopping online have? (The author means that
shopping online has costs that you don’t have when shopping in
person. An example of this is shipping fees.)
T296 UNIT 1 WEEK 5

WEEK 5
Pages 12–15 Reread page 12 and paraphrase what a contactless

payment is and how smart cards could be used to make such payments. Literature
(A contactless payment is a payment that is made without physical Circles
money changing hands. A smart card stores a person’s bank account
information. When a person uses the card, money is taken from the
person’s bank account to pay for purchases.) Thinkmark questions to guide
Pages 16–17 How does the author summarize the selection in the the discussion. You may wish to
conclusion? (The author briefly restates the good and bad points of have a whole-class discussion
each form of money.) about what students learned
about the topic of cash and
other forms of money from both
Respond to Reading
Evidence Questions on page 18. Level
Up
Ana
Analytical
Write About Reading Check that students cite details about
W
Informational
MONEY
Article
W
Writing
pros and cons and how the author’s point of view influenced them.
CHANGES BY ANDREW GUNN
Informational

MONEY
Article
Model Model reading page 10 at an appropriate rate. Next, reread the CHANGES BY ANDREW GUNN
page aloud and have students read along with you. PAIRED
READ
ED
Cash Is Here to Stay

PAIRED
READ
Inform
In
nformation
ationa
onal
all
MONEY
A
Articl e
Compare Texts
CHANGES
Read a persuasive article in favor of using

cash as currency.
PA I R E D R E A D CASH IS HERE TO STAY

I’ve used a lot of different forms of money. There
is one thing that I am sure of. Cash is here to stay,
BY AN
AND
NDREW
no matter what new methods of payment are invented.
R GUNN
Cash has a long history. In the 1700s, Benjamin
Franklin, a founding father of the United States, said
that paper money was good for the economy. Since
that time, the world has changed in many ways.
“Cash Is Here to Stay”
We now have electricity, automobiles, airplanes, and

Blend Images/Ariel Skelley/Getty Images
computers. But cash still makes buying and selling all

kinds of goods and services easy.
Sometimes it is easier
to pay with cash.
students
• partner-read the On Level main selection.
PA
PAIRE
AIREDD
Make Connections: Write About It &9B&5B/5B*B8:

19
REEA
REA
EAD Cash Is Here to
Stay
/ $
LQGG
Before reading, ask students to note that Leveled Reader • discuss points of confusion that require
“Cash Is Here to Stay” is a persuasive article, rereading.
the purpose of which is to convince readers to agree with the author.
Then discuss the Essential Question. After reading, ask students to make
connections between Money Changes and “Cash Is Here to Stay.”

FOCUS ON SOCIAL STUDIES
F The On Level challenges students with
S
Students can extend their knowledge of the money of more domain-specific vocabulary and
early societies by completing the social studies activity complex sentence structures.
on page 24.

Approaching Level
Word Study/Decoding
TIER
D E CO D E CO M P O U N D W O R D S
2
OBJECTIVES Explain that a compound word is made up of two smaller words. Write
I Do
Use combined sunshine on the board and read it aloud. Draw a line between the two
knowledge of smaller words and read each part aloud. Repeat with blueberry and
all letter-sound
correspondences, flashlight. Tell students that identifying the smaller words in a compound
syllabication patterns, word and knowing what they mean will often help them decode and
and morphology understand the compound word.
(e.g., roots and
affixes) to read
We Do
Write homemade, railroad, baseball, and afternoon on the board. Model
accurately unfamiliar how to decode the first word. Then help students decode the other words.
multisyllabic words
Discuss what the compound words mean, based on the smaller words.
context. RF.5.3a Add these words to the board: backpack, toothpaste, airplane,
You Do
underground. Have students identify the two smaller words in each
Decode compound
words. compound and decode each. Have them chorally read the words.
TIER
B U I L D CO M P O U N D W O R D S
2
OBJECTIVES Remind students that compound words are made up of smaller words,
Use combined I Do
and some compound words that are nouns have hyphens. Explain that
knowledge of
all letter-sound students will be building compound nouns with hyphens by putting
correspondences, smaller words together and adding a hyphen.
Write the following words on the board: follow, dance, off, wrap, country.
(e.g., roots and Model how to read each word. Have students chorally read each word.
affixes) to read Work with students to combine words to create compound nouns with
hyphens. Have students chorally read the words: follow-up, wrap-up,
multisyllabic words
in context and out of country-dance.
context. RF.5.3a
You Do
Add these words to the board: rip, show, walk, no. Have partners build
Build compound compound nouns with hyphens, using all of the words on the board. Have
words. partners share the words they created, and compile a class list.
T298 UNIT 1 WEEK 5

WEEK 5
P R AC T I C E CO M P O U N D W O R D S
OBJECTIVES Remind students that a compound word is made of two smaller words.
I Do
Use combined Write the word skateboard and read it aloud. Point out each smaller word,
knowledge of and explain that skateboard is a closed compound. Then write the word
all letter-sound
correspondences,
drive-in. Point to the hyphen. Explain that some compound nouns have
syllabication patterns, a hyphen to make them easier to read, to avoid confusion, and to show
and morphology that the words belong together. Use the examples the drive-in, the drivein,
(e.g., roots and and the drive in. Talk about which version is easiest to understand. Remind
affixes) to read
students that some compounds are open, such as air speed. Explain that
multisyllabic words when they encounter a compound word, whether it is closed, hyphenated,
in context and out of or open, students should sound out each word individually and then put
context. RF.5.3a the words together to read the compound word.
Decode compound
We Do
Write the following compound words on the board: full moon, out-of-
words. bounds, once-over, girlfriend, cross-examination, long distance, word-of-
mouth. Model how to decode the first compound. Then guide students
as they decode the remaining words. Discuss what the compound words
mean by determining the meanings of the smaller words.
You Do
Point to the words in random order for students to chorally read. Ask
students to suggest other compounds they know. Discuss why they are
closed, hyphenated, or open.
WORD STUDY/DECODING T299

Approaching Level
Vocabulary
TIER
2
OBJECTIVES
I Do
Choose review words from High-Frequency Word Cards 1–40. Display
Acquire and use one word at a time, following the routine:
accurately grade-
academic and
gather vocabulary
knowledge when You Do
or phrase important read the words. Provide opportunities for students to use the words in
to comprehension or
speaking and writing. For example, provide sentence starters such as
expression. L.6.6
I always . Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T300 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES
I Do
Display the factors Visual Vocabulary Card. Say aloud the word set
Acquire and use factors, details, whole, parts.
accurately grade-
appropriate general Point out that the word whole is unrelated to the other words, so it does
academic and not belong in the set. Explain how the word is unrelated.
domain-specific
words and phrases; Display the vocabulary card for the word available. Say aloud the word set
available, restricted, attainable, accessible. With students, identify the word
knowledge when
considering a word that does not belong. Discuss why.
or phrase important
Display the remaining cards one at a time, saying aloud the word sets
expression. L.6.6 below. Ask students to identify the unrelated word in each set.
basically, generally, mostly, barely fluctuate, shift, stabilize, vary
inventory, single, quantity, amount formula, recipe, method, random
salaries, payments, gifts, wages manufactured, broke, produced, made
R O OT W O R D S
OBJECTIVES
I Do
Display the Comprehension and Fluency passage on Approaching
Use common, grade- Reproducibles pages 43–44. Read aloud the first paragraph. Point to the
appropriate Greek word inflation. Explain to students that they can use the meaning of the
root word and the meanings of any prefixes or suffixes to figure out the
roots as clues to
the meaning of a meaning of the whole word.
auditory, audible). Think Aloud I don’t know the word inflation, but I recognize the suffix
L.6.4b -ion. So the root word must be inflate. I know that inflate means “to blow
up, expand, or grow larger.” The suffix -ion means that the word is a noun.
Use root words So inflation must mean “the act of expanding.”
to determine the
meanings of unfamiliar Write the definition of the word on the board.
words.
We Do
Ask students to point to the word economists in the third paragraph. With
students, discuss how to use the meaning of the root word economy and
the suffix -ist to determine the meaning. Write the definition of the word.
You Do
Have students identify the roots and suffixes of the words valuable and
shortage in the fourth paragraph. Have them use the meanings of the
roots and suffixes to determine the meaning of each word.
VOCABULARY T301
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES
I Do
Explain that reading aloud with an appropriate rate means reading at a
Read on-level prose consistent pace. A consistent pace is one that is not too fast or too slow.
and poetry orally with Reading at a consistent rate helps listeners understand the text better.
rate, and expression Read aloud the first two paragraphs of the Comprehension and Fluency
on successive passage on Approaching Reproducibles pages 43–44. Tell students to
readings. RF.5.4b listen for how your rate is not too fast or too slow.
Read fluently with an We Do

appropriate rate. after you, using the same rate. Explain that you slowed down slightly to
read longer, more difficult words, but otherwise, your rate was consistent.
You Do
Have partners take turns reading from the Approaching Reproducibles
passage. Remind them to focus on their rate. Listen in and, as needed,
provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y D E TA I L S
2
OBJECTIVES
I Do
Remind students that authors often write expository texts because they
Determine the central feel the information they are presenting is important for readers to know.
it is conveyed through One way authors share important information is by including supporting
particular details; details and evidence.
the text distinct from We Do
Read together the first two paragraphs of the Comprehension and Fluency
personal opinions or passage on Approaching Reproducibles pages 43–44. Ask: So far, what
judgments. RI.6.2 is this selection about? Point out that this is the topic of the selection. Then
ask, What facts did the author include about the topic? Explain that these
facts are details.
You Do
Have partners read the rest of the passage. As they read, they should look
for details that tell more about the topic. Review their notes with them
and help them explain how these details are related to the topic.
T302 UNIT 1 WEEK 5

WEEK 5
R E V I E W AU T H O R ’S P O I N T O F V I E W
OBJECTIVES
I Do
Remind students that an author’s point of view is the attitude or
Determine an author’s perspective the author has toward a topic. An author’s point of view can
point of view or be biased or neutral. Point out that readers often can tell how important
purpose in a text
and explain how it
the author thinks the topic is by how well the information he or she
is conveyed in the includes is supported by details, reasons, and evidence.
text. RI.6.6
We Do
Read together the first page of the Comprehension and Fluency passage
Trace and evaluate
the argument and
on Approaching Reproducibles page 43. Model identifying the author’s
specific claims in a text, perspective in the last sentence of the first paragraph. Then help students
distinguishing claims identify details, reasons, and evidence that the author includes to support
that are supported by this perspective.
You Do
Have students read the rest of the passage. Ask them to look for additional
not. RI.6.8 details, reasons, and evidence that support the author’s perspective on the
topic. Have them discuss how well the details support the point of view.

Determine an author’s Have students choose an expository book for sustained silent reading.
point of view or
purpose in a text
Remind students that:
and explain how it ‡ identifying the author’s point of view and how it is supported with
is conveyed in the examples will help readers determine the topic’s importance.
text. RI.6.6
‡ rereading parts of the text that are confusing or that contain detailed
information will help them better understand the topic.
to support analysis
inferences drawn from Have students record on Graphic Organizer 145 important details that will
the text. RI.6.1 help them identify the author’s point of view, as they read independently.
After they finish, they can conduct a Book Talk, each telling about the
Reread to increase
book that he or she read.
understanding.
‡ Students should share their organizers and answer this question: How
does the author support his or her point of view of the topic?
‡ They should also tell the group if there were any sections that they
reread to better understand the information in the text.
COMPREHENSION T303
On Level
Informational
MONEY
Article
Leveled Reader:
Go
Digital
Before Reading
Informational

Article
PAIRED
Leveled Reader
LEXILE 870 ‡ Have students read the title and headings in Money Changes. Then Readers
have them preview the table of contents, photographs, sidebars, and

OBJECTIVES diagrams and predict what they will learn about money.
point of view or
purpose in a text
and explain how it Review with students that an informational text provides factual details
is conveyed in the to explain a topic. An author may express his or her point of view on
text. RI.6.6
the topic through a choice of words and by focusing on certain details.
Cite textual evidence Have students identify evidence that Money Changes is an informational
to support analysis
text.
the text. RI.6.1
During Reading
Read on-level text Close Reading
with purpose and Note Taking: Ask students to use the graphic organizer in the Your
understanding.
RF.5.4a
Pages 2–3 What clues can you use to determine the author’s point of Use Graphic
Organizer
Read informational view toward the topic of changing money? (The author says that all forms
articles.
of money have good and bad points. This suggests that the author’s
purpose is to present a balanced viewpoint.)
ACADEMIC Pages 4–7 Turn to a partner and discuss how the flowchart on page 6
LANGUAGE
• informational text,
helps you understand how checks clear. (It shows the process visually and
point of view, reread gives a sense of why it may take several days for a check to clear.)
• Cognate: punto Pages 8–11 What pattern do you notice about how the author describes
de vista, texto each form of money? (The author first describes the form, then presents
informativo
the benefits, and finally tells about the disadvantages.) How can the
root of quickly help you understand its meaning? (The root word is
quick, which means “fast.” Adding the suffix -ly makes it an adverb that
describes the speed of a delivery.)
T304 UNIT 1 WEEK 5

WEEK 5
Pages 12–15 With a partner, paraphrase what a contactless payment

is and how smart cards could be used to make such payments. (A Literature
contactless payment is a payment that is made without physical Circles
money changing hands. A smart card stores a person’s bank account
information. When the person uses the smart card, the money is
automatically deducted from the person’s bank account to pay for Thinkmark questions to guide
purchases.) the discussion. You may wish to
Pages 16–17 How does the author summarize the book in the have a whole-class discussion
conclusion? (The author briefly restates the good and bad points of about what students learned
each form of money.)
After Reading
Level
Respond to Reading
Up
Evidence Questions on page 18. Informational
MONEY
Article
Ana
Analytical
W
CHANGES
W
Writing
pros and cons and how the author’s point of view influenced them. Informational
BY ANDREW GUNN
MONEY
Article
Fluency: Expression and Phrasing CHANGES BY ANDREW GUNN

Model Model reading page 13 at an appropriate rate. Next, reread the PAIRED
READ
D
Sta

Apply Have students practice reading with a partner. PAIRED
Inform
In
nformation
ationa
onal
all
MONEY
A
Articl e
Compare Texts
CHANGES
cash as currency.

I’ve used a lot of different forms of money, and there’s
one thing that I’m sure of. Cash will always be with us,
whatever new ways of paying for things are invented.
Cash has a long history. Way back in the eighteenth
BY AN
AND
NDREW
R GUNN
century, Benjamin Franklin, one of the founding fathers of
the United States, argued that paper currency was good
for the economy. Since then, the world has transformed
in countless ways. We now have electricity, automobiles,

airplanes, and computers. All these inventions hugely affect
students
the way we live. But paper money—cash—still makes buying

and selling all kinds of goods and services easy.
In some situations,
it’s much easier to
pay with cash.
• discuss whether the author’s point of

PA
PAIRE
AIREDD

REEA
REA
EAD Cash Is Here to
Stay
view is balanced or biased and provide
text evidence.
&9B&5B/5B*B8:
/ 2
LQGG

the genre of this selection is persuasive,
which is an article intended to convince readers to agree with the author.
Then discuss the Essential Question. After reading, ask students to make
connections between Money Changes and “Cash Is Here to Stay.”
F The Beyond Level challenges students
S
Students can learn more about how money was used in with more domain-specific words and
on page 24.
ON LEVEL T305
On Level
Vocabulary
OBJECTIVES
I Do
Use the Visual Vocabulary Cards to review the key selection words
Acquire and use available, basically, formula, inventory, manufactured, and salaries. Point to
accurately grade- each word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask these questions and help students respond and explain their answers.
words and phrases; ‡ If a store has a pair of shoes in its inventory, are they available to buy?
gather vocabulary ‡ If the workers’ salaries increase, do the workers receive more money?
knowledge when
considering a word ‡ If two meals have basically the same ingredients, are they likely to
or phrase important taste similar?
to comprehension or
expression. L.6.6
You Do
their answers.
‡ Is something that is manufactured in Mexico made in China?
‡ If something is available on the Internet only, can you find it in a store?
‡ Do you think sports teams have a formula for winning games?
R O OT W O R D S
OBJECTIVES
I Do
Remind students that they often can define an unknown word by noting
Use common, grade- a prefix or suffix and identifying the root word. If the root word is familiar,
appropriate Greek they can use its meaning and the meaning of the prefix or suffix to
roots as clues to the determine the meaning of the whole word. Use the Comprehension and
meaning of a word Fluency passage on Your Turn Practice Book pages 43–44 to model.
(e.g., audience, auditory, Think Aloud I want to know what inflation means. I recognize the suffix
audible). L.6.4b
-ion, so the root word must be inflate. I know that inflate means to “blow
up or expand.” The suffix turns the verb into a noun, so I think inflation
means “expansion.”
We Do
Have students find economists in the third paragraph. Help them combine
the meanings of the root word and the suffix to define economists.
You Do
Have students use root words to determine the meanings of the words
shortage and government as they read the rest of the selection.
T306 UNIT 1 WEEK 5

WEEK 5
Comprehension
OBJECTIVES Remind students that authors of expository texts may present a topic
I Do
Determine an author’s objectively or express a different attitude toward their topic. Explain that
point of view or this attitude is the author’s point of view. Readers should look for clues
purpose in a text
and explain how it
that reveal the author’s point of view as well as details, examples, and
is conveyed in the evidence that support it.
text. RI.6.6
We Do
Have a volunteer read the first page of the Comprehension and Fluency
Trace and evaluate
the argument and
passage on Your Turn Practice Book pages 43–44. Direct students to
specific claims in a text, the first paragraph, and have them identify the author’s point of view in
distinguishing claims the last sentence. Point out the example in the next paragraph. Discuss
that are supported by whether this example supports the author’s point of view.
You Do
Have partners identify additional examples, details, and evidence that
not. RI.6.8 support the author’s point of view, as they read the passage. Encourage
them to determine how well the information supports the point of view
and how it might be checked.

point of view or
purpose in a text ‡ Before they read, have students preview the book, reading the title and
and explain how it viewing the front and back cover.
is conveyed in the
text. RI.6.6 ‡ As students read, remind them to reread difficult or confusing sections.
Cite textual evidence Read Purposefully
to support analysis
of what the text says Encourage students to read different books in order to learn about a
explicitly as well as variety of topics.
‡ As students read, have them look for statements that help them identify
the text. RI.6.1
the author’s point of view. Have them use Graphic Organizer 145 to
Reread to increase record examples and details that support the author’s point of view.
understanding. ‡ They can use this organizer to help them write a summary of the book.
‡ Ask students to share their reactions to the book with classmates.
Beyond Level
Informational
MONEY
Article
Leveled Reader:
Go
Digital
Before Reading
Informational

Article
PAIRED
Leveled Reader
LEXILE 990 ‡ Have students read the title and table of contents, preview the Readers
photographs, and skim diagrams, charts, and sidebars. Ask students

OBJECTIVES to predict what the selection might be about.
point of view or
purpose in a text
and explain how it Explain to students that an informational text provides factual
is conveyed in the information to explain a topic. An author may express his or her point
text. RI.6.6
of view on the topic through a choice of words and focus on details. An
Cite textual evidence informational text may include text features such as captioned photos,
to support analysis
diagrams, charts, and sidebars. Have students identify evidence that
explicitly as well as Money Changes is an informational text.
the text. RI.6.1
During Reading
Read on-level text
with purpose and Close Reading
understanding.
RF.5.4a
Note Taking: Ask students to use the graphic organizer in the Your
Read an informational Pages 2–7 What clues can you use to determine the author’s point of Use Graphic
article. Organizer
view toward the topic of changing money? (The author says that all forms
of money have good and bad points, which suggests that the author
ACADEMIC presents a balanced viewpoint.) How can the root of discourage on page
LANGUAGE 5 help you understand its meaning? (The root word is courage, which
• reread, point of view,
means “the confidence to do something.” Adding the prefix dis- makes
informational text
it a verb that means “cause someone to lose confidence.”) Discuss with
• Cognates: punto
de vista, texto a partner the purpose of the flowchart. (It shows the process checks go
informativo through to clear and gives a sense of why it may take several days.)
Pages 8–11 How does the author establish a pattern in the text? (He
first describes a method of payment, then its benefits, and finally its
disadvantages.)
T308 UNIT 1 WEEK 5

WEEK 5
Pages 12–17 Paraphrase what you read about contactless payments,

smart cards, and RFID. (A contactless payment is made without physical Literature
money changing hands. A smart card stores a person’s bank account Circles
information. A smart-card reader scans the card and automatically
takes money from the person’s bank account to pay for purchases.
RFID is an advanced form of a smart card that can be read from long Thinkmark questions to guide
distances. Smart cards and RFID pose security problems.) How does the the discussion. You may wish to
author summarize the selection in the conclusion? (The author briefly have a whole-class discussion
restates the good and bad points of each form of money.) about what students learned
Respond to Reading
Ana
Analytical
W Write About Reading Check that students cite details about
W
Writing
Fluency: Rate
Model Model reading page 9 at an appropriate rate. Next, reread the
Apply Have students practice reading with a partner. Gifted and Talented
Inform
In
nformation
ationa
tional
all
MONEY
A
Articl e
Compare Texts
to engage in a debate over the
CHANGES
Read a persuasive article in favor of using cash
as currency.

I’ve used a lot of different forms of money, and there’s
best method of payment. Have
one thing that I’m sure of. Cash will always be with us, no
matter how many new methods of payment are invented.
Cash has a long history in the United States. In 1729,
Benjamin Franklin, one of the founding fathers, wrote a
booklet in favor of paper currency. He believed cash would
BY AN
AND
NDREW
R GUNN each student in a small group take
help people to buy and sell goods and increase trade.
However, paper money was outlawed in the colonies under
British rule. The United States didn’t issue its own paper
the position in favor of a method
currency until 1861.
The world has transformed in countless ways over the
described in the article and write

centuries. We now have electricity, automobiles, airplanes,
and computers. All these inventions hugely affect the way

we live. But paper money, that is cash, still makes buying
and selling all kinds of goods and services easy.
In some situations, it
is much easier to pay
with cash.
PA
PAIRE
AIRED
a short persuasive article about
D
REEA
REA
EAD Cash Is Here to
&9B&5B/5B*B8:
/ %
19
Stay
it. Remind students that a good
LQGG

persuasive article uses facts to
“Cash Is Here to Stay” is a persuasive article, undermine opposing points.
the purpose of which is to convince readers to agree with the author. Ask students to read aloud their
Then discuss the Essential Question. After reading, ask students to make articles and have the class vote on
connections between Money Changes and “Cash Is Here to Stay.” the strongest argument.

F
S
Students can extend their knowledge of the money of
early societies by completing the social studies activity
on page 24.
BEYOND LEVEL T309

Beyond Level
Vocabulary
OBJECTIVES
Model
Acquire and use fluctuate and factors. Write sentences on the board using the words.
accurately grade-
appropriate general Write the words advantages and drawbacks on the board and discuss
academic and the meanings with students. Then help students write sentences using
domain-specific
words and phrases;
these words.
gather vocabulary
Have partners look up and discuss the meanings of the words balances
knowledge when Apply
considering a word and interest. Then have them write sentences using the words.
or phrase important
to comprehension or
expression. L.6.6
R O OT W O R D S
OBJECTIVES
Model
Read aloud the first paragraph of the Comprehension and Fluency
Use common, grade- passage on Beyond Reproducibles pages 43–44.
appropriate Greek
or Latin affixes and Think Aloud I’m not sure what the word inflation means in the first
roots as clues to the paragraph. The suffix is -ion, so the root word must be inflate. I know that
meaning of a word
(e.g., audience, auditory,
inflate means “to blow up,” as in a bicycle tire. It also means “to expand.”
audible). L.6.4b The suffix turns the verb inflate into a noun. So I think that inflation means
“the act of expanding or getting larger.”
With students, read the third paragraph. Help them figure out the
meaning of economist, based on the meaning of the root word.
Apply
Have pairs of students read the rest of the passage. Ask them to determine
the meanings of shortage and necessities, using the root words.
Gifted and Shades of Meaning Have partners identify an item they use, such as a
Talented
piece of sports equipment. Have them write about whether this item is a
necessity and how a shortage of this item would affect their lives.
T310 UNIT 1 WEEK 5

WEEK 5
Comprehension
OBJECTIVES Remind students that authors of expository text may be objective or may
Model
Determine an author’s express a different attitude toward a topic. Tell them to look for statements
point of view or that reveal this point of view and then note how it is supported, such as
purpose in a text
and explain how it
with examples and facts. Explain that readers also should think about
is conveyed in the whether the information could be verified.
text. RI.6.6
Have students read the first page of the Comprehension and Fluency
Trace and evaluate passage on Beyond Reproducibles pages 43–44. Ask open-ended
the argument and
specific claims in a text,
questions to facilitate discussion, such as What is the author’s point of view
distinguishing claims toward this topic? What information does the author use to explain this point
that are supported by of view? How could this information be checked?
from claims that are Apply
Have students record on Graphic Organizer 145 examples of information
not. RI.6.8 and details the author includes. Then have partners use their organizers to
describe the author’s point of view.

point of view or
purpose in a text ‡ As students read, have them fill in Graphic Organizer 145 with details
and explain how it that lead them to identify the author’s point of view.
is conveyed in the
text. RI.6.6 ‡ Remind them to reread difficult or confusing sections of the text.
Cite textual evidence Read Purposefully

to support analysis
Encourage students to keep a reading journal. Ask them to read different
explicitly as well as books to learn about a variety of subjects.
inferences drawn from ‡ Students can write summaries of the books in their journals.
the text. RI.6.1
‡ Ask students to share their reactions to the books with classmates.
Reread to increase
understanding. Gifted and Independent Study Encourage students to analyze how their books
Talented
relate to the Weekly Concept of using money. Have students compare
what they have read to how they see people using money. What are some
different attitudes people have toward money? How does money connect
people around the world? How might money change in the future?
Shared Read Go
“Making Money: A Story Digital
of Change”
Money A STORY
OF CHANGE
Before Reading
Does That Cost?
Let’s Make a Deal
Build Background
people use money?
ages
ges
magge
aage
g
78 79
Reading/Writing
078_081_CR14_SI6_U1W5_MR_118711.indd
078 081 CR14 SI6 U1W5 MR 118711 indd 78 3/10/12
078_081_CR14_SI6_U1W5_MR_118711.indd
081
1:17 CR14
PM SI6 U1W5 MR 118711 indd 79 2/9/12 10:10 AM
View
Workshop Read the Essential Question: What factors influence how people use ”Making
money? Money: A
Story of
OBJECTIVES ‡ Explain the meaning of the Essential Question, including vocabulary Change”
Cite textual evidence in the question: Factors are items or reasons that affect an outcome.
to support analysis
For example, good players that work well together are factors that
explicitly as well as help a soccer team win a game. Influence means to affect what
inferences drawn from people think or do. For example, you may influence whether a friend
the text. RI.6.1 sees a movie by saying that you liked or did not like the movie.
Determine an author’s ‡ Model an answer: People use money to buy what they need and want.
point of view or
Food and clothing are needs. What a person likes to eat, or a favorite
purpose in a text
and explain how it color or style can be factors that affect what a person buys. The cost of
is conveyed in the an item can also influence a person to save money.
text. RI.6.6
‡ Ask students a question that ties the Essential Question to their own
background knowledge: What factors can you think of that would
LANGUAGE affect or change how you use money? Discuss your ideas with a partner.
OBJECTIVE Call on several pairs.
Identify author’s
point of view
and supporting During Reading
information.
ACADEMIC ‡ Ask questions that help students understand the meaning of the text
LANGUAGE after each paragraph.
• reread, point of view ‡ Reinforce the meanings of key vocabulary.
• Cognates: punto de
vista ‡ Ask students questions that require them to use key vocabulary.
T312 UNIT 1 WEEK 5

WEEK 5
Page 79 Paying with Paper

Paragraph 1
Paragraph 1 What does the phrase “caught on” mean? What
Explain and Model the Comprehension word can you use as a clue? (The word popularity is
Strategy Reread to help students understand a clue. Paper money was not popular for long in
what currency is. Guide them to the answer: China. The word but signals the opposite. So this
Currency is anything that can be used as money. would mean paper money was popular in Europe.)
Bills and coins are what most people use as currency
today. In the past, things like cows, sacks of grain, Page 81
and seashells were used as currency.
Money Now
Let’s Make a Deal
Paragraph 1
Barter is a cashless system. That means no money Explain and Model Root Words Show how
is used. What might you use to barter? What would looking at the root of the word governments
you ask for in return? (Students may say a video can be used to determine meaning. Explain that
game, or sports equipment.) govern is the root and -ments is the suffix. Discuss
the meaning of the more familiar word govern
How Many Cows Does That Cost? as “to direct or control the business of a state,
What is livestock? (farm animals) Read with me the country, or group.” So governments are the people
examples given. (cattle, sheep, goats, pigs, camels) who have the responsibility to govern.
Shopping With Shells Barter or Bucks

Model Author’s Point of View One word in Paragraphs 1–2
the text shows what the author thinks about using
cowrie shells as money. What word expresses an Turn to a partner and talk about what
attitude? (convenient) Jonah M. and Haylee D. say about money. Do you
think they have good ideas? Why or why not? (Have
Page 80 students relate either point of view to their own
by sharing any times they have bartered for or
Metal Money saved money to buy something they wanted.)
Paragraph 2
After Reading
Why were metal coins better than earlier
forms of currency. Turn to a partner and talk about Make Connections
flat, round coins and cowrie shells and wampum. ‡ Review the Essential Question.
(Metal coins lasted longer than shells, coins were ‡ Make text connections.
easily recognized and counted, and had values
‡ Have students complete ELL Reproducibles
based on the metals from which they were made.)
pages 43–45.
Look at the chart that shows gold prices. One ounce
is not a lot. What happened to the price of gold
between the years 2005 and 2010? (The price of
gold went up almost $800.)


Informational
MONEY
Article
Leveled Reader:
Go
Digital
Before Reading
Informational
Preview MONEY
Article
PAIRED
‡ Read the Essential Question: What factors influence how people CHANGES
Leveled Reader
use money? Leveled
LEXILE 790 ‡ Refer to Money Matters: What are some ways people can save money? Readers
‡ Preview Money Changes and “Cash Is Here to Stay.” Our purpose for
OBJECTIVES
reading is to see how people have used money over the years.
to support analysis
of what the text says Vocabulary
explicitly as well as Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
the text. RI.6.1
reliable, transaction. Use the routine found on the cards. Point out the
cognate: transacción.
point of view or
purpose in a text During Reading
and explain how it
is conveyed in the Interactive Question-Response
text. RI.6.6
Note Taking: Have students use the graphic organizer on ELL
Read on-level prose
Reproducibles page 42. Use the questions below after each page is
accuracy, appropriate read with students. Use the glossary definitions to define vocabulary in Use Graphic
Organizer
rate, and expression context and visuals to help students understand key vocabulary.
on successive
Pages 2–3 Have you ever used the self-checkout feature in the
readings. RF.5.4b
supermarket? Now, imagine buying groceries the same way cars go
through tollbooths without stopping. How do you think it would work?
ACADEMIC Have students share their ideas with the class.
LANGUAGE
• reread, point of view, Pages 4–7 Create 3 T-charts on the board with the heads: Cash, Checks,
informational text and Credit Cards. People use these methods to pay for items. Work with a
• Cognates: punto partner to reread this section and then fill in the left side of the chart with
de vista, texto at least one advantage and the right side with at least one disadvantage
informativo
for each type of payment. When finished, have students share answers.
Pages 8–9 The word secure means “safe.” How do cardholders make a
secure transaction with a credit card? (Cardholders sign their names or
enter a secret PIN number.) Is there still a security risk with using a credit
card? (Yes, someone could find out your PIN.)
T314 UNIT 1 WEEK 5

WEEK 5
Pages 10–11 Take a look at the graph on page 11. How has spending
money on the Internet changed since 2006? (It has increased.) Literature
Pages 12–15 Three ways people might make payments in the future are Circles
by using smart cards, RFID, and cell phones. What major drawback do Ask students to conduct a
these methods have? (security) literature circle using the
Pages 16–17 What is the author’s point of view? (the author is Thinkmark questions to guide
objective) What details reveal this point of view? (He mentions that each the discussion. You may wish to
form of payment has good and bad points and people need to be
aware of all of them.) about the topic of cash and
Respond to Reading Revisit the Essential Question. Ask students to

work with partners to answer the Text Evidence Questions on page 18.
Support students as necessary and review all responses as a group. Level
Up
Informational
Ana
Analytical
W
MONEY
Article
W
Writing
CHANGES BY ANDREW GUNN
Informational
MONEY
Article
Fluency: Rate
Model Model reading page 10 at a good rate. Next, reread the page CHANGES BY ANDREW GUNN PAIRED
D
aloud and have students read along with you. READ Cash Is Here to Sta
Stay

PAIRED
READ
Inform
In
nformationa
ation
ional
all
MONEY
A
Articl e
Compare Texts
CHANGES IF students read the ELL Level fluently and

cash as currency.

I have used many different methods of payment. answered the questions
BY ANDDREW
Now I am convinced. We will always use cash.
Cash is very old. Benjamin Franklin was one of the
United States’ founding fathers. In the 18th century, Franklin
RE GUNN
argued that cash was good for the economy. Franklin could
never have imagined how the world would change over
time. These days we have electricity, automobiles, airplanes,
and computers. All these inventions change the way we live.
“Cash Is Here to Stay” proficiently read the On Level and have ELL
However, paper money, or cash, still makes it easy to buy
and sell all kinds of things.
purchaser
Sometimes it is easier
to pay with cash.
students
Make Connections: Write About It cash
19
PA
PAIRE
AIRED
REEA
REA
EAD
D
Cash Is Here to
Stay • echo-read the On Level main selection
with their partners.
&9B&5B/5B*B8:
/ (
LQGG

“Cash Is Here to Stay” is a persuasive • list words with which they have difficulty.
article, the purpose of which is to convince readers to agree with • discuss these words with their partners.
the author. Then discuss the Essential Question. After reading, ask
students to make connections between Money Changes and “Cash Is
Here to Stay.”
F The On Level challenges students with
S
Students can extend their knowledge of the money of more domain-specific vocabulary and
on page 24.


Vocabulary
OBJECTIVES Preteach vocabulary from “Making Money: A Story of Change,” following

I Do
Acquire and use the Vocabulary Routine found on the Visual Vocabulary Cards for
accurately grade- the words available, basically, factors, fluctuate, formula, inventory,
appropriate general
academic and manufactured, and salaries.
domain-specific
After finishing the Vocabulary Routine for each word, point to the word on
gather vocabulary the Visual Vocabulary Card and read the word with students. Ask students
knowledge when to repeat the word.
considering a word
or phrase important
You Do
Have small groups choose two or more words and write a statement or a
to comprehension or question using each word. Call on groups to read their sentences aloud.
expression. L.6.6
LANGUAGE Help students copy their Ask students to write Have students write a
OBJECTIVE sentences correctly and one statement and one statement and question
Use vocabulary words. read them aloud. question. for each vocabulary word.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary. The words can be grouped and
I Do
Acquire and use reviewed over a few days. Read each word aloud, pointing to it on the
accurately grade- Visual Vocabulary Card, and have students repeat after you. Then follow
appropriate general
academic and the Vocabulary Routine on the back of each card.
domain-specific
Provide a word set with a vocabulary word, two related words, and one
gather vocabulary unrelated word. Have students identify the unrelated word. Discuss how
knowledge when three of the words are related and the fourth word is not.
considering a word
In pairs, have students make word sets for two or more words. Ask them
to comprehension or to read their word sets aloud for the class to guess the unrelated word.
expression. L.6.6 Discuss how the remaining words are related.

OBJECTIVE Help students list word Have students write Ask students to explain
Use vocabulary words. sets and read them aloud. a word set for three the relationships between
vocabulary words. the related words.
T316 UNIT 1 WEEK 5

WEEK 5
R O OT W O R D S
I Do
Use common, grade- passage on ELL Reproducibles pages 43-44, while students follow along.
appropriate Greek Point to the word inflation. Tell students that they can use the root to
roots as clues to the
determine the meaning of the whole word.
meaning of a word Think Aloud I’m not sure what inflation means. If I take away the suffix
(e.g., audience, auditory, -ion, I recognize the root word inflate. When I inflate a balloon, it expands.
audible). L.6.4b
I can use the meaning of inflate to figure out that inflation means “an
expansion.” As I read, I’ll check if this makes sense.
LANGUAGE
OBJECTIVE
We Do
Point to the word valuable in the second paragraph. Help them identify
Use root words and define the root word value. Guide them to use the root word’s
to determine the
meaning to define the whole word. Write the definition on the board.
meaning of unfamiliar
words. Have partners use the meaning of the root word to define depending in
You Do
the third paragraph on page 44 and national in the last paragraph.

Help students identify the Ask students to read Have students explain
root word and its meaning aloud the root word and how they used the
then apply this to the define it. meaning of the root word
whole word. to define the whole word.
OBJECTIVES List academic vocabulary and high-frequency words from “Making Money:
I Do
Acquire and use A Story of Change”: issued, purchase, versatile; and Money Changes: access,
accurately grade- convenient, security. Define each word: When something is issued it is sent
appropriate general
academic and
out or distributed officially.
domain-specific
Model using the words in a sentence: The school issued a new dress code.
gather vocabulary The key idea about money today is that it is issued by governments. Then
knowledge when provide sentence frames and complete them with students: The club
considering a word issued .
or phrase important
to comprehension or
You Do
Have pairs make up their own sentence frames to complete with the class.
expression. L.6.6
LANGUAGE Help students copy and Provide sentence starters Have students define the
OBJECTIVE complete the sentence for students, if necessary. words they used.
Use academic frames correctly.
vocabulary and high-
frequency words.
VOCABULARY T317

Writing/Spelling
W R I T I N G T R A I T: S E N T E N C E F LU E N C Y
OBJECTIVES Explain that good writers of expository text use transition words, phrases,
I Do
Use words, phrases, and clauses to signal shifts in the subject matter and to connect ideas.
and clauses to clarify Read the Expert Model passage aloud and note the shifts in time and
the relationships
among claim(s) and location. Point out words and phrases that signal the shifts.
reasons. W.6.1c
We Do
Reread aloud the section “Paying with Paper.” Model using an idea web to
Use a variety of show the ideas in the paragraph and the transitions that connect them.
transition words,
phrases, and clauses to Have pairs use the idea web to write a paragraph using transitions to
convey sequence and You Do
describe when and where paper money was first used and how the idea
signal shifts from one
time frame or setting spread. Edit each pair’s writing. Then ask students to revise.
to another. W.6.3c
Have students copy the Have students revise, Have students revise for
LANGUAGE
edited paragraph. adding transitions to show smooth transitions and
OBJECTIVE
shifts in subject matter. edit the revision for errors.
Use transition words
and phrases to signal
shifts in subject matter.
S P E L L CO M P O U N D S W I T H H Y P H E N S
I Do
Demonstrate syllables. Note the hyphen in words. Have students repeat the words.
command of the
conventions of
We Do
Read aloud the Dictation Sentences on page T293 that contain compound
standard English words. Read the underlined word slowly, segmenting it into syllables and
capitalization,
punctuation, and
noting the hyphen. Have students repeat and write the word.
spelling when
You Do
writing. L.6.2
check the spelling and correct any misspelled words.

OBJECTIVE
Have students copy the After students have Have students say which
Spell compound words
correctly spelled words corrected their words, words were more difficult
with hyphens.
and say them aloud. have pairs quiz each other. to spell and explain why.
T318 UNIT 1 WEEK 5

WEEK 5
Grammar
R U N  O N S E N T E N C E S A N D CO M M A S P L I C E S
OBJECTIVES Remind students that a sentence becomes a run-on sentence when a

I Do
Demonstrate main or independent clause “runs into” another main clause without a
command of the coordinating conjunction or a comma. Review coordinating conjunctions
conventions of
standard English
and, but, so, and or. Explain that the three main kinds of run-on sentences
grammar and usage are two main clauses separated only by a comma, with no punctuation
when writing or between them, or with no comma before the coordinating conjunction.
speaking. L.6.1 Write on the board: Matt and Jen went to a movie, they left before it was over.
Matt and Jen went to a movie they left before it was over. Matt and Jen went
LANGUAGE to a movie but they left before it was over. Note that the first sentence shows
OBJECTIVE a comma splice. Show students ways to correct the run-on sentences.
Use punctuation
and coordinating
We Do
Write the sentence frames below on the board. Ask volunteers to correct
conjunctions to correct each run-on sentence by adding punctuation and/or a coordinating
run-on sentences.
conjunction. Then read the sentences aloud for students to repeat.
Grades K-6
Fran picked up the books and she watered the plants.

Language Leon may go to the library, he may go the baseball game.
Transfers
Handbook
I made my lunch this morning I left it at home.
Explain that each run-on can also be written as two separate sentences.
Language Transfers
Handbook You Do
Have partners each write three run-on sentences. Students exchange
and correct each other’s sentences by adding punctuation, and/or a
In Hmong, verbs can
be used consecutively coordinating conjunction, or writing two separate sentences.
without conjunctions
or punctuation. Beginning Intermediate Advanced/High
Reinforce using Provide run-on sentences Have students correct Ask students to underline
a comma and a for students to copy. each run-on sentence in the part that makes each
conjunction to Help them find where two different ways. sentence a run-on and
separate main clauses to insert a comma and explain how they would
in a compound conjunction, if necessary. correct it.
sentence, or breaking Read the sentences for
the sentence into two students to repeat.
sentences.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Author’s Point of View Root Words L.6.4b Writing About Text RI.6.6,
RI.6.6, RI.6.8 RI.6.8, W.6.9b
Grade 6
Assessment Includes
Weekly
State Standards online PDFs
Grades 1-6
Fluency
Assessment Administer oral reading fluency assessments using the
following schedule:
State Standards
T320 UNIT 1
WEEK 5
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 61–63 on Author’s Point
multiple-choice items of View from the Tier 2 Comprehension
COMPREHENSION
correctly . . . Intervention online 1R Bprints.
Students answer 0–6 . . . assign Lesson 157 on Greek, Latin, and

VOCABULARY multiple-choice items Other Roots from the Tier 2 Vocabulary
correctly . . . Intervention online 1R Bprints.
Students score less than . . . assign Lessons 61–63 on Author’s Point of

“3” on the constructed View and/or Write About Reading Lesson 200
WRITING responses . . . from the Tier 2 Comprehension Intervention
online 1R Bprints.

1R Bprints.

score of 0–108 . . . of the Tier 2 Fluency Intervention online 1R
Bprints.
Use the appropriate sections of the Placement and Dignostic
students requiring:
TIER

TIER

WEEKLY OVERVIEW
The Big Idea: How can changes transform the way people look at the world?
REVIEW AND EXTEND

Reader’s Theater
RECYCLING:
Taming th
e
Plastic Mo
nster!
by L. E. McCullo
ugh
Basic Concept:
This play introd
uces recycling—s
Recycling: Taming the Plastic Monster! process of recycl

pollution, landfi
environment.
ing plastic—and
lls, toxins and the
pecifically the theory
explores related
impact of recycl
and
topics of
ing on the
Pre- or Post-P
lay Activities:
• Have students
go on a scaven
ger hunt aroun
Genre Play
school to find an d the
example of each
• Have students plastic type.
make
categories of recycl posters detailing the seven
ed plastic.
• Have students
think of which
materials might common plastic
be used as bird
feeders—then houses and bird
make some!
• Have a contes
Fluency Accuracy, Rate, and

t for the most origin
made from recycl al art objects
ed plastic items.
• Take a trip to
your local landfi
is buried and have ll where plastic
the staff explain garbage
the landfill proces
s.
Prosody
-Hill
© Macmillan/McGraw
142 Plays/Chora
l Readings
IRAA6_CA_BM_Play_U
01_RD10.indd
142
2/3/08 10:09:11
PM
Reading Digitally
“Teen Tanning”
Comprehension Close Reading
Study Skills Skim and Scan
Research Navigate Links to Information Go Digital!
Level Up Accelerating Progress

From From From From
APPROACHING ON LEVEL ENGLISH BEYOND LEVEL
To ON LEVEL To BEYOND LEVEL LANGUAGE LEARNERS To SELFSELECTED
To ON LEVEL TRADE BOOK
Advanced
Level
Trade
Tra Book
Tr
On Level Beyond On Level
Approaching On Level ELL Beyond
T322 UNIT 1 WEEK 6

WEEK 6
ASSESS
Presentations
Project Presentations
Project Rubric
Writing
Narrative Writing Presentations
Writing Rubric
Unit Assessments
UNIT 1 TEST FLUENCY
Evaluate Student Progress

Use the McGraw-Hill Reading Wonders eAssessment reports to
evaluate student progress and help you make decisions about
small group instruction and assignments.
‡ Student and Class Assessment Report
‡ Student and Class Standards Proficiency Report
Image Source/Alamy
‡ Student Profile Summary Report

DAY 1 DAY 2
READING
READING
Reader’s Theater, T326 Reader’s Theater, T326
RECYCLING:
Taming the
Plastic Mon
ster!
by L. E. McCullough
Reader’s Theater
Basic Concept:
s recycling—specifi
cally the theory
This play introduce plastic—and explores related
process of recycling
pollution, landfi
lls, toxins and the
and
topics of
impact of recycling
on the “Recycling: Taming “Recycling: Taming the Plastic Monster!” “Recycling: Taming the Plastic Monster!”
environment.
Pre- or Post-Play
Activities:
• Have students
go on a scavenger
hunt around the
plastic type.
the Plastic Monster!” Assign Roles Model Fluency: Accuracy, Rate,
Whole Group
example of each
school to find an the seven
make posters detailing
• Have students plastic.
categories of recycled
and Prosody
common plastic
think of which
• Have students houses and bird
Model Fluency: Accuracy, Rate,

be used as bird
materials might some!
make
feeders—then art objects
for the most original
• Have a contest plastic items.
made from recycled garbage
ll where plastic
your local landfi the landfill process.
Graw-Hill
• Take a trip to the staff explain
and Prosody g Digitally, T328

is buried and have
© Macmillan/Mc
Reading
“Teen Tanning”
Readings
Research and Inquiry, T330–T331

ral
142 Plays/Cho
PM
2/3/08 10:09:11
IRAA6_CA_BM_P
lay_U01_RD10.ind
d 142
fpo Choosing a Research Focus/Question

“Teen
Tanning”
DIFFERENTIATED INSTRUCTION Level Up to Accelerate

Level Up to On Level Level Up to On Level
Exploring the Deep, T336 Exploring the Deep, T336
Approaching vie
Re w
Spiral Review Comprehension Skills
vie
Re w
Level Unit 1 PDFs Online Unit 1 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level

Exploring the Deep, T337 Exploring the Deep, T337
On Level
Small Group
Level Up to Self-Selected Level Up to Self-Selected

Beyond Trade Book, T339 Trade Book, T339
Level
Level Up to On Level Level Up to On Level

English Exploring the Deep, T338 Exploring the Deep, T338
Language
Learners
Writinsgs LANGUAGE
LANGUAGE ARTS
ARTS
Proce
Share Your Writing, T334 Share Your Writing, T334

Whole Group
Narrative Writing Narrative Writing

Prepare to Present Your Writing Discuss Peer Feedback
Writing
T324 UNIT 1 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
g Digitally, T328
Reading Reader’s Theater, T326 Research and Inquiry, T332–T333
“Teen Tanning” Performance Presentations
Unit Assessment, T340–T341
Level Up to On Level Level Up to On Level Level Up to On Level

Exploring the Deep, T336 “Curious About Earth,” T336 Literature Circle, T336
vie
Re w
Unit 1 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level Level Up to Beyond Level

Level Up to Self-Selected Level Up to Self-Selected Level Up to Self-Selected

Trade Book, T339 Trade Book, T339 Trade Book, T339
Level Up to On Level Level Up to On Level Level Up to On Level

Share Your Writing, T334 Share Your Writing, T334 Share Your Writing, T335
Narrative Writing Present Your Narrative Narrative Writing
Rehearse Your Presentation Evaluate Your Presentation Portfolio Choice

Reader’s Theater
Taming the
RECYCLING:
Plastic Monster!
Recycling: Taming the Plastic Monster!
by L. E. McCullough
Basic Concept:
This play introduces recycling—specifically the theory and
process of recycling plastic—and explores related topics of
Introduce the Play ‡ After reading the character parts
pollution, landfills, toxins and the impact of recycling on the
environment.
Explain that in Recyling: Taming the for Saundra and Riley, ask partners
Pre- or Post-Play Activities:
• Have students go on a scavenger hunt around the
school to find an example of each plastic type.
• Have students make posters detailing the seven Plastic Monster! a student named to note the characters’ traits. Model
categories of recycled plastic.
• Have students think of which common plastic
materials might be used as bird houses and bird
Saundra gives her friend Riley a lesson how to find text evidence that tells
about the characters.
feeders—then make some!
in the benefits of recycling and the

• Have a contest for the most original art objects
made from recycled plastic items.
• Take a trip to your local landfill where plastic garbage
is buried and have the staff explain the landfill process.
different forms of plastic that can be

© Macmillan/McGraw-Hill
recycled. Distribute the Elements of Assign Roles

Drama handout and the scripts from Depending on the number of students,
142 Plays/Choral Readings the Teacher’s Resource Online PDF, you may wish to organize the class into
pages 2–12. groups of eight to fourteen. If you have
more than fourteen students in a group,
IRAA6_CA_BM_Play_U01_RD10.indd 142 2/3/08 10:09:11 PM
Go Digital! ‡ Review the features of a play.

you can assign roles to more than one
Teacher’s Resource ‡ Review the cast of characters, student.
Online PDF defining the roles of Saundra, Riley,
pp. 2–12 and the other students. Explain that Practice the Play
the play is set in a school lunch room
during recess. Each day, allow students time to practice
their parts in the play. Pair fluent readers
‡ Point out the stage directions. with less fluent readers. Pairs can echo-
read or chorally read their parts. As
Shared Reading needed, work with less fluent readers to
Model reading the play as students mark pauses in their scripts, using one
OBJECTIVES follow along in their scripts. slash for a short pause and two slashes
Read on-level text Focus on Vocabulary Stop and discuss for longer pauses.
with purpose and
understanding. any vocabulary words that students may Throughout the week have students
RF.5.4a not know. You may wish to teach: work on the Reader’s Theater
Read on-level prose ‡ toxins ‡ recycling Workstation Activity Card 24.
and poetry orally with Once the students have practiced
‡ landfill ‡ durable
rate, and expression ‡ pollution reading their parts several times, allow
on successive students time to practice performing
readings. RF.5.4b Model Fluency As you read each the script.
part, state the name of each character,
Use context to
confirm or self- and read the part, emphasizing the Perform the Reader’s Theater
correct word appropriate phrasing and expression.
recognition and
‡ Remind students to focus on their
understanding, scripts as the play is being performed
Discuss Each Role
rereading as and to read along, even when they
necessary. RF.5.4c ‡ After reading the part of Saundra, are not in the scene.
ask students to identify what
‡ Discuss with the class what it is like
information she is giving about
to be Saundra or Riley in this play.
recycling and plastics.
Talk about what that character might
be thinking.
T326 UNIT 1 WEEK 6

WEEK 6
ACTIVITIES
LEARN FROM THE CHARACTERS
Explain that in this play, the characters help the audience learn about
why it is important to recycle plastic. Have partners discuss what each
character adds to their understanding of recycling. Then discuss these
questions with students:
1. Why does Saundra make a 3. How do the coded shirts help
bet with Riley? explain plastics and recycling?
2. What does the audience 4. What actions does the play
learn about plastic from suggest to help the recycling
Saundra and Riley’s bet? cause?
EXPRESS YOURSELF
Remind students that when reading a play, the words they speak and
the way they speak them are equally important. Have students write a
short sentence describing Saundra. Then have them do the following:
‡ Read the sentence aloud, using your voice and face to show how you
feel about the character.
‡ Replace the words with nonsense words. Read the nonsense
sentence with the same emotion to your classmates. Ask your
classmates to guess how you feel about the character.
‡ Review the definitions of difficult words, including plastic, lenses,

sneakers, resources, recycling plant, and pellets.
‡ Team an ELL student with a fluent reader who is also reading the part of
Saundra. Have each reader take turns reading the lines. Determine which
reader will read which lines at the performance.
‡ Help students pronounce difficult content words, including polyethylene
terephthalate, polyvinyl chloride, and polymer. Have them summarize or
retell specific parts of the play that deal with scientific content.
READER’S THEATER T327

Reading Digitally
Go Digital!
OBJECTIVES
Integrate information Teen Tanning
presented in different
media or formats Before Reading
(e.g., visually,
Preview Scroll through the online article “Teen Tanning” at
quantitatively) as
well as in words to www.connected.mcgraw-hill.com. Clarify how to navigate through
develop a coherent the article. Point out the interactive features, such as hyperlinks, roll-
understanding of a over pop-ups, quizzes, and polls. Explain that you will read the article
topic or issue. RI.6.7 together first and then access these features.
Trace and evaluate
the argument and Close Reading Online
specific claims in a
text, distinguishing Take Notes Scroll back to the top and read the article aloud. As you
claims that are read, ask questions about the effects of excessive exposure to tanning
supported by reasons rays. Have students take notes using Graphic Organizer 85. After
and evidence from
claims that are not.
each section, partners should paraphrase the main ideas, giving text
RI.6.8 evidence. Make sure that students understand domain-specific terms,
such as melanoma and ultraviolet light.
ACADEMIC Access Interactive Elements Help students access the interactive
LANGUAGE elements by clicking or rolling over each feature. Discuss what
• hyperlink, cyber information these elements add to the text.
safety, melanoma,
ultraviolet light Tell students that they will reread parts of the article to help them
• Cognates: answer a specific question: How can I protect myself from overexposure
melanoma, to ultraviolet light? Point out that they need not reread every word.
ultravioleta Instead, they can
‡ skim by reading quickly and focusing on topic sentences, or
‡ scan by moving their eyes over the text quickly to spot key words.
Have students skim the article to find text detailing what a person can
do to help prevent overexposure to ultraviolet light. Have partners
share their findings.
Navigate Links to Information Point out that online texts may
include hyperlinks. A hyperlink connects one Web page to another.
Model using a hyperlink to jump to another Web page. Discuss any
information on the new page that relates to the question How can I
protect myself from overexposure to ultraviolet light?
T328 UNIT 1 WEEK 6

WEEK 6

Analytical
Writing
W SC
IENCE
CONNECT TO CONTENT
Summarize Review students’ graphic Skin Protection
organizers. Model using the information to Discuss how using a sunscreen with a higher
summarize “Teen Tanning.” SPF can help protect skin from the sun’s rays.
Ask students to write a summary of the article, Help students find information in this article
stating the causes and effects of excessive about sunscreens and SPF levels.
tanning. Partners should discuss their Discuss how scientific knowledge is open to
summaries. change as new evidence is encountered. Point
Make Connections Have students compare out that scientists now know that combining
what they learned about how new information sunscreen and DEET can be unsafe.
can change people’s thoughts and habits Ask students to locate in the text two other
regarding tanning with other ways that people ways of protecting themselves from harmful
changed in texts they have read in this unit. tanning rays.
RESEARCH ONLINE INDEPENDENT STUDY

Cyber Safety Investigate
Explain to students that just as it is important Choose a Topic Students should brainstorm
to stay safe in the real world, it is also questions related to the article. For example,
important to take precautions when working they might ask: What SPF level should I use?
online. Provide students with the following Then have students choose a question to
safety tips: research. Help them narrow their topic.
‡ Go online only with a trusted adult’s Conduct Internet Research Review cyber
permission. Check with the adult that the safety tips. Remind students how to conduct an
specific Web sites or chat rooms are okay. Internet search: (1) Type in a search engine URL;
‡ Do not give out to anyone online personal (2) enter key words and click Search; (3) click on
details that would identify you, such as your a link on the Results page to go to a site.
name, address, phone number, or a photo. Present Have groups present a round-table
‡ Do not share your passwords with others. discussion on the topic of tanning.
READING DIGITALLY T329

The Big Idea: How can changes transform the way people look at
the world?
Assign the Projects Break students into five groups. Assign each group one of
the five projects that follow or let groups self-select their projects. Before students
begin researching, present these minilessons.
Research Skill: Choosing a Research Focus/Question

OBJECTIVES Narrowing the Topic
Write narratives
to develop real or Before beginning their research, students should choose an area of the
imagined experiences topic that they want to focus on or ask a question about the topic that
or events using they want to answer. Choosing a research focus/question will allow
effective technique,
relevant descriptive
them to develop an effective research plan and conduct their research
details, and well- efficiently.
structured event ‡ When brainstorming potential research focuses/questions, students
sequences. W.6.3
should consider the desired outcome of their project and what they
Conduct short already know about the topic.
research projects to
answer a question ‡ After selecting a research focus/question, students should ask
(including a self- themselves if it is too broad or too narrow for their project and revise
generated question), as needed.
drawing on several
sources and
generating additional Developing a Research Plan
related, focused Good researchers create a plan for their research, after choosing a
questions that allow
for multiple avenues
research focus/question. A research plan helps students avoid wasting
of exploration. time conducting research unrelated to the focus/question.
WHST.6.7 ‡ Explain that a research plan should include sub-questions or
Gather relevant categories related to the main focus/question. Tell students that they
information from will probably generate new questions or categories to add to their
multiple print and
digital sources,
plan as they conduct their research.
using search terms ‡ Point out that a research plan can include a list of search terms to use
effectively; assess when conducting online research. A research plan can also include
the credibility and
accuracy of each
a checklist of different features, such as quotes, photographs, maps,
source; and quote expert opinions, and charts, to search for.
or paraphrase the ‡ Model creating a list of effective search terms, including precise
data and conclusions
of others while
keywords and words or phrases in quotation marks. Explain how to
avoiding plagiarism use the words and, not, and or to narrow searches.
and following a
standard format for
citation. WHST.6.8
Go COLLABORATE
Manage and assign projects online.
Digital Students can also work with their
group online.
T330 UNIT 1 WEEK 6

Choose a Project! WEEK 6
Blog About How an Invention Impacted a Life IA

L STU
DI
SOC
ES
1 ESSENTIAL QUESTION
How do new experiences offer
new perspectives?
Goal
Research teams will write a blog from the
perspective of someone whose life was changed
by an invention from the Industrial Revolution,
discussing life before and after the invention.
Propaganda Poster IA
L STU
DI
SOC
ES
Why do people form alliances?
Goal
Research teams will create World War II
propaganda posters about one of the home-
front war efforts and how that effort affected
the lives of people at home.
Multimedia Presentation SC
IENCE
How do life forms vary in
Goal
Research teams will create a multimedia
presentation that explains how life forms in two
different environments have adapted to survive
in their environments.
Natural Force Presentation SC

IENCE
How do natural forces affect
Earth?
Goal
Research teams will create a presentation,
including a visual representation, of how a
natural force changes the physical landscape of
Earth and how those changes affect people.
News Article IA
L STU
DI
SOC
ES
people use money?
Goal
Research teams will write a feature news article
describing how one family was affected by an
economic event.
RESEARCH AND INQUIRY T331

Distribute the Research Roadmap Online PDF. Have students use the
roadmap to complete the project.
Conducting the Research

STEP 1 Set Research Goals
Discuss with students the Essential Question and the research project. As
appropriate, have them look at the Shared Research Board for information
they have already gathered. Each group should
‡ make sure to review the steps for narrowing the focus of their research and
asking good questions prior to beginning their research.
‡ assign each member a role to avoid overlap in efforts: Who will provide
graphics? Who will oversee technology? Who will give the presentation?
STEP 2 Identify Sources

Have the group brainstorm where they can find the information. Suggest
‡ reference books and other informational texts.
‡ digital media, such as online magazines, maps, and reviews of events.
‡ interviews with experts and others who can provide first-hand accounts of
events and periods in history.
Say that using a variety of sources means a more complete, accurate product.
STEP 3 Find and Record Information

Have students review the focused topics they chose and the questions for
which they will research answers. Have them take notes and list their sources.
STEP 4 Organize
After they finish their research, team members can meet to review and
analyze the information they collected. First, they should classify and
categorize their notes and decide which are the most useful in
creating the end product. They can create a rough prototype of the Audience
Participation
product in order to make decisions about categories of information.
‡ Encourage the
audience to make
STEP 5 Synthesize and Present comments about
Have team members synthesize their research and decide on their the presentations
and ask clarifying
final message. questions.
‡ Encourage students to use all available technologies to enhance ‡ Have students
their presentations. Audio recordings, visual displays, actual discuss how the
photographs, and so on, would all make good enhancements. presentations relate
to the Essential
‡ Students should ensure the key ideas are included and their Question.
findings relate to the Big Idea.
T332 UNIT 1 WEEK 6

Review and Evaluate WEEK 6
Distribute the Student Checklist and Project Rubric Online

PDFs. Use the Project Rubric and the Teacher Checklist below
to evaluate students’ research and presentations.
Student Checklist Teacher Checklist

Research Process Assess the Research Process
✓ Did you narrow the focus for your research? ✓ Chose a focus and developed a research plan.
✓ Did you develop a research plan for your ✓ Used search terms effectively to find multiple
project? sources to gather information.
✓ Did you give credit to all of your sources? ✓ Cited sources for information.
Presenting
✓ Used time effectively and collaborated well.
✓ Did you practice your presentation? Assess the Presentation
✓ Did you speak clearly and loudly enough for ✓ Spoke clearly at a proper pace and volume.
others to hear? ✓ Used appropriate gestures.
✓ Did you make eye contact with your ✓ Maintained eye contact.
audience?
✓ Established a main message that answered
✓ Did you answer the Essential Question and the Essential Question and Big Idea.
Big Idea?
✓ Used appropriate visuals and technology.
✓ Did you use appropriate visuals and ✓ Shared tasks among all group members.
technology?
Assess the Listener
✓ Listened quietly and politely.
✓ Made appropriate comments and asked
clarifying questions.
✓ Kept an open mind to different ideas.
Project Rubric
4 Excellent
E 3 Good
G 2 Fair
F 1 Unsatisfactory
U
The student
Th Th
The student Th
The student Th
The student
‡ presents information ‡ presents information ‡ attempts to present ‡ may show little grasp
clearly. adequately. information. of the task.
‡ includes many details, ‡ provides adequate ‡ may offer few or vague ‡ may present irrelevant
visuals, and media details, visuals, and details, visuals, and information.
components. media components. media components. ‡ may reflect extreme
‡ may include ‡ may include relevant ‡ may include difficulty with research
sophisticated observations. few or irrelevant or presentation.
observations. observations.
RESEARCH AND INQUIRY T333

Celebrate Share Your Writing
Presentations Speaking Checklist
Giving Presentations Review the Speaking Checklist with
students as they practice.
Now is the time for students to share one of the pieces of
narrative writing that they have worked on through the unit. ✓ Have your digital equipment
You may wish to invite parents or students from other classes to ready and working.
the presentation. ✓ Have all of your notes ready.
✓ Take a few deep breaths.
Preparing for Presentations ✓ Stand up straight.
Tell students that they will need to prepare in order to best ✓ Make eye contact with the
present their writing. audience.
Have partners work together to practice reading aloud their
✓ Speak clearly and slowly.
presentations several times. Explain that with each reading, ✓ Speak so everyone can hear.
they should add inflection so their presentations sound lively ✓ Speak with proper inflection and
and engaging rather than monotonous. Point out that their excitement.
familiarity with the material will allow them to make eye contact ✓ Share visuals and audio at the
with their audience. appropriate times.
Students should consider any visuals or digital elements that ✓ Remember to smile.
can enhance their presentations. Discuss a few possible options
with students.
‡ Can they include a digital slideshow of photos
os from the time
period described?
‡ Are there any mementos, such as letters, newspaper
wspaper headlines,
or objects mentioned in their narratives that they can include
in their presentation?
Image Source/Alamy
‡ Is there a video recording of the experiences they can share?
‡ Is there a soundtrack they can play that pertains
ains to the
experiences described?
When students have gathered together all of the he materials
they need for their presentations, they can rehearse
earse in
front of a partner at school, for family memberss at home,
klist with
or in front of a mirror. Share the following checklist
students to help them focus on important partss of their
oint on
presentations as they rehearse. Discuss each point
the checklist.
T334 UNIT 1 WEEK 6

WEEK 6
Listening to Presentations
Remind students that they will be part of the audience for other students’ presentations. A
listener serves an important role. Review with students the following Listening Checklist.
Listening Checklist
During the presentation After the presentation
✓ Pay attention to when and how the ✓ Raise your hand to let the speaker
speaker uses visuals or audio. know you would like a turn to speak.
✓ Take notes on one or two things you ✓ Refer to your notes before making a
liked about the presentation. comment or asking a question.
✓ Write a question or comment about ✓ After you ask a question, give the
something unclear in the presentation. speaker a chance to think about a reply.
✓ Listen to the speaker carefully. ✓ When others are commenting or asking
✓ Do not interrupt the speaker. a question, do not interrupt them.
Portfolio Choice
Ask students to select one finished piece of writing, as well as two
revisions, to include in their writing portfolio. As students consider their
choices, have them use this criteria.
Published Writing Writing Entry Revisions

Does your writing Do your revisions show
‡ have a first-person point of view? ‡ strong openings to capture the reader’s
‡ use transitions to show the order of events? attention?
‡ include details, dialogue, and figurative ‡ weak words replaced with strong words to
language to describe events and characters? make writing clearer and more descriptive?
‡ have few or no spelling and grammatical ‡ deleted unimportant details to focus the
errors? writing more directly on the topic?
‡ exhibit neat and clear publishing techniques?
Go PORTFOLIO
Digital
Students can submit their writing to be
considered for inclusion in their digital
portfolio. Students’ portfolios can be
shared with parents.
CELEBRATE: SHARE YOUR WRITING T335

Approaching Level
Narrative
Nonfiction
EXPLOR ING
THE DEEP
Narrative
Nonfiction
BY SUE GIBBISON
to On Level
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Exploring the Deep

PAIRED
READ Curious About Earth
Before Reading
Preview Discuss what students remember about discoveries made
in the deepest ocean water. Tell them they will be reading a more
PAIRED
challenging version of Exploring the Deep.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
LEXILE 920
A C T During Reading
OBJECTIVES
Specific Vocabulary Review with students the following science
read and comprehend
literary nonfiction in words that are new to this title: embedded, sonar, superheated.
the grades 6–8 text Model how to use the glossary to determine their meanings.
complexity band
Sentence Structure Students may need help understanding
proficiently, with
scaffolding as needed the use of more difficult sentences in their reading. Point out
at the high end of the this sentence on page 3: Alvin was designed by the Woods Hole
range. RI.6.10 Oceanographic Institution to withstand this enormous pressure,
which would pulverize a regular submarine. Explain that this
is a complex sentence that contains different ideas. Model
how to divide the complex sentence into two sentences, each
containing a different idea: Alvin was designed by the Woods Hole
Oceanographic Institution to withstand this enormous pressure. The
pressure would pulverize a regular submarine. Find other examples
of complex sentences and have students read them, state the
ideas they contain, and divide them.
Connection of Ideas Students may need help connecting and
synthesizing ideas from one chapter to the next. After students
read a chapter, model how to summarize it and then connect the
information to the information in the next paragraph.
After Reading
Ask students to complete the Respond to Reading on page 18 after
they have finished reading.
T336 UNIT 1 WEEK 6

WEEK 6
On Level
Narrative
Nonfiction
EXPLOR ING
THE DEEP
Narrative
Nonfiction
BY SUE GIBBISON
to Beyond Level
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Exploring the Deep

PAIRED
Before Reading
Preview Discuss what students remember about discoveries made in
the deepest parts of the ocean. Tell them they will be reading a more
PAIRED
challenging version of Exploring the Deep.
Leveled Reader
Vocabulary Use the Visual Vocabulary Cards and routine.
LEXILE 970
A C T During Reading
OBJECTIVES
read and comprehend
Specific Vocabulary Review with students the following science
literary nonfiction in words that are new to this title: titanium, theorized, spires. Model
the grades 6–8 text how to use the glossary to find their meanings.
complexity band
proficiently, with
Sentence Structure Help students understand more difficult
scaffolding as needed sentence structures by reading aloud the first sentence on page 2.
at the high end of the Model dividing the sentence into separate ideas that each express
range. RI.6.10 one specific image: Imagine traveling in an underwater vehicle;
imagine moving slowly through inky-black water and so on. Then
have students chorally read the more complex sentence. Repeat
the process with other examples of difficult sentences throughout
the book.
Organization Students may need help understanding causes
and effects while reading. Focus attention on the second
paragraph on page 4. After students read the paragraph, discuss
how the movement of the tectonic plates causes molten rock to
form and how the formation of molten rock is one of the effects of
the plate movement. Discuss other examples of causes and effects
described in the text on pages 5, 7, and 9.
After Reading
Ask students to complete Respond to Reading on page 18 after they
LEVEL UP T337
Narrative
Nonfiction
EXPLOR ING
THE DEEP
Narrative
Nonfiction
BY SUE GIBBISON
to On Level
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Exploring the Deep

PAIRED
Before Reading
Preview Remind students that informational text gives facts about a
PAIRED
topic. Ask what they remember reading about discoveries made in the
Curious About Earth
READ
deepest parts of the ocean.
Leveled Reader Vocabulary Review the vocabulary words using the Visual Vocabulary
LEXILE 810 Cards and routine. Point out the cognates: pulverizar, escaldado,
cascada, dinámico, documentación.
OBJECTIVES
By the end of the year, A C T During Reading
read and comprehend
literary nonfiction in
the grades 6–8 text Specific Vocabulary Show students how to identify context
complexity band clues that will help them figure out the meaning of difficult words
proficiently, with
such as enabled in the second paragraph on page 17. Brainstorm
at the high end of the other words that could replace enabled. Repeat for other words.
range. RI.6.10 Connection of Ideas Help students connect the information in
the text on page 4 to the diagram. Summarize information from
the text with students. Then compare the information presented
in the diagram. Discuss with students what they learn from the
diagram that they don’t learn in the text itself. See pages 5, 7, and
9 for other examples of text features within the text.
Sentence Structure Students may need help understanding the
use of more difficult sentences. Point out the second sentence in
the second paragraph on page 2: Model dividing the sentence
into three simpler sentences that each express one specific idea:
There is no light in the deep ocean. The water is usually freezing cold
in the deep ocean. The pressure is immense in the deep ocean. Have
students chorally read the complete sentence.
After Reading
Ask students to complete Respond to Reading on page 18 after they
T338 UNIT 1 WEEK 6

WEEK 6
Advanced
Beyond Level
Narrative
Nonfiction
Level
Trade Book
T
to Self-Selected Trade Book
EXPLOR ING
THE DEEP
BY SUE GIBBISON
Independent Reading
Before Reading
Together with students identify the particular focus of their reading
PAIRED
based on the text they choose. Students who choose the same title will
Curious About Earth
READ
work in groups to carefully read the selection.
Leveled Reader
LEXILE 1090
Close Reading
Taking Notes Assign a graphic organizer for students to use to take
OBJECTIVES notes as they read. Reinforce a specific comprehension focus from the
unit by choosing one of the graphic organizers that best fits the book.
read and comprehend
literature/informational Examples:
text in the grades
Fiction Informational Text
band proficiently, with Character, Setting, and Plot: Main Idea and Details
scaffolding as needed Sequence
range. RL/RI.6.10 Graphic Organizer 75 Graphic Organizer 141
Ask and Answer Questions Remind students to ask questions as

they read and to jot down their questions on sticky notes. Have group
members discuss the sections after they read them. They can share
the questions they noted and work together to find text evidence to
support their answers. You may wish to have students write responses
to their questions.
After Reading
Ana
Analytical W
Write About Reading Have students work together to respond to the
W
Writing
t
text using text evidence to support their writing.
Examples:
Fiction Informational Text
How did the sequence of events What are the key details? How do
affect the characters’ actions? they connect to a main idea?
LEVEL UP T339
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: ENGLISH WRITING:
• Character, Setting, Plot: Compare and • Context Clues: LANGUAGE • Writing About Text
Contrast RL.6.3, RL.6.5 Sentence Clues, CONVENTIONS: W.6.9a–b
• Character, Setting, Plot: Paragraph Clues • Sentence • Writing Prompt-
Sequence RL.6.3, RL.6.5 L.6.4a, L.6.4d Types L.4.1f Narrative
• Main Idea and Key Details RI.6.2 • Greek Roots L.6.4b • Subjects and W.6.3a–e
• Author’s Point of View RI.6.6, RI.6.8 • Metaphor and Simile Predicates L.4.1f
RL.6.4 • Sentence Combining
• Root Words L.6.4b L.3.1i, L.5.1e
• Complex
Sentences L.6.3a
• Run-Ons and Comma
Splices L.4.1f,
L.6.1e
Grade 6
Assessment Includes
Unit
‡ Writing Prompt
State Standards
Additional Assessment Options
Grades 1-6
Conduct assessments individually using the differentiated

passages in Fluency Assessment. Students’ expected fluency
Fluency
Assessment goal for this unit is 117–137 WCPM with an accuracy rate of
95% or higher.
State Standards
Grades K-6
Running Records
Use the instructional reading level determined by the Running Record
Running Records/
Benchmark Books
LEVELS: REBUS – 80
calculations for regrouping decisions. Students at Level 50 or below
should be provided reteaching on specific Comprehension skills.
• Includes Benchmark Books
Levels: Rebus–28
• Includes Reading Passages
Levels: 30–80
T340 UNIT 1
UNIT 1
TESTED SKILLS
T If … Then …
Students answer 0–9 . . . reteach the necessary skills using Lessons
COMPREHENSION multiple-choice items 40–45, 55–57, and 61–63 from the Tier 2
correctly . . . Comprehension Intervention online PDFs.
Students answer 0–7 . . . reteach the necessary skills using Lessons

VOCABULARY multiple-choice items 134, 142, 157, and 165 from the Tier 2
correctly . . . Vocabulary Intervention online PDFs.
ENGLISH Students answer 0–7 . . . reteach the necessary skills using Lessons
LANGUAGE multiple-choice items 42, 43, 45, and 48–50 from the Tier 2 Writing
CONVENTIONS correctly . . . and Grammar Intervention online PDFs.
Students score less than “2” . . . reteach tested skills using appropriate
WRITING on short-response items and lessons from the Strategies and Skills and/
“3” on extended constructed or Write About Reading sections in the Tier 2
response items . . . Comprehension Intervention online PDFs.
Students score less than the . . . reteach the necessary skills using Lessons
benchmark score on the 60–63 and 99–102 from the Tier 2 Writing and
writing prompt . . . Grammar Intervention online PDFs.
Students have a WCPM . . . reteach tested skills using the Tier 2 Fluency
score of 0–116 . . . Intervention online PDFs.
students requiring:
TIER

TIER
Reevaluate Student Grouping

View the McGraw-Hill Reading Wonders eAssessment Class Unit
Assessment reports available for this Unit Assessment. Note students who
are below the overall proficiency level for the assessment, and use the
reports to assign small group instruction for students with similar needs.
SUMMATIVE ASSESSMENT T341

Writiensgs Genre Writing: Narrative Text
Proc
Autobiographical Sketch . . . . . . . . . . . . . . . . . . T344

Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . T350
l
Modoen
Less Reading Extended Complex Text
Into the Volcano . . . . . . . . . . . . . . . . . . . . . . . . . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . BM1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
Go
Digital For Additional Resources
Review Comprehension Lessons
Unit Bibliography
Word Lists
Literature and Informational Text Charts
Web Sites
Resources www.connected.mcgraw-hill.com
T343
NARRATIVE TEXT Autobiographical Sketch
ritings
W ces
EXPERT MODEL
Pro on 1
Less Read Like a Writer Go
Digital
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/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_BLM/
Expe
Expert
Expe
Exp
Ex
xper Model • Autobiographical
ph
phica
hic
hiica
cal
all SSk
Ske
Sketch
Sket
Sketc
ketc
ketch
etch
tch
chh•1
Big B
Bi Brother
th
Point out that all people have important relationships and
experiences that challenge them and shape who they are.
by Max S
S.
From the start, I was intrigued with my little sister. I
When you write about relationships or experiences in your

remember when Mom arrived home from the hospital with
Lorie. Carloads of friends and relatives came to our house to see
the new baby. I was six years old, and people would gawk at
Lorie in her crib and then turn, smile, and pat me on the head.
“You’re going to be a good big brother to your little sister, aren’t
you, Max?” they would say. And I’d smile and agree because I
liked the idea of being the big brother in the family.
own life, you are writing an autobiographical sketch. Read
As my sister Lorie got older, things began to change. I’m not
sure exactly when it happened, but I began to realize there were
times when my sister didn’t seem so cute anymore. She began to
and discuss the features of an autobiographical sketch.
show evidence of a strong will. Mom says Lorie is like me that
way. When Lorie was in kindergarten, she learned to read and
write. She also learned how to wrap Mom and Dad around her Provide copies of the Expert Model Online PDF 01 and the
Writer’s
little finger. She figured out that if she pouted and cried when the
Features of an Autobiographical Sketch Online PDF 02 in

two of us argued, Mom and Dad would often take her side. If I
spoke back and said it was her fault, Dad would reply, “Now
Max, you’re the big brother—you should know better.” At times
Workspace
Writer’s Workspace.
I ended up in my room extremely frustrated.
Things went from bad to worse. I was more frustrated than
not in my role of big brother. It got harder and harder to
remember the days when Lorie’s face lit up every time she saw
Unit 1 • Autobiographical Sketch
Features of an Autobiographical Sketch

Expert Model
‡ It tells about key events from the writer’s life.
‡ It is written from the first-person point of view.
OBJECTIVES ‡ It has a beginning, middle, and end.
Engage and orient ‡ It uses sequence words to relate events in the order they
the reader by
happened.
establishing a context
and introducing
a narrator and/or
characters; organize Discuss the Expert Model
an event sequence
that unfolds naturally
Use the questions below to prompt discussion of the features of
and logically. W.6.3a COLLABORATE autobiographical sketches.
Provide a conclusion ‡ Who is the narrator, the person who is the I in the story? (Max)
that follows from the ‡ What main events in the life of the author does the autobiographical
narrated experiences
or events. W.6.3e sketch relate? (the birth of his sister; how he grows frustrated with her;
how they became friends when he defends her)
‡ What happens in the beginning of the story? The middle? What
ACADEMIC
LANGUAGE
happens at the end? (Lorie is born when Max is six. Lorie grows to
• autobiographical, annoy her brother. Max and Lorie become friends when he defends
point of view, her.)
narrator, sequence,
conclusion
‡ What are some sequence words that signal the order of events? (from
• Cognates:
the start, then, now, since that day)
autobiográfico,
narrador(a),
secuencia,
conclusión
T344 UNIT 1 WEEK 6

USE WITH WEEKS 13
PREWRITE
Discuss and Plan
Purpose Discuss purposes for writing an autobiographical sketch.
Students may write about important life experiences to gain insight into
their lives. They may also write to entertain readers or to help them learn ENGLISH LANGUAGE
from a writer’s experiences. LEARNERS
Audience Have students think about who will read their sketches, such Beginning
as friends, classmates, teachers, and family members. Ask: What do you Demonstrate Comprehension
want readers to learn or understand from reading about your life? Have students draw pictures of
events from the beginning, middle,
Teach the Minilesson and end of their sketches.
Intermediate
Beginning, Middle, and End Explain that writers organize
autobiographical sketches to include a beginning, middle, and end. Explain Have partners explain
the main events of their
The beginning identifies the challenge or situation, and establishes autobiographical sketches before
the writer as the narrator, the person describing events from a first- completing the graphic organizer.
person point of view. The middle of the sketch moves through the
main events in sequence. The end, or conclusion, follows logically Advanced/High
from narrated events and often resolves the situation. The writer Expand Have partners work
together to write complete
may share thoughts and feelings about the experiences.
sentences to answer the questions
Distribute copies of Model Graphic Organizer Online PDF 03 in about the Expert Model.
Writer’s Workspace. Point out that in the Expert Model, the first-
person narrator is introduced right away and events are organized
into a beginning, middle, and end.
Your Turn MODEL GRAPHIC

ORGANIZER
Choose Your Topic Have students work in pairs to brainstorm life events
COLLABORATE and relationships that are interesting or noteworthy. Remind them to
Model Graphic Organizer • 3
consider the people and context for each scenario. Ask questions to Beginning
When Max is six, his sister Lorie is born. At first he likes
prompt thinking. Have students record topics in their Writer’s Notebooks. the idea of being a big brother.
‡ What experiences from your life are noteworthy or entertaining?

Middle
‡ What events happened at the beginning of the experience? How did Lorie gets older and learns how to get her way.
They frequently argue, and Max’s frustration with his
sister’s behavior grows.
events unfold and lead to the ending, or conclusion?

‡ What thoughts and feelings about your experience will you convey? End
When neighbors say mean things to Lorie, Max defends
his sister. Lorie tells him he’s a great big brother, and they
move on together—as siblings and friends.
Plan Provide copies of the blank Graphic Organizer Online PDF 04 in

Writer’s Workspace. Ask students to outline the beginning, middle, and

end of their sketches. The beginning should introduce the situation,
the middle should show how the situation unfolds, and the end, or
conclusion should follow from the narrated events. Unit 1 • Autobiographical Sketch
WRITING PROCESS T345

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DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Use a variety of
transition words, Review the features of an autobiographical sketch. Provide Digital
phrases, and clauses copies of the Student Draft Model Online PDF 05 in Writer’s
to convey sequence Workspace. Read the draft and have students identify the
and signal shifts
from one time
features of an autobiographical sketch in the model.
frame or setting to
another. W.6.3c Teach the Minilesson
Writer’s
Use narrative Workspace
techniques, such as
Transitions To connect events in a text and to help readers
dialogue, pacing, understand when a time frame or setting changes, writers
and description, to use transitional words and phrases. Transitions such as then,
develop experiences, after that, and the next year signal a shift in time. Transitions
events, and/or
characters. W.6.3b HEAD_A
such as back at home and when we left work signal a change
of setting.
Discuss how transitions help students follow the order of
ACADEMIC events and locations in narrative text. Read this sentence
LANGUAGE
• transitions, signal, from the student model: Throughout the years, other events got me
setting, figurative thinking about being adopted. One incident occurred just this past year,
language when I was visiting my friend Zeke at his house. Ask: How do transitions
• Cognates: help you understand the time frame and setting in the sketch?
transiciones,
lenguaje figurativo
Your Turn
Write a Draft Have students review the graphic organizers they
prepared in Prewrite. Remind them to use transitions effectively.
Teacher Conferences
Talk about the strengths of Focus on how a writer uses a Make concrete suggestions
the writing. writing trait. for revision.
You clearly introduce the situation The transitions you use help me Readers would feel more
at the beginning of your sketch. understand the shifts in time. sympathetic to your situation
Transitions signaling changes if you took advantage of first-
in setting would help me better person point of view to reveal your
understand where events occur. thoughts and feelings.
T346 UNIT 1 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 06 in Writer’s Revised Student Model • Autobiographical Sketch • 6
Workspace. Read it aloud and have students note the revisions William Differences
made. Discuss reasons for specific revisions, such as how taking out by William G.
When I was very young, being adopted was just the simple fact
irrelevant details makes the writing clearer. of my life. My birth parents couldn’t take care of me the way
they wanted to. My parents wanted a baby. My parents adopted
As time passed, though,
me and it all worked out. The simple fact got complicaited.
Little things began to happen that made me think differently
Teach the Minilesson about what it meant that I was adopted.

The first thing was the time when I was seven and
I remember my mother was combing my hair. She said,
“You know, Will, I always wanted curly hair like yours.” I
looked up at our reflection in the bathroom mirror. I saw her
Description and Details Explain that writers of autobiographical

red hanging like a curtain
bone-straight hair behind my curly black hair. Until that
moment, I had never realized how different we were.
sketches use descriptive details to tell about manner, quality, size, Throughout the years, other events got me thinking about
being adopted. One incident occurred just this past year, when I
number, shape, or color. Descriptive language helps explain ideas

and I had just turned twelve, but all of a sudden he
was visiting my friend Zeke at his house. Zeke was talking about

when he thought he’d start growing fashial hair. He told me that
and allows readers to picture events. Words such as gracefully,

his father had started shaving when he was thirteen. Since Zeke
looks just like his dad, he figured he’d probably start at the same
incomparable, and skinny add richness and clarity.

age. I know Zeke didn’t mean to make me think about the fact
that I’m not like my father, but that’s what happened. Zeke’s
father taught me how to ride a bike when I was five.
After that ,
Have students find an example in the Revised Student Model that

It seemed as if All I did was think about how I wasn’t like
My mother is short. I’m tall. My father is muscular. I’m on the skinny side.
my parents! We didn’t look the same.We didn’t sound the same.
My mother has a little, round nose. Mine looks like a hatchet. My father is a math whiz. I can barely add
shows how the writer added descriptive details. Discuss how this
We weren’t good at the same things.
two and two.
revision helps readers better visualize events in the sketch.

Your Turn
Revise Have students use the peer review routine and questions to
COLLABORATE review partners’ drafts. Invite them to use suggestions from the peer
review as they revise. Provide the Revise and Edit Checklist Online PDF
08 from Writer’s Workspace to guide them as they revise. Suggest they
consider adding descriptive details and clear transitions to their sketches.
Circulate among students as they work and conference as needed.
Use these questions for peer review.

Peer Conferences
Review the routine for peer review of writing. ✓ Does the writing describe important
Students should listen carefully as writers read events in the writer’s life?
their work aloud. Students begin each review
by telling what they liked about the writing.
✓ Is first-person point of view used?
Then they ask a question that will help the ✓ Are events told in order from
writer think more deeply about the writing. beginning to middle to end?
Finally, they make a suggestion that will make ✓ Are transitions clear and effective?
the writing stronger. ✓ Is descriptive language included?

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PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With some guidance
and support from Provide copies of the Edited Student Model Online PDF Digital
peers and adults, 07 in Writer’s Workspace. Read the model aloud and have
develop and students note the editing changes William made. Use specific
strengthen writing
as needed by
edits to show how editing fragments and comma splices,
planning, revising, spelling, capitalization, and end punctuation improves the
editing, rewriting, autobiographical sketch.
or trying a new Writer’s
Your Turn
Workspace
approach. W.6.5
Use technology,
including the
Edit Have students use the edit questions on the Revise and
Internet, to produce Edit Checklist to guide them as they review and edit their drafts on their
and publish writing own. Remind them to edit for mechanical errors first and then go back
as well as to interact and edit for usage errors.
and collaborate with
others; demonstrate
command of Publish
keyboarding skills For the final presentation of their autobiographical sketches, have
to type a minimum
students choose a format for publishing. Students may want to consider:
of three pages in a
single sitting. W.6.6
Print Publishing Digital Publishing
Memoir Writer’s Workspace
ACADEMIC
Journal Entry Personal Blog
LANGUAGE
• edit, publish, Teen Magazine Class Zine
presentation,
• Cognate: Whether students handwrite, use a typewriter, or use a word-processing
presentación program, they should be sure to use standard margins and format their
final drafts so readers can easily follow the flow of the text. Monitor
EDITED STUDENT MODEL
keyboarding skills for students who type their work, checking to be sure
Edited Student Model • Autobiographical Sketch • 7 they can create documents accurately and efficiently. Students should be
Differences
by William G. able to type a minimum of three pages in a single sitting.
¶ When I was very young, being adopted was just the simple fact
of my life. My birth parents couldn’t take care of me the way
they wanted to. My parents wanted a baby. My parents adopted
As time passed, though, complicated sp
Explain to students that adding visual and multimedia elements can
me and it all worked out. The simple fact got complicaited.
Little things began to happen that made me think differently
about what it meant that I was adopted.
strengthen their writing and make presentations more engaging. Allow
The first thing was the time when I was seven and
I remember my mother was combing my hair. She said,
“you know, Will, I always wanted curly hair like yours.” I time for students to find and include photographs of people and time
looked up at our reflection in the bathroom mirror. I saw her
red hanging like a curtain
bone-straight hair behind my curly black hair. Until that
moment, I had never realized how different we were.
periods described in their autobiographical sketches. They may want to
Throughout the years, other events got me thinking about
being adopted. One incident occurred just this past year, when I
and I had just turned twelve, but all of a sudden he
create a digital slideshow for online presentations.
was visiting my friend Zeke at his house. Zeke was talking about
facial
when he thought he’d start growing fashial hair. He told me that

his father had started shaving when he was thirteen. Since Zeke
looks just like his dad, he figured he’d probably start at the same
age. I know Zeke didn’t mean to make me think about the fact
that I’m not like my father, but that’s what happened. Zeke’s
father taught me how to ride a bike when I was five.
After that ,
It seemed as if All I did was think about how I wasn’t like
My mother is short. I’m tall. My father is muscular. I’m on the skinny side.
my parents! We didn’t look the same.We didn’t sound the same.
My mother has a little, round nose. Mine looks like a hatchet. My father is a math whiz. I can barely add
We weren’t good at the same things.
two and two.
T348 UNIT 1 WEEK 6

EVALUATE
Discuss Rubrics AUTOBIOGRAPHICAL
SKETCH RUBRIC
Guide students as they use the Autobiographical Sketch Rubric Online

PDF 09 in Writer’s Workspace. Help them understand that using a rubric Writing Rubric • 9
helps them identify and focus on areas that might need further work. Autobiographical Sketch Rubric
Work with the class to review the bulleted points on the rubric. 4 Excellent • gives a focused description of main events from the
writer’s life
• uses sequence words and transitions to present
events in the order they happened
• includes a strong and effective beginning, middle, and
end
• uses rich descriptive details to develop characters and
‡ Focus and Coherence Does the autobiographical sketch events

• includes relevant details that explain ideas
• uses precise words and phrases to convey
experiences
describe important events from the writer’s life? • conveys a clear formal or informal voice
• includes a variety of sentences that flow
• is free or almost free of errors
‡ Organization Does the beginning introduce the situation, 3 Good • tells about main events from the writer’s life
• uses some sequence words and presents events in
the correct order
• includes a beginning, middle, and end
the middle describe how the situation unfolds, and the end, or • includes some descriptive details
• includes some details that explain ideas and events
• uses some precise language to convey experiences
conclusion, provide a logical resolution? • conveys a mostly formal or informal voice
• includes a variety of sentences

• includes a few errors but is easy to read
‡ Ideas and Support Are details focused to help readers 2 Fair • tells about main events from the writer’s life but also
includes unimportant events
• does not use sequence words and presents some
events out of order
understand the importance of events and experiences? • attempts to include a beginning, middle, and end
• includes very few descriptive details
• makes an attempt at including explanatory details
• uses general language to convey experiences
‡ Word Choice Are descriptive details used? Do transitions signal • attempts to use formal or informal voice
• sentences lack variety
• includes frequent errors, making ideas hard to
shifts in time and setting? Do precise words explain ideas? understand
‡ Voice/Sentence Fluency Is the writer’s voice consistent

throughout? Do sentence types vary?
‡ Conventions Are errors in grammar, spelling, punctuation, and
capitalization corrected?
Your Turn
Reflect and Set Goals After students have evaluated their sketches,
invite them to reflect on their progress as writers. Encourage them to
consider areas where they feel they have shown improvement and to
think about areas that need further work. Have them set writing goals to
prepare for conferences with the teacher.
Conference with Students

Use the Autobiographical Sketch Rubric and the Anchor Papers
Online PDF 10 in Writer’s Workspace as you evaluate student writing.
The anchor papers provide samples that score from 1 to 4 and reflect
criteria described in the rubric. Anchor papers offer a standard
against which to judge writing.
Review with individual students their writing goals. Discuss ways to
achieve the goals and suggest areas for further improvement.

NARRATIVE TEXT Personal Narrative
ritings
W ces
EXPERT MODEL
Pro on 2
Less Read Like a Writer Go
Digital
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Expe
Expert
Expe
Exp
Ex
xper Model • Personal Narrative
rrrat
rra
raativ
ative
at
tive
ive
ve
e • 1111
Go Figure
G Fi
Explain that people’s lives include important events or special
relationships they may want to remember or share. Writing
by Tanisha J.
J
The geometry unit we had last year was almost more than I
that tells about one particular experience in the narrator’s

could take. I’m usually good at math, but some words don’t
exactly roll off your tongue: irregular parallelograms,
equilateral polygons, isosceles whatever. I told myself that
these were not words anyone needed to know for life—they’re
words to learn in order to pass math tests. So I learned them,
but what a relief when we moved on to equations. Good-bye
trapezoids, hello let x = 5.
life is called a personal narrative. Tell students that personal
As soon as the pain of geometry was over, Great Aunt Leni
moved in. She’s Grandpa’s older sister and owns her own
home, but she was recovering from an injury and could not
narratives use story form to relate the experience. Then read
and discuss the features of a personal narrative.
shovel all the snow we get in Minnesota. So Mom and Dad
invited her to stay with us for the winter. I like her, but she’s
not the easiest person to talk to. I think it’s because she hardly
Writer’s
ever says anything.
Provide copies of the Expert Model Online PDF 11 as well

The first time she and I were alone together—Mom and
Dad had gone out for the evening—I was pretty anxious. Great
Aunt Leni was in the living room, so I retreated to my room,
Workspace
as Features of a Personal Narrative Online PDF 12 in Writer’s
which was a mess as usual. Since I had the whole evening and
Great Aunt Leni had the television, I decided to sort through
my old clothes. In just over an hour, I had a pile of outgrown
Workspace.
Unit 1 • Personal Narrative
Expert Model Features of a Personal Narrative

‡ It focuses on one event from the writer’s life.
OBJECTIVES
‡ It tells the story from the first-person point of view.
Write narratives ‡ It expresses the writer’s thoughts and feelings.
to develop real or
imagined experiences
‡ It develops the experience by using dialogue and description.
or events using ‡ It begins with an interesting lead and ends with a logical and
effective technique, satisfying conclusion.
details, and well-
structured event
sequences. Engage Discuss the Expert Model
and orient the reader
Use the questions below to prompt discussion of the features of personal
by establishing
COLLABORATE narratives.
a context and
introducing a narrator ‡ Who is the narrator of the story? (the writer, Tanisha)
and/or characters;
organize an event ‡ What life event does the personal narrative focus on? (when the
sequence that writer’s great aunt came to live with her)
unfolds naturally and
logically. W.6.3a
‡ What personal feelings does the writer express about the experience?
(feelings of frustration with learning geometry; feelings of discomfort
with Great Aunt Leni; feelings of friendship and joy at shared interests)
ACADEMIC
‡ What descriptive details does the writer provide? (the condition of the
LANGUAGE
• personal narrative, old clothes; the colors and patterns on the clothes; the quilt pattern)
dialogue, sequence, ‡ How does the writer end her story? (She tells about the changes in her
events, description,
feelings for her great aunt and about the usefulness of geometry.)
conclusion
• Cognates: diálogo,
secuencia,
conclusión
T350 UNIT 1 WEEK 6

PREWRITE
Discuss and Plan
Purpose Discuss with students purposes for writing a personal
narrative. Personal narratives can relate thoughts, feelings, and insights
about an important event in the writer’s life. Personal narratives can also ENGLISH LANGUAGE
entertain readers. LEARNERS
Audience Have students think about who will read their personal Beginning
narratives, such as friends, family members, and classmates. Ask: What do Demonstrate Comprehension
you want your readers to remember about your story? Have students draw pictures of
the experience described in their
Teach the Minilesson personal narratives.
Intermediate
Sequence Explain that writers of personal narratives use story
form to tell details of their experience in the order in which they Explain Have partners use the
sequence words first, next, then, after
occurred. After a beginning that grabs readers’ attention, writers that, and finally to relate sequential
use time-order sequence so readers can follow what happened order in the Expert Model.
and why. Transitions such as then, finally, later, and when I got home
signal shifts in time or setting. Sometimes a narrative sequence may Advanced/High
be interrupted by a flashback, which recalls an earlier event, or by Expand Have partners write
simple sentences responding to the
foreshadowing, which hints at events to come.
questions about the Expert Model.
Distribute copies of the Model Graphic Organizer Online PDF 13 in
Writer’s Workspace. Point out that Tanisha organizes her experience
so details unfold naturally and in sequence.
Your Turn MODEL GRAPHIC

ORGANIZER
Choose Your Topic Have students work in small groups to brainstorm
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COLLABORATE experiences that changed them. Remind them to focus on a single Model Graphic Organizer • 13
experience. Ask questions to prompt thinking. Have students record their Event
topics in their Writer’s Notebooks. Tanisha learns geometry terms because she has to, but
she doesn’t see their value in her life.
‡ What experience in your life changed you in an important way? Event
What happened first? What happened next? How did the experience
Great Aunt Leni comes to stay for the winter.
‡
end?
Event
Why was the experience life-changing? How did you feel about it?
Tanisha cleans out her closet while spending the evening
‡ with Great Aunt Leni.
Plan Provide copies of the blank Graphic Organizer Online PDF 14 in

Event
Writer’s Workspace. Ask students to put the experience in sequential Great Aunt Leni shows Tanisha how to make a quilt with
old clothes, and Tanisha teaches Great Aunt Leni
geometry terms while learning to quilt.
order and note any flashbacks or foreshadowing they want to include.

Remind them that they should begin their narratives by establishing Event
Tanisha and Great Aunt Leni become friends, having
themselves as the first-person narrator and by setting the scene of

each taught the other something interesting and useful.
the story. Unit 1 • Personal Narrative

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DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Use narrative
techniques, such as Review the features of personal narratives. Provide copies of Digital
dialogue, pacing, the Student Draft Model Online PDF 15 in Writer’s Workspace.
and description, to
develop experiences, Teach the Minilesson
events, and/or
characters. W.6.3b
Dialogue and Description To bring narrative events to
Use precise words life, writers include realistic dialogue and descriptive details Writer’s
and phrases,
that show thoughts, feelings, and actions. Workspace
details, and sensory Discuss with students how the following dialogue and
language to convey description reveal events, thoughts, and feelings.
experiences and
events. W.6.3d
Provide a conclusion
HEAD_A
I threw myself onto the sofa so hard it hit the wall. “It’s
not fair!” I shouted. “Why do I have to go to camp?”
that follows from the Dad gently pushed the sofa back. “Nick, you go every
narrated experiences year. After camp, you’ll come back to a new home. Your
or events. W.6.3e
mother and I want your summer to be as routine as possible.”
I gazed at the doorframe. Twelve years of my life scratched into
ACADEMIC the wood. I wanted to cry.
LANGUAGE
• dialogue, descriptive Have students share examples of dialogue and description from
details other stories they have read.
• Cognates: diálogo,
Your Turn
detailes descriptivos
Write a Draft Have students review the graphic organizers they

prepared in Prewrite. Remind them to use dialogue and description.
Teacher Conferences
Talk about the strengths of Focus on how the writer uses a Make concrete suggestions for
the writing. writing trait. revision.
The dialogue is realistic and helps You use effective transition words, Your beginning grabbed my
me understand the characters. but vivid, descriptive details would attention and made me want to
help me understand how this read more. I think your ending
experience changed you. could reveal more of your feelings
about the experience.
T352 UNIT 1 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 16 in Writer’s Revised Student Model • Personal Narrative • 16
Workspace. Read the model aloud and have students note the revisions Change for the Better
Tina made. Discuss reasons for specific revisions, such as how including Just before I started sixth grade,
by Tina M.
I found out that my life was about to change and definitely not
dialogue and description help make the narrative clear and engaging. for the better. My school was closing, and beginning in
September, I would be going to P.S. 278. That may not sound
so awful, but here’s the thing—that’s where Clarice Sullivan
was going to school, and Clarice Sullivan was troubel!
Teach the Minilesson Clarice had hounded me for years taunting me about every
little thing. It was a little over a year ago that she had moved
across town and started going to P.S. 278. For one blissful year,
I was able to go to school and not worry that Clarice would
Strong Conclusions Explain that the experience in a personal

Now m
jump out from around the corner and ruin my day. My year of
bliss was over.
narrative should lead to a strong conclusion that flows naturally The night before the first day of school, I was choosing my
outfit for the next day and I told my mother that I wasn’t
¶ “Maybe she’s changed,” said Mom. “People change. Give her a chance.”
from the story. It should convey thoughts and feelings about the looking forward to going to school with Clarice again. She said
¶“Maybe people change, Mom,” I replied, “but not Clarice.”

Clarice may have changed, but I couldn’t imagine that.
experience and tell how the event affected the writer. A strong
That first day, I tried to make myself as invisible as
clutched
possible. I held my big book bag across my chest, let my hair
conclusion should leave readers feeling satisfied.

hang in front of my face, and slouched down as I shuffled
through the halls. My friend Luis said I looked like a turtle
trying to hide in its shell. I wish I could do that, I thought to myself.
Have students find a revision in the Revised Student Model

that shows how the writer included details to provide a strong
conclusion. Discuss how the revision creates a satisfying ending.
Your Turn
Revise Have students use the peer review routine and questions to
COLLABORATE review partners’ drafts. Invite them to use suggestions from the peer
review as they revise. Provide the Revise and Edit Checklist Online PDF
18 in Writer’s Workspace to guide them. Suggest they evaluate their
conclusions to determine how well they described how their personal
experiences affected them. Conference with students as needed.
Use these questions for peer review.

Peer Conferences
Review the routine for peer review of writing. ✓ Does the writing begin by capturing
Students should listen carefully as writers read readers’ attention?
their works aloud. Students begin by telling
writers what they liked about the writing. Then
✓ Does the narrative unfold
sequentially?
they ask a question that will help the writer
think more deeply about the writing. Finally ✓ Are vivid descriptive details included?
they make a suggestion that will make the Is dialogue realistic?
writing stronger. ✓ Is there a strong conclusion?

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PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With some guidance
and support from Provide copies of the Edited Student Model Online PDF 17 in Digital
peers and adults, Writer’s Workspace. Read the model aloud and have students
develop and note the editing changes Tina made. Use specific edits to
strengthen writing
as needed by
show how editing for comma usage, conjunctions, spelling,
planning, revising, capitalization, fragments, and run-on sentences improves the
editing, rewriting, personal narrative.
or trying a new Writer’s
Your Turn
Workspace
approach. W.6.5
Use technology,
including the
Edit Have students use the edit questions on the Revise
Internet, to produce COLLABORATE
and Edit Checklist to guide them as they review and edit their drafts
and publish writing independently. Remind them to read for one type of error at a time.
as well as to interact
and collaborate with
others; demonstrate
Publish
sufficient command For the final presentation of their personal narratives, have students
of keyboarding skills choose a format for publishing. Students may want to consider:
to type a minimum
of three pages in a Print Publishing Digital Publishing
single sitting. W.6.6
Personal Book Writer’s Workspace
Journal Entry Class or Personal Blog
ACADEMIC
LANGUAGE Collaborative Class Book Class Zine
• proofread, edit,
publish, multimedia, Whether students handwrite, use a typewriter, or use a word-processing
• Cognates: editar, program, they should be sure to use standard margins and format their
publicar, multimedia final drafts so readers can easily follow the flow of the text. Monitor
keyboarding skills for students who type their work, checking to be sure
EDITED STUDENT MODEL
they can create documents accurately and efficiently. Students should be

Edited Student Model • Personal Narrative • 17 able to type a minimum of three pages in a single sitting.
Change for the Better
Just before I started sixth grade,
by Tina M.
I found out that my life was about to change and definitely not
Explain to students that adding visual and multimedia elements can
for the better. My school was closing, and beginning in
September, I would be going to P.S. 278. That may not sound
strengthen their writing and make presentations more engaging. Allow
so awful, but here’s the thing—that’s where Clarice Sullivan
was going to school, and Clarice Sullivan was troubel!
Clarice had hounded me for years taunting me about every
trouble
time for students to design and include illustrations, photos, videos,
’
little thing. It was a little over a year ago that she had moved
across town and started going to P.S. 278. For one blissful year, audio, and other visual or multimedia elements that will enhance their
I was able to go to school and not worry that Clarice would
jump out from around the corner and ruin my day. My year of
bliss was over.
Now m
personal narratives.
The night before the first day of school, I was choosing my
outfit for the next day and I told my mother that I wasn’t
¶ “Maybe she’s changed,” said Mom. “People change. Give her a chance.”
looking forward to going to school with Clarice again. She said
¶“Maybe people change, Mom,” I replied, “but not Clarice.”
Clarice may have changed, but I couldn’t imagine that.

That first day, I tried to make myself as invisible as
clutched
possible. I held my big book bag across my chest, let my hair
hang in front of my face, and slouched down as I shuffled
through the halls. My friend Luis said I looked like a turtle
trying to hide in its shell. I wish I could do that, I thought to myself.
T354 UNIT 1 WEEK 6

EVALUATE
Discuss Rubrics PERSONAL NARRATIVE
RUBRIC
Guide students as they use the Personal Narrative Rubric Online PDF 19
in Writer’s Workspace. Help them understand that a rubric helps them Writing Rubric • 19
identify and focus on areas that may need further work. Work with the Personal Narrative Rubric
class to review the bulleted points on the rubric. 4 Excellent • gives a lively, interesting, detailed description of a
personal experience
• uses transitions to tell events in a logical order
• includes a strong, interesting beginning; includes
conclusion that conveys how the writer feels about the
experience
• includes strong characters developed through
‡ Focus and Coherence Does the personal narrative engage thoughts, actions, and feelings
• uses rich descriptive details and realistic dialogue
• includes consistent voice throughout
• has a variety of sentences that flow
readers and tell about an important event in the writer’s life? • is free or almost free of all errors
3 Good • tells about a personal experience with details

• uses some transitions to signal the order of events
‡ Organization Are events told in a logical sequence? Is there a • includes a somewhat interesting beginning; contains
an ending
• includes characters developed through some thoughts,
actions, and feelings
strong beginning, a middle, and a conclusion that conveys the • uses some descriptive details and dialogue
• includes mostly consistent voice thoughout
• has a variety of sentences
writer’s feeling about the experience? • has a few errors but is easy to read

2 Fair • attempts to describe a personal experience but lacks
details
‡ Ideas and Support Are the people and the experience • does not use transitions; order of some events is
illogical
• includes a beginning and ending but does not provide
much detail
developed through the use of thoughts, feelings, and actions? • attempts to develop a character with thoughts, actions,
or feelings
• uses few descriptive details; dialogue is unrealistic
• attempts consistent voice but is inconsistent at times
‡ Word Choice Do descriptive details enhance the narrative? Do • does not use sentence variety
• includes frequent errors, making text hard to
understand
transitions show shifts in time and setting? Is dialogue realistic?

‡ Voice/Sentence Fluency Does the writing sound natural, or

conversational? Does it include a variety of sentence types?
‡ Conventions Are errors in grammar, spelling, punctuation, and
capitalization corrected?
Your Turn
Reflect and Set Goals After students have evaluated their personal
narratives, invite them to reflect on their progress as writers. Encourage
them to consider areas where they feel they have shown improvement
and to think about areas that need further work. Have them set writing
goals to prepare for conferences with the teacher.
Conference with Students

Use the Personal Narrative Rubric and the Anchor Papers Online PDF
20 in Writer’s Workspace as you evaluate student writing. The anchor
papers provide samples that score from 1 to 4. These papers reflect
the criteria described in the rubric. Anchor papers offer a standard
against which to judge writing.
Review with individual students the writing goals they have set.
Discuss ways to achieve these goals and suggest any further areas of
improvement students may need to target.

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READING Extended Complex Text
Close Reading Routine
Read the Text What does the author tell us?

Assign the Reading
Depending upon the needs of your students, you can
‡ ask students to read the text silently.
‡ read the text together with students.
‡ read the text aloud.
Take Notes
Students generate questions and take notes about aspects of the text that
might be confusing for them. Encourage students to note
‡ difficult vocabulary words or phrases.
‡ details that are not clear.
‡ information that they do not understand.
Students complete a graphic organizer to take notes on important
information from the text.
Reread the Text What does the text mean?

Ask Text Dependent Questions/Generate Questions
Students reread and discuss and take notes on important shorter passages
from the text. Students should
‡ generate questions about the text.
‡ work with partners or small groups to answer questions using text
evidence.
Write About the Text Think about what the author wrote.
Students write a response to the text, using evidence from the text to support
their ideas or arguments.
T356 UNIT 1
Use the Literature Anthology

Getting Ready Genre • Narrative Nonfiction
Into
Kilauea volcano, on the southeastern side of Hawaii’s big island, is one of the
world’s most active volcanoes. Not only has it erupted over forty times in the
past century, but it has been erupting almost nonstop since 1983. In the following
memoir, volcano researcher and photographer Donna O’Meara describes the first
time she was able to explore Kilauea on her own. She was hoping she would be
able to photograph the volcano in action . . . and she wasn’t disappointed.
the
Alone on Kilauea
I zigzagged down the Chain of sends the lava flowing down to the
Craters Road to sea level and parked sea in red rivers. The chillier air quickly
in front of a deep lava flow that had cools and hardens the tops of these
covered the highway—and several rivers, creating sealed tubes through
Volcano
houses—a few months earlier. As I which the hot lava rushes. Shield
arrived, the sun broke through the volcanoes like Kilauea often form
clouds at last. I heaved on my backpack underground plumbing systems with
and climbed up the hardened lava rock. dozens of these lava tubes. The tubes
Kilauea’s lava flows originate high can be miles long.
up on the flank of the volcano. Gravity
A Volcano Researcher at Work A Hawaiian and Hualalai are dormant
TEXT: Into the Volcano: A Volcano Researcher at Work written by Donna O’Meara with photographs
Text © 2005 Donna O’Meara. Photographs © 2005 Stephen James O’Meara and Donna O’Meara.
Hot Spot (sleeping) but could erupt
By Donna O’Meara again. Scientists estimate
by Stephen James O’Meara and Donna O’Meara used by permission of Kids Can Press.
Photographs by Stephen and Donna O’Meara The Hawaiian Islands were
little Loihi will have to be
Suggested Pacing
all formed by a hot spot
about 6,000 m (20,000 ft.)
under the Pacific Plate. Each
tall before it even breaks
island formed separately as
DEA/G.ROLI/De Agostini/Getty Images
Now the Big Island of Hawaii the ocean’s surface and

the plate moved northwest
sits over the hot spot that becomes the Big Island’s
Essential
E sse Question over the hot spot at about
formed its six volcanoes: newest volcano, and that
How do natural forces affect Earth? the rate your fingernails
Read how erupting volcanoes

continue to change the landscape
cont
grow—36.5 mm (1.5 in.) per
year. First came Kauai, then
Oahu, Molokai and Maui.
Kohala, Mauna Kea, Hualalai,
Mauna Loa, Kilauea and Loihi
sea mount. Kohala is extinct
could take tens of thousands
of years. Feisty Kilauea, still
fed by the hot spot, is one of
Days 1–3 Read
pp. 72–74
of pl
planet Earth. (it will never erupt again). the most active volcanoes in
Mauna Loa, Mauna Kea the world.
Go
G o Digital!
72 73
pp. 75–79
072_085_CR14_SA6_U1W4_SEL_118712.indd 72
Close Reading of Into the Volcano, pages 72–85

072_085_CR14_SA6_U1W4_SEL_118712.indd 73
1/11/12 11:37 AM
1/11/12 1:56 PM
pp. 80–85
Days 4–8 Reread
pp. 72–74
Use the suggestions in the chart to assign reading of the text and to chunk pp. 75–76
pp. 77–78
the text into shorter passages for rereading. pp. 79–82
pp. 83–85
ESSENTIAL QUESTION How do natural forces affect Earth? Days 9–10 Write
Ask students to discuss the different ways that they have learned about how About Text
COLLABORATE natural forces affect Earth.

Assign the Reading
Ask students to read the text independently. You may wish to read together
with students pages 73–74 to help them differentiate the sidebar text from
the main text and understand how it supports the main text.
Take Notes
As students read, ask them to generate questions and other notes on features of
the text they find difficult to understand. For this selection, students may note
‡ purpose of the sidebars and narration.
‡ lack of knowledge about the content.
‡ details and information that are unclear.
p. 73
Model for students how to take notes. Hot spot/plate
movement?
Think Aloud I do not understand how the movement of the Pacific Plate
over the hot spot formed the Hawaiian Islands. The diagram doesn’t help me
understand the process.
EXTENDED COMPLEX TEXT T357

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Use the Literature Anthology
Assign Graphic Organizer 141 to help students take notes on the main idea
and key details of each section.
As students share their questions and notes, use the Access Complex Text
A C T A
s
suggestions on pages T217A–T217N to help address features about the text
that students found difficult.
Reread the Text How does the author tell us?

Ask students to reread the shorter passages from the text, focusing on how
the author provides information about volcanoes. Ask questions about
‡ Use of Text Features, pp. 72–74, 75–76, 79–82
‡ How is information provided in visual features such as diagrams, models,
photographs, and maps?
‡ How does the information support the main text?
‡ Main Idea and Key Details, pp. 72–74, 75–76, 77–78, 79–82
‡ How does the author organize key details to support the main idea?
‡ Genre, pp. 84–85

‡ Who is narrating the text?
‡ What type of text is this? How can you tell?
‡ Word Choice, pp. 79–82, 83–85

‡ How does the author use descriptive words to add meaning?
‡ How does the author use similes to make comparisons?
Use the prompts on Teacher’s Edition pages T217A–T217N for suggested text
dependent questions. Remind students that they are to look back into the
text to cite evidence to support their answers.
Model citing text evidence as needed.
What do you think will happen to the author as she runs across the lava tube?
Think Aloud On page 74, the author states that walking around lava tubes
can be dangerous because the crust over a tube can be thin and you could
fall through it into molten lava. On page 79, she states that she has to run
through steam and lava bombs to get across the lava tubes. So I think there’s
a good chance she could get hurt, either from falling through a lava tube or
by being burned or hit by steam or a lava bomb.
T358 UNIT 1
As they reread each section, students should continue to generate their

own questions about the text. As each student shares a question, ask all
students to go back into the text to find text evidence to answer the question.
Encourage students to
‡ point out the exact place within the text they found the evidence.
‡ reread and paraphrase the section of the text that they think supports their
answer.
‡ discuss how strong the evidence cited is in answering the question.
‡ identify when an answer to a question cannot be found in the text.
Essential Question
Have students respond in writing to the Essential Question using evidence
from the text.
Students should use their notes and graphic organizers to cite evidence from
the text to support their answer.
Model how to use notes to respond to the Essential Question:
Think Aloud By looking through my notes, I can find text evidence to
support my answer to the question. My notes from page 73 describe how
islands are formed as plates move, and my notes from page 74 tell about
three different ways volcanoes form due to plate movement and magma. I
can use this information and my other notes to form a response.
Students can work with a partner and use their notes and graphic organizer
to locate evidence that can be used to answer the question. Encourage
students to discuss the strength of the evidence cited and give arguments
about what may be strong or weak about a particular citation.

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Use Your Own Text
Getting Ready
Teacher’s
Choice
Classroom Library Teacher’s Choice
‡ Use this lesson with one of the classroom library trade books or another
text of your own choice.
‡ Assign reading of the text. You may wish to do this by section or chapters.
‡ Chunk the text into shorter important passages for rereading.
‡ Present an Essential Question. You may want to use the Unit Big Idea: How
can changes transform the way people look at the world?
© 2011 by Murray Shaw. Ilustrations copyright © 2011 by Lerner Publishing Group, Inc. Reprinted with the permission of Graphic Universe ™,
without the prior written permission of Lerner Publishing Group, Inc. Permission to Lerner Publishing Group, Inc., to use the characters by Sir
a division of Lerner Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner whatsoever
“Sherlock Holmes and the Adventure of the Blue Gem” by Murray Shaw and M.J. Cosson and illustrated by Sophie Rohrbach. Text copyright
written permission of Lerner Publishing Group, Inc.; Material from Into the Volcano by Donna O’Meara used by permission of Kids Can Press
Arthur Conan Doyle granted by Dame Jean Conan Doyle.; “Yu the Great: Conquering the Flood,” by Paul D. Storrie and illustrated by Sandy
Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner whatsoever without the prior
Carruthers. Copyright © 2007 by Lerner Publishing Group, Inc. Reprinted with the permission of Graphic Universe ™, a division of Lerner
Assign the Reading
Ask students to read the assigned sections of the text independently. For
sections that are more difficult for students, you may wish to read the text
aloud or ask students to read with a partner.
Take Notes
Ltd., Toronto, Canada. Photographs © Stephen James O’Meara and Donna O’Meara.
As students read, ask them to take notes on difficult parts of the text. Model
how to take notes on
‡ identifying details or parts that are unclear.
‡ words they do not know.
‡ information they feel is important.
‡ ways in which information or events are connected.
‡ the genre of the text.
You may wish to have students complete a graphic organizer, chosen from
within the unit, to take notes on important information as they read. The
graphic organizer can help them organize text evidence.
T360 UNIT 1
A C T H
Help students access the complex features of the text. Scaffold instruction on
tthe following features as necessary:
‡ Purpose ‡ Sentence Structure
‡ Genre ‡ Specific Vocabulary
‡ Organization ‡ Prior Knowledge
‡ Connection of Ideas
Reread the Text How does the author tell us?

Ask students to reread the shorter passages from the text, focusing on how
COLLABORATE the author provides information or develops the characters, setting, and plot.
Focus questions on the following:
Literature Selections Informational Text
Character, Setting, and Plot Author’s Point of View
Development Main Idea and Supporting
Word Choice Key Details
Genre Word Choice
Text Features
Genre
Have students discuss questions they generated. As each student shares a
question, ask all students to go back into the text to find text evidence to
answer the question. Encourage students to
‡ point out the exact place within the text they found the evidence.
‡ reread and paraphrase the section of the text that they think supports
their answer.
‡ discuss how strong the evidence cited is in answering the question.
‡ identify when an answer to a question cannot be found in the text.
Essential Question
Have students respond in writing to the Essential Question, considering
the complex text. Students can work with a partner and use their notes and
graphic organizer to locate evidence that can be used to answer the question.

SCOPE & SEQUENCE
K 1 2 3 4 5 6
READING PROCESS
Concepts About Print/Print Awareness
Recognize own name
Understand directionality (top to bottom; tracking print from left to right; return ✔
sweep, page by page)
Locate printed word on page ✔
Develop print awareness (concept of letter, word, sentence) ✔
Identify separate sounds in a spoken sentence ✔
Understand that written words are represented in written language by a specific ✔
sequence of letters
Distinguish between letters, words, and sentences ✔
Identify and distinguish paragraphs
Match print to speech (one-to-one correspondence) ✔
Name uppercase and lowercase letters ✔
Understand book handling (holding a book right-side-up, turning its pages) ✔
Identify parts of a book (front cover, back cover, title page, table of contents); ✔
recognize that parts of a book contain information
Phonological Awareness
Recognize and understand alliteration
Segment sentences into correct number of words
Identify, blend, segment syllables in words ✔
Recognize and generate rhyming words ✔ ✔
Identify, blend, segment onset and rime ✔ ✔
Phonemic Awareness
Count phonemes ✔ ✔
Isolate initial, medial, and final sounds ✔ ✔
Blend spoken phonemes to form words ✔ ✔
Segment spoken words into phonemes ✔ ✔
Distinguish between long- and short-vowel sounds ✔ ✔
Manipulate phonemes (addition, deletion, substitution) ✔ ✔
Phonics and Decoding /Word Recognition
Understand the alphabetic principle ✔ ✔
Sound/letter correspondence ✔ ✔ ✔ ✔
Blend sounds into words, including VC, CVC, CVCe, CVVC words ✔ ✔ ✔ ✔
Blend common word families ✔ ✔ ✔ ✔
✔ = Assessed Skill
KEY
Tinted panels show skills, strategies, and other teaching opportunities.
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Initial consonant blends ✔ ✔ ✔
Final consonant blends ✔ ✔ ✔
Initial and medial short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Decode one-syllable words in isolation and in context ✔ ✔ ✔ ✔
Decode multisyllabic words in isolation and in context using common syllabication ✔ ✔ ✔ ✔ ✔ ✔
patterns
Distinguish between similarly spelled words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor accuracy of decoding
Identify and read common high-frequency words, irregularly spelled words ✔ ✔ ✔ ✔
Identify and read compound words, contractions ✔ ✔ ✔ ✔ ✔ ✔
Use knowledge of spelling patterns to identify syllables ✔ ✔ ✔ ✔ ✔ ✔
Regular and irregular plurals ✔ ✔ ✔ ✔ ✔ ✔ ✔
Long vowels (silent e, vowel teams) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Vowel digraphs (variant vowels) ✔ ✔ ✔ ✔ ✔ ✔
r-Controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Hard/soft consonants ✔ ✔ ✔ ✔ ✔ ✔
Initial consonant digraphs ✔ ✔ ✔ ✔ ✔
Medial and final consonant digraphs ✔ ✔ ✔ ✔ ✔
Vowel diphthongs ✔ ✔ ✔ ✔ ✔ ✔
Identify and distinguish letter-sounds (initial, medial, final) ✔ ✔ ✔
Silent letters ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔ ✔
Triple-consonant clusters ✔ ✔ ✔ ✔ ✔
Unfamiliar and complex word families ✔ ✔ ✔ ✔
Structural Analysis/Word Analysis
Common spelling patterns (word families) ✔ ✔ ✔ ✔ ✔ ✔
Common syllable patterns ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔ ✔
Root or base words ✔ ✔ ✔ ✔ ✔
Comparatives and superlatives ✔ ✔ ✔ ✔ ✔
Greek and Latin roots ✔ ✔ ✔ ✔ ✔
Fluency
Apply letter/sound knowledge to decode phonetically regular words accurately ✔ ✔ ✔ ✔ ✔ ✔ ✔
Recognize high-frequency and familiar words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Read regularly on independent and instructional levels
Read orally with fluency from familiar texts (choral, echo, partner, Reader’s Theater)
Use appropriate rate, expression, intonation, and phrasing ✔ ✔ ✔ ✔ ✔ ✔
Read with automaticity (accurately and effortlessly) ✔ ✔ ✔ ✔ ✔ ✔
Use punctuation cues in reading ✔ ✔ ✔ ✔ ✔ ✔
BM1
K 1 2 3 4 5 6
Adjust reading rate to purpose, text difficulty, form, and style
Repeated readings
Timed readings ✔ ✔ ✔ ✔ ✔ ✔
Read with purpose and understanding ✔ ✔ ✔ ✔ ✔ ✔
Read orally with accuracy ✔ ✔ ✔ ✔ ✔ ✔
Use context to confirm or self-correct word recognition ✔ ✔ ✔ ✔ ✔ ✔
READING LITERATURE
Comprehension Strategies and Skills
Read literature from a broad range of genres, cultures, and periods ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor/adjust comprehension including reread, reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Story structure (beginning, middle, end) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Visualize
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔
Point of view ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
Compare and contrast (including character, setting, plot, topics) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Literature vs informational text ✔ ✔ ✔
Illustrations, using ✔ ✔ ✔ ✔
Theme, central message, moral, lesson ✔ ✔ ✔ ✔ ✔ ✔
Predictions, making/confirming ✔ ✔ ✔
Problem and solution (problem/resolution) ✔ ✔ ✔ ✔ ✔ ✔
Sequence of events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Literary Elements
Character ✔ ✔ ✔ ✔ ✔ ✔ ✔
Plot development/Events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Setting ✔ ✔ ✔ ✔ ✔ ✔ ✔
Stanza ✔ ✔ ✔ ✔
Alliteration ✔ ✔
Assonance ✔ ✔
Dialogue
Foreshadowing ✔ ✔
BM2 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Flashback ✔ ✔
Descriptive and figurative language ✔ ✔ ✔ ✔ ✔ ✔
Imagery ✔ ✔ ✔
Meter ✔ ✔ ✔
Onomatopoeia
Repetition ✔ ✔ ✔ ✔ ✔ ✔
Rhyme/rhyme schemes ✔ ✔ ✔ ✔ ✔ ✔
Rhythm ✔ ✔
Sensory language
Symbolism
Write About Reading/Literary Response Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts,
to world
Connect literary texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Interpret text ideas through writing, discussion, media, research
Book report or review
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose/ Illustrator’s purpose
READING INFORMATIONAL TEXT
Comprehension Strategies and Skills
Read informational text from a broad range of topics and cultures ✔ ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict ✔ ✔ ✔
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor and adjust comprehension including reread, adjust reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Text structure ✔ ✔ ✔ ✔ ✔ ✔ ✔
Identify text features ✔ ✔ ✔ ✔ ✔ ✔
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔ ✔
Author’s point of view ✔ ✔ ✔ ✔
Author’s purpose ✔ ✔
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
BM3
K 1 2 3 4 5 6
Compare and contrast ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Illustrations and photographs, using ✔ ✔ ✔ ✔
Instructions/directions (written and oral) ✔ ✔ ✔ ✔ ✔ ✔
Main idea and key details ✔ ✔ ✔ ✔ ✔ ✔ ✔
Persuasion, reasons and evidence to support points/persuasive techniques ✔ ✔
Predictions, making/confirming ✔ ✔
Problem and solution ✔ ✔ ✔ ✔ ✔ ✔
Sequence, chronological order of events, time order, steps in a process ✔ ✔ ✔ ✔ ✔ ✔ ✔
Writing About Reading/Expository Critique Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts,
to world
Connect texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Read to understand and perform tasks and activities
Interpret text ideas through writing, discussion, media, research
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose/Illustrator’s purpose
Text Features
Recognize and identify text and organizational features of nonfiction texts ✔ ✔ ✔ ✔ ✔ ✔
Captions and labels, headings, subheadings, endnotes, key words, bold print ✔ ✔ ✔ ✔ ✔ ✔ ✔
Graphics, including photographs, illustrations, maps, charts, diagrams, graphs, ✔ ✔ ✔ ✔ ✔ ✔ ✔
time lines
Self-Selected Reading/Independent Reading
Use personal criteria to choose own reading including favorite authors, genres,
recommendations from others; set up a reading log
Read a range of literature and informational text for tasks as well as for enjoyment;
participate in literature circles
Produce evidence of reading by retelling, summarizing, or paraphrasing
Media Literacy
Summarize the message or content from media message, citing text evidence
Use graphics, illustrations to analyze and interpret information ✔ ✔ ✔ ✔ ✔ ✔ ✔
Identify structural features of popular media and use the features to obtain ✔ ✔ ✔ ✔
information, including digital sources
Identify reasons and evidence in visuals and media message
Analyze media source: recognize effects of media in one’s mood and emotion
Make informed judgments about print and digital media
Critique persuasive techniques
BM4 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
WRITING
Writing Process
Plan/prewrite
Draft
Revise
Edit/proofread
Publish and present including using technology
Teacher and peer feedback
Writing Traits
Conventions ✔ ✔ ✔ ✔ ✔ ✔
Ideas ✔ ✔ ✔ ✔ ✔ ✔
Organization ✔ ✔ ✔ ✔ ✔ ✔
Sentence fluency ✔ ✔ ✔ ✔ ✔ ✔
Voice ✔ ✔ ✔ ✔ ✔ ✔
Word choice ✔ ✔ ✔ ✔ ✔ ✔
Writer’s Craft
Good topic, focus on and develop topic, topic sentence ✔ ✔ ✔ ✔ ✔
Paragraph(s); sentence structure ✔ ✔ ✔ ✔ ✔
Main idea and supporting key details ✔ ✔ ✔ ✔ ✔
Unimportant details
Relevant supporting evidence ✔ ✔ ✔ ✔ ✔
Strong opening, strong conclusion ✔ ✔ ✔ ✔ ✔
Beginning, middle, end; sequence ✔ ✔ ✔ ✔ ✔ ✔
Precise words, strong words, vary words ✔ ✔ ✔ ✔ ✔
Figurative and sensory language, descriptive details
Informal/formal language
Mood/style/tone
Dialogue ✔ ✔ ✔ ✔
Transition words, transitions to multiple paragraphs ✔ ✔ ✔ ✔
Select focus and organization ✔ ✔ ✔ ✔ ✔
Points and counterpoints/Opposing claims and counterarguments
Use reference materials (online and print dictionary, thesaurus, encyclopedia)
Writing Applications
Writing about text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Personal and fictional narrative (also biographical and autobiographical) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Variety of expressive forms including poetry ✔ ✔ ✔ ✔ ✔ ✔ ✔
Informative/explanatory texts ✔ ✔ ✔ ✔ ✔ ✔ ✔
Description ✔ ✔ ✔ ✔
Procedural texts ✔ ✔ ✔ ✔ ✔ ✔
Opinion pieces or arguments ✔ ✔ ✔ ✔ ✔ ✔ ✔
Communications including technical documents ✔ ✔ ✔ ✔ ✔ ✔
Research report ✔ ✔ ✔ ✔ ✔ ✔ ✔
Responses to literature/reflection ✔ ✔ ✔ ✔
BM5
K 1 2 3 4 5 6
Analytical writing
Letters ✔ ✔ ✔ ✔ ✔ ✔
Write daily and over short and extended time frames; set up writer’s notebooks
Penmanship/Handwriting
Write legibly in manuscript using correct formation, directionality, and spacing
Write legibly in cursive using correct formation, directionality, and spacing
SPEAKING AND LISTENING
Speaking
Use repetition, rhyme, and rhythm in oral texts
Participate in classroom activities and discussions
Collaborative conversation with peers and adults in small and large groups using
formal English when appropriate
Differentiate between formal and informal English
Follow agreed upon rules for discussion
Build on others’ talk in conversation, adding new ideas
Come to discussion prepared
Describe familiar people, places, and things and add drawings as desired
Paraphrase portions of text read alone or information presented
Apply comprehension strategies and skills in speaking activities
Use literal and nonliteral meanings
Ask and answer questions about text read aloud and about media
Stay on topic when speaking
Use language appropriate to situation, purpose, and audience
Use nonverbal communications such as eye contact, gestures, and props
Use verbal communication in effective ways and improve expression in
conventional language
Retell a story, presentation, or spoken message by summarizing
Oral presentations: focus, organizational structure, audience, purpose
Give and follow directions
Consider audience when speaking or preparing a presentation
Recite poems, rhymes, songs
Use complete, coherent sentences
Organize presentations
Deliver presentations (narrative, summaries, research, persuasive); add visuals
Speak audibly (accuracy, expression, volume, pitch, rate, phrasing,
modulation, enunciation)
Create audio recordings of poems, stories, presentations
Listening
Identify musical elements in language
Determine the purpose for listening
Understand, follow, restate, and give oral directions
Develop oral language and concepts
Listen openly, responsively, attentively, and critically
BM6 KEY
K 1 2 3 4 5 6
SCOPE & SEQUENCE

Listen to identify the points a speaker makes
Listen responsively to oral presentations (determine main idea and key details)
Ask and answer relevant questions (for clarification to follow-up on ideas)
Identify reasons and evidence presented by speaker
Recall and interpret speakers’ verbal/nonverbal messages, purposes, perspectives
LANGUAGE
Vocabulary Acquisition and Use
Develop oral vocabulary and choose words for effect
Use academic language ✔ ✔ ✔ ✔ ✔ ✔
Identify persons, places, things, actions ✔ ✔ ✔
Classify, sort, and categorize words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Determine or clarify the meaning of unknown words; use word walls ✔ ✔ ✔ ✔ ✔ ✔
Synonyms, antonyms, and opposites ✔ ✔ ✔ ✔ ✔ ✔
Use context clues such as word, sentence, paragraph, definition, example, ✔ ✔ ✔ ✔ ✔ ✔
restatement, description, comparison, cause and effect
Use word identification strategies ✔ ✔ ✔ ✔ ✔ ✔
Unfamiliar words ✔ ✔ ✔ ✔ ✔ ✔
Multiple-meaning words ✔ ✔ ✔ ✔ ✔ ✔
Use print and online dictionary to locate meanings, pronunciation, derivatives, ✔ ✔ ✔ ✔ ✔ ✔
parts of speech
Words ending in -er and -est ✔ ✔ ✔ ✔ ✔
Root words (base words) ✔ ✔ ✔ ✔ ✔ ✔
Greek and Latin affixes and roots ✔ ✔ ✔ ✔ ✔
Denotation and connotation ✔ ✔ ✔
Word families ✔ ✔ ✔ ✔ ✔ ✔
Use a print and online thesaurus ✔ ✔ ✔ ✔ ✔
Use print and online reference sources for word meaning (dictionary, glossaries) ✔ ✔ ✔ ✔ ✔ ✔
Homographs ✔ ✔ ✔ ✔
Homophones ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔
Figurative language such as metaphors, similes, personification ✔ ✔ ✔ ✔ ✔
Idioms, adages, proverbs, literal and nonliteral language ✔ ✔ ✔ ✔ ✔
Analogies
Listen to, read, discuss familiar and unfamiliar challenging text
Identify real-life connections between words and their use
Use acquired words and phrases to convey precise ideas
Use vocabulary to express spatial and temporal relationships
Identify shades of meaning in related words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Word origins ✔ ✔ ✔ ✔
Morphology ✔ ✔ ✔ ✔
BM7
K 1 2 3 4 5 6
Knowledge of Language
Choose words, phrases, and sentences for effect
Choose punctuation effectively
Formal and informal language for style and tone including dialects
Conventions of Standard English/Grammar, Mechanics, and Usage
Sentence concepts: statements, questions, exclamations, commands ✔ ✔ ✔ ✔ ✔ ✔
Complete and incomplete sentences; sentence fragments; word order ✔ ✔ ✔ ✔ ✔ ✔
Compound sentences, complex sentences ✔ ✔ ✔ ✔
Combining sentences ✔ ✔ ✔ ✔ ✔ ✔
Nouns including common, proper, singular, plural, irregular plurals, possessives, ✔ ✔ ✔ ✔ ✔ ✔
abstract, concrete, collective
Verbs including action, helping, linking, irregular ✔ ✔ ✔ ✔ ✔ ✔
Verb tenses including past, present, future, perfect, and progressive ✔ ✔ ✔ ✔ ✔ ✔
Pronouns including possessive, subject and object, pronoun-verb agreement, ✔ ✔ ✔ ✔ ✔ ✔
indefinite, intensive, reciprocal; correct unclear pronouns
Adjectives including articles, demonstrative, proper, adjectives that compare ✔ ✔ ✔ ✔ ✔ ✔
Adverbs including telling how, when, where, comparative, superlative, irregular ✔ ✔ ✔ ✔ ✔ ✔
Subject, predicate; subject-verb agreement ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Conjunctions ✔ ✔ ✔ ✔
Commas ✔ ✔ ✔ ✔ ✔
Colons, semicolons, dashes, hyphens ✔ ✔
Question words
Quotation marks ✔ ✔ ✔ ✔ ✔
Prepositions and prepositional phrases, appositives ✔ ✔ ✔ ✔ ✔ ✔
Independent and dependent clauses ✔ ✔
Italics/underlining for emphasis and titles
Negatives, correcting double negatives ✔ ✔ ✔
Abbreviations ✔ ✔ ✔ ✔ ✔
Use correct capitalization in sentences, proper nouns, titles, abbreviations ✔ ✔ ✔ ✔ ✔ ✔
Use correct punctuation ✔ ✔ ✔ ✔ ✔ ✔
Antecedents ✔ ✔ ✔ ✔
Homophones and words often confused ✔ ✔ ✔ ✔ ✔
Apostrophes ✔ ✔ ✔ ✔
Spelling
Write irregular, high-frequency words ✔ ✔ ✔
ABC order ✔ ✔
Write letters ✔ ✔
Words with short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Words with long vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Words with digraphs, blends, consonant clusters, double consonants ✔ ✔ ✔ ✔ ✔ ✔
Words with vowel digraphs and ambiguous vowels ✔ ✔ ✔ ✔ ✔ ✔
Words with diphthongs ✔ ✔ ✔ ✔ ✔ ✔
BM8 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Words with r-controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Use conventional spelling ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Words with silent letters ✔ ✔ ✔ ✔ ✔
Words with hard and soft letters ✔ ✔ ✔ ✔ ✔
Inflectional endings including plural, past tense, drop final e and double consonant ✔ ✔ ✔ ✔ ✔ ✔
when adding -ed and -ing, changing y to i
Homonyms/homophones ✔ ✔ ✔ ✔ ✔
Root and base words (also spell derivatives) ✔ ✔ ✔ ✔
Syllables: patterns, rules, accented, stressed, closed, open ✔ ✔ ✔ ✔
Words with Greek and Latin roots ✔ ✔
Words from mythology ✔ ✔
Words with spelling patterns, word families ✔ ✔ ✔ ✔ ✔ ✔
Study Skills
Directions: read, write, give, follow (includes technical directions) ✔ ✔ ✔ ✔ ✔
Evaluate directions for sequence and completeness ✔ ✔ ✔ ✔
Use library/media center
Use parts of a book to locate information
Interpret information from graphic aids ✔ ✔ ✔ ✔ ✔ ✔
Use graphic organizers to organize information and comprehend text ✔ ✔ ✔ ✔ ✔ ✔
Use functional, everyday documents ✔ ✔ ✔ ✔
Apply study strategies: skimming and scanning, note-taking, outlining
Research Process
Generate and revise topics and questions for research ✔ ✔ ✔ ✔
Narrow focus of research, set research goals ✔ ✔ ✔ ✔
Find and locate information using print and digital resources ✔ ✔ ✔ ✔ ✔ ✔
Record information systematically (note-taking, outlining, using technology) ✔ ✔ ✔ ✔
Develop a systematic research plan ✔ ✔ ✔ ✔
Evaluate reliability, credibility, usefulness of sources and information ✔ ✔
Use primary sources to obtain information ✔ ✔ ✔
Organize, synthesize, evaluate, and draw conclusions from information
Cite and list sources of information (record basic bibliographic data) ✔ ✔ ✔
Demonstrate basic keyboarding skills
Participate in and present shared research
Technology
Use computer, Internet, and other technology resources to access information
Use text and organizational features of electronic resources such as search engines,
keywords, e-mail, hyperlinks, URLs, Web pages, databases, graphics
Use digital tools to present and publish in a variety of media formats
BM9
INDEX
89I–89J, 153C–153D, 153E, 153H, 6: 25A–25B, 25E, 81, 89C, 89K, 145,
A 153J, 217A–217B, 217C–217D, 217I,

217O, 281C, 337, 338 5: 25K, 25O,
89O, 147, 153G, 153I, 153K, 217G,
209, 217M
sentence structure, 1: S21, 25C, 25K,
89S, 217G, 336, 337, 338 2: 25K, 279,
Abbreviations, 2: 35 217K, 217M, 281C, 336, 338 6: 19, 336, 337, 338 3: 25O–25P, 89E, 89I,
Academic language, 1: S5, S6, S9, S11, 25E, 25K, 25O, 153I, 217E, 217G, 153E, 153G, 153Q, 217Q–217R, 217S,
S13, S15, S17, S19, S21, S23, S25, S27, 217I–217J, 217U, 281A–281B, 281E, 336, 337, 338 4: 25G, 217E, 336, 337,
S29, S31, S33, S35, 12, 18, 20, 22, 24, 26, 336, 337, 338 338 5: 19, 25U, 89C, 89S–89T, 153D,
28, 30, 40, 48, 52, 76, 82, 84, 86, 88, 90, genre, 1: S9,17, 25A–25B, 25G, 87, 336, 337, 338 6: 25C, 25M, 89A–89B,
92, 94, 104, 112, 116, 140, 146, 148, 150, 89E, 89N, 153C, 153I, 153K, 153O, 89E, 153A–153B, 153K, 217C–217D,
152, 154, 156, 158, 168, 176, 180, 204, 153S, 217K, 217L, 217M, 217S, 281E 217G, 217K, 217O, 336, 337, 338
210, 212, 214, 216, 218, 220, 222, 240, 2: 25H, 87, 153A, 153B, 153M, 217E, specific vocabulary, 1: 25D, 25E,
244, 268, 274, 276, 278, 280, 282, 284, 217U, 275, 281C 3: 25A–25B, 25K, 25N, 145, 153G, 153I, 336, 337,
286, 296, 304, 308, 314, 328, 344, 346, 89O, 151, 153I–153J, 153O–153P, 338 2: 25C, 89F, 89I–89J, 145, 153F,
348, 350, 352, 354 2: 12, 18, 20, 22, 24, 153H, 153I, 153U, 217, 217G–217H,
217A, 217G, 217K–217L, 279,
26, 28, 30, 40, 48, 52, 76, 82, 84, 86, 88, 217K, 217M 3: 23, 89C–89D, 153E,
281E–281F 4: 23, 25A–25B, 25I, 25K,
90, 92, 94, 104, 112, 116, 140, 146, 148, 217E, 217M, 281A–281B, 281C, 336,
89K, 89O–89P 151, 153A–153B,
150, 152, 154, 156, 158, 168, 176, 180, 337, 338 4: 89C, 153C, 153M–153N,
204, 206, 210, 212, 214, 216, 218, 220, 153G, 215, 217G, 281E 5: 17, 25C,
25M, 25S, 89H, 89K, 89U–89V, 153E, 153O, 217M, 273, 336, 337, 338
222, 240, 244, 268, 276, 278, 280, 282, 5: 25A–25B, 25E, 25G, 81, 89A–89B,
284, 286, 296, 304, 308, 314, 328, 344, 153O, 153Q, 215 6: 25S–25T, 89I,
151, 153S–153T, 217S, 273, 281C 89G, 89I, 89M, 153A–153B, 153C,
346, 348, 350, 352, 354 3: 12, 18, 20, 22, 153P, 217Q, 336, 337, 338 6: 25U, 89,
24, 26, 28, 30, 40, 48, 52, 76, 82, 84, 86, levels of complexity, 1: 41, 49, 59, 105, 89C, 89G–89H, 89M, 89O, 89S–89T,
88, 90, 92, 94, 104, 112, 116, 140, 146, 113, 123, 169, 177, 187, 233, 241, 153G, 217F, 336, 337, 338
148, 150, 152, 154, 156, 158, 168, 176, 251, 297, 305, 315 2: 41, 49, 59, 105,
180, 204, 210, 212, 214, 216, 218, 220, Adjectives. See Grammar: adjectives.
113, 123, 169, 177, 187, 233, 241,
222, 240, 244, 268, 274, 276, 278, 280, 251, 297, 305, 315 3: 41, 49, 59, 105, Adverbs. See Grammar: adverbs.
282, 284, 286, 296, 304, 308, 314, 328, 113, 123, 169, 177, 187, 233, 241, Affixes. See Phonics/Word Study;
344, 346, 348, 350, 352, 354 4: 12, 18, 251, 297, 305, 315 4: 41, 49, 59, 105, Spelling; Vocabulary: prefixes,
20, 22, 24, 26, 28, 30, 40, 48, 52, 76, 82, 113, 123, 169, 177, 187, 233, 241, suffixes.
84, 86, 88, 90, 92, 94, 104, 112, 116, 140,
251, 297, 305, 315 5: 41, 49, 59, 105, Alliteration. See Literary devices; Poetry.
146, 148, 150, 152, 154, 156, 158, 168,
113, 123, 169, 177, 187, 233, 241, Analogies. See Spelling: analogies;
176, 180, 204, 210, 212, 214, 216, 218,
251, 297, 305, 315 6: 41, 49, 59, 105, Vocabulary: analogies.
220, 222, 240, 244, 268, 276, 278, 280,
282, 284, 286, 296, 304, 308, 314, 328, 113, 123, 169, 177, 187, 233, 241,
Analytical writing about texts, 1: 29,
344, 346, 348, 350, 352, 354 5: 12, 18, 251, 297, 305, 315
93, 105, 113, 117, 123, 157, 221, 285
20, 22, 24, 26, 28, 30, 40, 48, 52, 76, 82, organization, 1: S21, 21, 25Q–25R, 2: 29, 93, 157, 169, 177, 181, 187, 221,
84, 86, 88, 90, 92, 94, 104, 112, 116, 140, 153F, 153L, 153M, 273, 281A–281B, 285, 297, 305, 309 3: 29, 93, 157, 221,
146, 148, 150, 152, 154, 156, 158, 168, 281C, 337 2: 17, 89C–89D, 153C, 285 4: 29, 93, 157, 169, 177, 181, 187,
176, 180, 204, 210, 212, 214, 216, 218, 153O, 153S–153T, 338 3: 25C, 221, 285 5: 29, 41, 49, 53, 59, 93, 157,
220, 222, 240, 244, 268, 274, 276, 278, 25E, 81, 89K–89L, 145, 213, 336 221, 285 6: 29, 93, 157, 221, 285 See
280, 282, 284, 286, 296, 304, 308, 314, 4: 25C, 153N, 275 5: 209, 217E, 273, also Write About Reading.
328, 344, 346, 348, 350, 352, 354 6: 12, 281A–281B 6: 25G, 25I, 153C–153D, Anchor Papers, 1: 349, 355 2: 349, 355
18, 20, 22, 24, 26, 28, 30, 40, 48, 52, 76, 153M–153N, 153O, 153U–153V, 213, 3: 349, 355 4: 349, 355 5: 349, 355
82, 84, 86, 88, 90, 92, 94, 104, 112, 116, 277 6: 349, 355
140, 146, 148, 150, 152, 154, 156, 158,
168, 176, 180, 204, 210, 212, 214, 216, prior knowledge, 1: 25M, 81, 89B, 89L, Antonyms. See Vocabulary: antonyms.
218, 220, 222, 223, 240, 244, 268, 276, 153A–153B, 209, 217C 2: 81, 151, Apostrophes. See Grammar:
278, 280, 282, 284, 286, 296, 304, 308, 217A–217B, 217C, 217N, 281A–281B, punctuation.
314, 328, 344, 346, 348, 350, 352, 354 336, 337, 338 3: 25G, 153A–153B
4: 81, 89G, 89Q, 145 5: 87, 89E, 217C
Approaching Level Options, 1: 3,
Access complex text, 1: S10, S22, 358, 40–47, 67, 104–111, 131, 168–175,
361 2: 358, 361 3: 358, 361 4: 358, 361 6: 17, 153E, 217A–217B
195, 232–239, 259, 296–303, 336 2: 3,
5: 358, 361 6: 358, 361 purpose, 1: S9, 89C, 89G, 89O, 215, 40–47, 67, 104–111, 131, 168–175,
connection of ideas, 1: 25I, 25S, 217A–217B, 217Q–217R, 277 195, 232–239, 259, 296–303, 336 3: 3,
89F, 89H, 89I, 89K, 89M, 149, 2: 25E, 25I, 89A–89B, 89M–89N, 40–47, 67, 104–111, 131, 168–175,
153U, 217E, 217I, 336, 338 2: 19, 153E, 153G, 153K, 209, 217I, 217L, 195, 232–239, 259, 296–303, 336 4: 3,
25A–25B, 25G, 25M, 25Q–25R, 281E–281F 3: 209, 217C–217D, 217F, 40–47, 67, 104–111, 131, 168–175,
89E, 217O, 217S–217T, 273, 336, 273 4: 25E, 25M, 25O, 25S–25T, 85, 195, 232–239, 259, 296–303, 336 5: 3,
337 3: 17, 25I, 85, 89A–89B, 89G, 89A–89B, 89E, 153I, 281A 5: 25I, 145, 40–47, 67, 104–111, 131, 168–175, 195,
153C, 153K, 217I–217J, 338 4: 17, 217A–217B, 217I, 281E–281F 232–239, 259, 296–303, 336 6: 3,
BM10 INDEX
INDEX
40–47, 67, 104–111, 131, 168–175, 195, 233, 297 5: 41, 105, 169, 233, 297 end-of-week, 1: 64–65, 128–129, 192–
232–239, 259, 296–303, 336 6: 41, 105, 169, 233, 297 193, 256–257, 320–321 2: 64–65,
academic language, 1: 40, 104, 168, phonics, 1: 42–43, 170 2: 42–43, 128–129, 192–193, 256–257, 320–
232, 296 2: 40, 104, 168, 232, 296 108–109, 172–173, 236–237, 321 3: 64–65, 128–129, 192–193,
3: 40, 104, 168, 232, 296 4: 40, 104, 300–301 3: 42–43, 106–107, 170– 256–257, 320–321 4: 64–65, 128–
168, 232, 296 5: 40, 104, 168, 232, 171, 234–235, 298–299 4: 42–43, 129, 192–193, 256–257, 320–321
296 6: 40, 104, 168, 232, 296 173 5: 42–43 6: 42–43, 108–109, 5: 64–65, 128–129, 192–193, 256–
172–173, 236–237, 300–301 257, 320–321 6: 64–65, 128–129,
comprehension, 1: 40–41, 46–47,
192–193, 256–257, 320–321
104–105, 110–111, 168–169, 174– preview and predict, 1: 40, 104, 168,
175, 232–233, 238–239, 296–297, 232, 296 2: 40, 104, 168, 232, 296 fluency, 1: 64, 128, 192, 256, 320, 323
302–303 2: 40–41, 46–47, 104–105, 3: 40, 104, 168, 232, 296 4: 40, 104, 2: 64, 128, 192, 256, 320, 323 3: 64,
110–111, 168–169, 174–175, 232– 168, 232, 296 5: 40, 104, 168, 232, 128, 192, 256, 320, 323 4: 64, 128,
233, 238–239, 296–297, 302–303 296 6: 40, 104, 168, 232, 296 192, 256, 320, 323 5: 64, 128, 192,
3: 40–41, 46–47, 104–105, 110–111, 256, 320, 323 6: 64, 128, 192, 256,
self-selected reading, 1: 47, 111, 175, 320
168–169, 174–175, 232–233, 238–
239, 303 2: 47, 111, 175, 239, 303
239, 296–297, 302–303 4: 40–41, formal/informal
3: 47, 111, 175, 239, 303 4: 47, 111,
46–47, 104–105, 110–111, 168–169, Quick Check, 1: 9, 19, 21, 23, 25, 27,
175, 239, 303 5: 47, 111, 175, 239,
174–175, 232–233, 238–239, 73, 83, 85, 87, 89, 91, 137, 147,
303 6: 47, 111, 175, 239, 303
296–297, 302–303 5: 40–41, 46–47, 149, 151, 153, 155, 201, 211, 213,
104–105, 110–111, 168–169, 174– vocabulary, 1: 40–41, 44–45, 104–105,
215, 217, 219, 265, 275, 277, 279,
175, 232–233, 238–239, 296–297, 108–109, 168–169, 172–173,
281, 283 2: 9, 19, 21, 23, 25, 27,
302–303 6: 40–41, 46–47, 104–105, 232–233, 236–237, 296–297,
73, 83, 85, 87, 89, 91, 137, 147,
110–111, 168–169, 174–175, 232– 300–301 2: 40–41, 44–45, 104–105,
149, 151, 153, 155, 201, 211, 213,
233, 238–239, 296–297, 302–303 108–109, 168–169, 172–173, 233,
215, 217, 219, 265, 275, 277, 279,
236–237, 297, 300–301 3: 40–41,
fluency, 1: 41, 46, 105, 110, 169, 174, 281, 283 3: 9, 19, 21, 23, 25, 27,
233, 238, 297, 302 2: 41, 46, 105, 44–45, 104–105, 108–109, 168–169,
73, 83, 85, 87, 89, 91, 137, 147,
110, 169, 174, 233, 238, 297, 302 172–173, 232–233, 236–237,
149, 151, 153, 155, 201, 211, 213,
3: 41, 46, 105, 110, 169, 174, 233, 296–297, 300–301 4: 40–41, 44–45,
215, 217, 219, 265, 275, 277, 279,
238, 297, 302 4: 41, 46, 105, 110, 104–105, 108–109, 168–169, 172– 281, 283 4: 9, 19, 21, 23, 25, 27, 73,
169, 174, 233, 238, 297, 302 5: 41, 173, 232–233, 236–237, 296–297, 83, 85, 87, 89, 91, 137, 147, 149,
46, 105, 110, 169, 174, 233, 238, 297, 300–301 5: 40–41, 44–45, 108–109, 151, 153, 155, 201, 211, 213, 215,
302 6: 41, 46, 105, 110, 169, 174, 168, 172–173, 232–233, 237, 296, 217, 219, 265, 275, 277, 279, 281,
233, 238, 297, 302 300–301 6: 40–41, 44–45, 104–105, 283 5: 9, 19, 21, 23, 25, 27, 73, 83,
108–109, 168–169, 172–173, 232– 85, 87, 89, 91, 137, 147, 149, 151,
focus on literary elements, 1: 41 2: 233 233, 236–237, 296–297, 300–301
3: 41, 105 4: 233, 297 5: 105 6: 297 153, 155, 201, 211, 213, 215, 217,
Ask and answer questions, 1: 25H, 25R, 219, 265, 275, 277, 279, 281, 283
focus on science, 1: 169, 233 3: 297
25S, 89L, 89T, 153D, 153N, 153T, 153U, 6: 9, 19, 21, 23, 25, 27, 73, 83, 85,
4: 41, 105 5: 233, 297 6: 169
217I, 217R, 217S, 281F, 339 2: 25R, 89N, 87, 89, 91, 137, 147, 149, 151, 153,
focus on social studies, 1: 297 2: 41, 153I, 153T, 153U, 217C, 217T, 217U, 155, 201, 211, 213, 215, 217, 219,
105 3: 169, 233 5: 169 6: 41, 105, 281F, 339 3: 25L, 25P, 89J, 89P, 153G, 265, 275, 277, 279, 281, 283
233 153P, 153Q, 217G, 217R, 217S, 281F, Stop and Check, 1: 25D, 25L, 89I,
genre, 1: 40, 104, 105, 168, 232, 296 339 4: 25F, 25T, 89P, 89Q, 153F, 153N, 89M, 89P, 153F, 153J, 153K, 217C,
2: 40, 104, 168, 169, 232, 296, 297 153O, 217E, 217J, 217N, 217O, 281F, 217H, 217N, 281B 2: 25D, 25H,
3: 40, 104, 168, 232, 296 4: 40, 104, 339 5: 25K, 25T, 25U, 25V, 89K, 89T, 89U, 25L, 89D, 89H, 153D, 153H, 153L,
168, 169, 232, 296 5: 40, 41, 104, 153I, 153P, 153Q, 217H, 217R, 217S, 217F, 217J, 217N 3: 25D, 25K, 89E,
168, 232, 296 6: 40, 104, 168, 232, 281F, 339 6: 25M, 25T, 25U, 89T, 153J, 89I, 89L, 153D 153H, 153K, 217H,
296 153T, 153U, 217I, 217T, 217U, 281F, 339 217K, 281B 4: 25H, 25N, 89E, 89I,
Leveled Reader lessons, 1: 40–41, Assessment 153E, 153H, 153J, 217C, 217G
104–105, 168–169, 232–233, 296– alternative. See Assessment: scoring 5: 25L, 153H, 153K, 217G, 217J,
297 2: 40–41, 104–105, 168–169, rubrics. 217M, 281B 6: 25F, 25K, 25N, 89D,
232–233, 296–297 3: 40–41, 104– 89O, 89P, 153D, 153F, 153M, 217L,
105, 168–169, 232–233, 296–297 decoding, 1: S30 217P
4: 40–41, 104–105, 168–169, diagnostic, 1: S2, S37–S38 progress monitoring, 1: S22, 64–65,
232–233, 296–297 5: 40–41, 104– digital, 1: 64, 128, 192, 256, 320, 323, 128–129, 192–193, 256–257, 320–
105, 168–169, 232–233, 296–297 340, 341 2: 64, 128, 192, 256, 320, 321 2: 64–65, 128–129, 192–193,
6: 40–41, 104–105, 168–169, 323, 340, 341 3: 64, 128, 192, 256, 256–257, 320–321 3: 64–65, 128–
232–233, 296–297 320, 323, 340, 341 4: 64, 128, 192, 129, 192–193, 256–257, 320–321
make connections, 1: 41, 105, 169, 233, 256, 320, 323, 340, 341 5: 64, 128, 4: 64–65, 128–129, 192–193,
297 2: 41, 105, 169, 233, 297 3: 41, 192, 256, 320, 323, 340, 341 6: 64, 256–257, 320–321 5: 64–65, 128–
105, 169, 233, 297 4: 41, 105, 169, 128, 192, 256, 320, 323, 340, 341 129, 192–193, 256–257, 320–321
INDEX BM11
6: 64–65, 128–129, 192–193, Wittenstein, Vicki Oransky, 259, 308–311, 339 2: 3, 52–55, 67,
256–257, 320–321 5: 217A–217N 116–119, 131, 180–183, 195, 244–247,
project. See Research and inquiry: Wooldridge, Connie Nordhielm, 259, 308–311, 339 3: 3, 52–55, 67,
review and evaluation. 2: 89A–89J 116–119, 131, 180–183, 195, 244–247,
259, 308–311, 339 4: 3, 52–55, 67,
scoring rubrics, 1: 333, 349, 355 2: 333, Author’s Craft. See also Literary devices; 116–119, 131, 180–183, 195, 244–247,
349, 355 3: 333, 349, 355 4: 333, 349, Text features. 259, 308–311, 339 5: 3, 52–55, 67,
355 5: 333, 349, 355 6: 333, 349, 355 alliteration, 3: 25C 116–119, 131, 180–183, 195, 244–247,
summative, 1: 340–341 2: 340–341 character development, 5: 89M, 358 259, 308–311, 339 6: 3, 52–55, 67,
3: 340–341 4: 340–341 5: 340–341 116–119, 131, 180–183, 195, 244–247,
contrast, 2: 89C 6: 25G
6: 340–341 259, 308–311, 339
descriptive and regional language,
unit, 1: xi, 323, 341 2: xi, 323, 341 3: xi, academic language, 1: 52, 116, 180,
3: 358 5: 89Q
323, 341 4: 323, 341 5: xi, 323, 341 244, 308 2: 52, 116, 180, 244, 308
6: xi, 323, 341 descriptive detail, 4: 217H 5: 25N 3: 52, 116, 180, 244, 308 4: 52, 116,
writing. See Assessment: progress dialogue, 3: 358 4: 214, 358 5: 25I 180, 244, 308 5: 52, 116, 180, 244,
monitoring; Scoring rubrics: dramatization, 3: 217J 308 6: 52, 116, 180, 244, 308
writing; Writing: teacher evidence, 4: 25M 5: 153M comprehension, 1: 52–53, 55, 116–117,
conference. 119, 180–181, 183, 244–245, 247,
figurative language, 1: 89Q 2: 89K, 308–309, 311 2: 52–53, 55, 116–117,
writing prompts, 1: 340, 341 2: 340, 153E 3: 89K 4: 153K 5: 89C, 217C
341 3: 340, 341 4: 340 5: 340 6: 340, 119, 180–181, 183, 244–245, 247,
imagery, 3: 217M, 217O 6: 89Q 308–309, 311 3: 52–53, 55, 116–117,
341
personification, 2: 217Q 3: 89F 119, 180–181, 183, 244–245, 247,
Author/illustrator biographies, 1: 25O, 308–309, 311 4: 52–53, 55, 116–117,
89Q, 153Q, 217O 2: 25O, 89K, 153Q, persuasive language, 4: xii
119, 180–181, 183, 244–245, 247,
217Q 3: 25M, 89M, 153M, 217O 4: 25Q, point of view, 1: 217O 308–309, 311 5: 52–53, 55, 116–117,
89M, 153K, 217K 5: 25Q, 89Q, 153M, quotations, 6: 217Q 119, 180–181, 183, 244–245, 247,
217O 6: 25Q, 89Q, 153Q, 217Q 308–309, 311 6: 52–53, 55, 116–117,
repetition, 1: 217E 6: 217J
Authors, main selection 119, 180–181, 183, 244–245, 247,
sensory images, 2: 153Q
Alvarez, Julia, 3: 25A–25L 308–309, 311
simile and metaphor, 1: 217L 4: 353 fluency, 1: 53, 117, 181, 245, 309 2: 53,
Andrews-Goebel, Nancy, 6: 327
3: 153A–153L 117, 181, 245, 309 3: 53, 117, 181,
strong opening, 4: 89D 245, 309 4: 53, 117, 181, 245, 309
Applegate, Katherine Alice, 5: 53, 117, 181, 245, 309 6: 53, 117,
strong verbs, 3: 86
4: 217A–217J 181, 245, 309
structural elements of a play, 3: 327
Bell, Cathleen Davitt, 1: 25A–25N focus on literary elements, 1: 53 2: 245
5: 327
Byrd, Robert, 5: 25A–25P 3: 53, 117 4: 245, 309 5: 117 6: 309
suspense, 1: 89I, 3: 214, 358
Cline-Ransome, Lesa, 3: 217A–217N focus on science, 1: 181, 245 3: 309
technical language, 6: 25Q, 150
Curtis, Christopher Paul, 5: 89A–89P 4: 53, 117 5: 245, 309 6: 181
text feature, 3: 153F 5: 153C
Faiella, Graham, 2: 25A–25N focus on social studies, 1: 309 2: 53,
text structure, 1: 153K 2: 89F, 358 117 3: 181, 245 5: 181 6: 53, 117,
Huber, Jack, 2: 281A–281B 3: 217L, 358 4: 89D, 89G, 217E 245
Hughes, Langston, 6: 281A 5: 217N 6: 25G, 25M, 89G, 217L, 358
genre, 1: 52, 116, 117, 180, 244, 308
Jackson, Donna M., 6: 153A–153P transitional devices, 2: 25D, 89I 4: 25Q 2: 52, 116, 180, 181, 244, 308, 309
Johnson, Rebecca L., 1: 153A–153P 6: 217M 3: 52, 116, 180, 244, 308 4: 52, 116,
word choice, 1: 25B, 25H, 89D, 153J, 180, 181, 244, 308 5: 52, 53, 116,
Kurlansky, Mark, 6: 25A–25P
153Q, 217H, 358 2: 25G, 25O, 153O, 180, 244, 308 6: 52, 116, 180, 244,
Livingston, Myra Cohn, 2: 281C 217G, 217I 3: 25F, 89J, 89M, 153K 308
Mann, Charles C., 5: 153A–153L 4: 25I, 89M, 153D, 153G, 217K Leveled Reader lessons, 1: 52–53,
Marrin, Albert, 4: 25A–25P 5: 153K, 217O, 358 6: 89N, 153J, 116–117, 180–181, 244–245, 308–
153Q, 358 309 2: 52–53, 116–117, 180–181,
Murphy, Jim, 6: 89A–89P
Author’s purpose. See Comprehension 244–245, 308–309 3: 52–53, 116–
O’Meara, Donna, 1: 217A–217N 117, 180–181, 244–245, 308–309
skills: author’s purpose.
Park, Linda Sue, 2: 217A–217P 4: 52–53, 116–117, 180–181,
Autobiographies. See Genre:
Philbrick, Rodman, 1: 89A–89P informational text. 244–245, 308–309 5: 52–53, 116–
117, 180–181, 244–245, 308–309
Platt, Richard, 2: 153A–153P
6: 52–53, 116–117, 180–181,
Saldaña, Jr., René, 4: 153A–153J 244–245, 308–309
Schmidt, Gary D., 3: 89A–89L
Sidman, Joyce, 4: 281B
Singer, Marilyn, 2: 281C
B make connections, 1: 53, 117, 181, 245,
309 2: 53, 117, 181, 245, 309 3: 53,
117, 181, 245, 309 4: 53, 117, 181,
Base words. See Vocabulary: base 245, 309 5: 53, 117, 181, 245, 309
Soto, Gary, 6: 281A words/root words. 6: 53, 117, 181, 245, 309
Weitzman, David, 6: 217A–217P Beyond Level Options, 1: 3, 52–55, 67, preview and predict, 1: 52, 116, 180,
Williams, William Carlos, 4: 281A 116–119, 131, 180–183, 195, 244–247, 244, 308 2: 52, 116, 180, 244, 308
BM12 INDEX
INDEX
3: 52, 116, 180, 244, 308 4: 52, 116, Close reading, 1: S10, S12, S13–S14, S24, 150, 202, 214, 266, 278 6: 10, 22, 74, 86,
180, 244, 308 5: 52, 116, 180, 244, S25–S26, 16, 17, 18, 20, 22, 24, 25A–25T, 138, 150, 202, 214, 266, 274
308 6: 52, 116, 180, 244, 308 40–41, 48–49, 52–53, 80, 81, 82, 84, Colons. See Grammar: punctuation.
self-selected reading, 1: 55, 119, 183, 86, 88, 89A–89T, 104–105, 112–113,
Commas. See Grammar.
247, 311, 339 2: 55, 119, 183, 247, 116–117, 144, 145, 146, 148, 150,
152, 153A–153V, 168–169, 176–177, Communication. See Listening;
311, 339 3: 55, 119, 183, 247, 311,
180–181, 208, 209, 210, 212, 214, Speaking skills and strategies.
339 4: 55, 119, 183, 247, 311, 339
5: 55, 119, 183, 247, 311, 339 6: 55, 216, 217A–217T, 232–233, 240–241, Compare and contrast. See also
244–245, 272, 273, 274, 276, 278, Comprehension skills: compare and
119, 183, 247, 311, 339
280, 281A–281F, 296–297, 304–305, contrast.
vocabulary, 1: 52–53, 54, 116–117, 308–309, 328, 339, 356, 357 2: 16, 17,
118, 180–181, 182, 244–245, 246, characters, 1: S14, 20, 25D, 25E, 25I,
18, 20, 22, 24, 25A– 25P, 40–41, 48–49, 25M, 25P, 59
308–309, 310 2: 52–53, 54, 116–117, 52–53, 80, 81, 82, 84, 86, 88, 89A–89N,
118, 180–181, 182, 244–245, 246, 104–105, 112–113, 116–117, 144, events, 1: 20, 47, 51, 55 6: 93
308–309, 310 3: 52–53, 54, 116–117, 145, 146, 148, 150, 152, 153A–153R, first-hand accounts, 6: 117
118, 180–181, 182, 244–245, 246, 168–169, 176–177, 180–181, 208, genre, 1: S11 2: 221, 285 3: 29 4: 221,
308–309, 310 4: 52–53, 54, 116–117, 209, 210, 212, 214, 216, 217A–217V, 285 5: 29, 93 6: 285
118, 180–181, 182, 244–245, 246, 232–233, 240–241, 244–245, 272,
308–309, 310 5: 52–53, 54, 118, 180, plot, 1: S14, 20, 25D, 25I, 25L, 25M, 25P
273, 274, 276, 278, 280, 281A–281F,
182, 245, 246, 308, 310 6: 52–53, 296–297, 304–305, 308–309, 328, 339, point of view, 1: S26 3: 286 4: 29, 311
54, 116–117, 118, 180–181, 182, 356, 357 3: 16, 17, 18, 20, 22, 24, 25A– setting, 1: S14, 20, 21, 25D, 25I, 25M,
244–245, 246, 308–309, 310 25P, 40–41, 48–49, 52–53, 80, 81, 82, 25P
Bibliography, 4: T1 5: 346 84, 86, 88, 89A–89P, 104–105, 112–113, text on same topic, 1: S14, S25, S36,
116–117, 144, 145, 146, 148, 150, 25R, 29, 89S, 93, 153T, 157, 217R,
Big Idea, 1: xii, 322 2: xii, 322 3: xii, 322 152, 153A–153R, 168–169, 176–177,
4: xii, 322 5: xii, 322 6: xii, 322 221, 281E, 285 2: 25Q, 29, 89M,
180–181, 208, 209, 210, 212, 214,
93, 153T, 157, 217T, 221, 281E, 285
Biographies. See Genre: informational 216, 217A–217T, 232–233, 240–241,
3: 25O, 29, 89O, 93, 153P, 157, 217R,
text. 244–245, 272, 273, 274, 276, 278,
221, 281E, 285 4: 25S, 29, 89P, 93,
Book, parts of. See Study skills: parts of 280, 281A–281F, 296–297, 304–305,
153N, 157, 217N, 221, 281E, 285
a book, using; Text features. 308–309, 328, 339, 356, 357 4: 16, 17,
5: 25T, 29, 89T, 93, 153P, 157, 217R,
18, 20, 22, 24, 25A–25T, 40–41, 48–49,
Build background, 1: S5, S19, 10, 56, 74, 221, 281E, 285 6: 25T, 29, 89S, 93,
52–53, 80, 81, 82, 84, 86, 88, 89A–89R,
120, 138, 184, 202, 248, 266, 312 2: 10, 153S, 157, 217S, 221, 281E, 285
104–105, 112–113, 116–117, 144,
56, 74, 120, 138, 184, 202, 248, 266, 312 145, 146, 148, 150, 152, 153A–153P, text structure, 2: 84
3: 10, 56, 74, 120, 138, 184, 202, 248, 168–169, 176–177, 180–181, 208, theme, 1: S14, 93 2: 221, 285 3: 29
266 312 4: 10, 56, 74, 120, 138, 184, 209, 210, 212, 214, 216, 217A–217N, 4: 221, 241, 285 6: 285, 309, 311
202, 266 5: 10, 74, 138, 202, 266, 312 232–233, 240–241, 244–245, 272, 273,
6: 10, 56, 74, 120, 138, 184, 202, 266, topics, 2: 84–85, 89E
274, 276, 278, 280, 281A–281F, 296–
312 297, 304–305, 308–309, 328, 339, 356, Complexity of text. See Access complex
357 5: 16, 17, 18, 20, 22, 24, 25A–25V, text.
40–41, 48–49, 52–53, 80, 81, 82, 84, Compound sentences. See Grammar:
C 86, 88, 89A–89V, 104–105, 112–113,

116–117, 144, 145, 146, 148, 150,
152, 153A–153R, 168–169, 176–177,
180–181, 208, 209, 210, 212, 214,
sentences.
Compound words. See Phonics/Word
Study; Spelling; Vocabulary.
Capitalization. See Grammar. Comprehension skills. See also
216, 217A–217T, 232–233, 240–241,
Captions, 1: 150, 153M 2: 217D 6: 153G Approaching Level Options; Beyond
244–245, 272, 273, 274, 276, 278,
Level Options; English Language
Cause and effect. See Comprehension 280, 281A–281F, 296–297, 304–305,
Learners; On Level Options.
skills: cause and effect. 308–309, 328, 339, 356, 357 6: 16, 17,
18, 20, 22, 24, 25A–25V, 40–41, 48–49, author’s point of view, 1: S25–S26,
Central message. See Comprehension 52–53, 80, 81, 82, 84, 86, 88, 89A–89T, 276, 281C, 303, 311, 313 3: 150
skills: theme/central message. 104–105, 112–113, 116–117, 144, 4: 20, 25D, 25E, 25G, 25K, 25N, 25R,
Character. See Comprehension skills. 145, 146, 148, 150, 152, 153A–153V, 47, 51, 55, 57, 84, 89C, 89E, 89H,
Charts. See Graphic Organizers; Text 168–169, 176–177, 180–181, 208, 209, 89N, 111, 114, 119, 121 5: 276, 281C,
features: charts. 210, 212, 214, 216, 217A–217R, 232– 281D, 303, 306, 311, 313 6: 153M
233, 240–241, 244–245, 272, 273, 274, author’s purpose, 1: 25O, 89Q, 153Q,
Chronological order. See Writing traits:
276, 278, 280, 281A–281F, 296–297, 217O 2: 25O, 89K, 153Q, 217Q
organization.
304–305, 308–309, 328, 339, 356, 357 3: 25M, 89M, 153M, 217O 4: 25Q,
Citations. See Computer Literacy; 89M, 153K, 217K 5: 25Q, 89Q, 153M,
Cognates. See English Language
Research and inquiry. Learners: cognates. 217O 6: 25Q, 89J, 89Q, 153Q, 217Q
Classroom Library, 1: 3, 67, 131, 195, Collaborative conversations, 1: S6, S20, cause and effect, 1: S23 3: 212, 217C,
259, 360 2: 3, 67, 131, 195, 259, 360 10, 22, 74, 86, 138, 150, 202, 214, 266, 217E, 217H, 217I, 217K, 217N,
3: 3, 67, 131, 195, 259, 360 4: 3, 67, 131, 278 2: 10, 22, 74, 86, 138, 150, 202, 214, 217P, 239, 243, 247, 249 5: 84, 89D,
195, 259, 360 5: 3, 67, 131, 195, 259 266, 274 3: 10, 22, 74, 86, 138, 150, 202, 89I, 89L, 89O, 89R, 111, 119, 121,
6: 3, 67, 131, 195, 259, 360 214, 266, 278 4: 10, 22, 74, 86, 138, 150, 148, 153D, 153G, 153I, 153J, 153N,
Clauses. See Grammar: sentences. 202, 214, 266, 274 5: 10, 22, 74, 86, 138, 174–175, 179, 185, 217E, 217K 6: 84,
INDEX BM13
89C, 89E, 89F, 89J, 89K, 89M, 89O, 55, 57 5: 20, 25D, 25E, 25G, 25J, 25R, 6: 25E, 25M, 80, 89C, 89E, 89M, 89R,
89R, 111, 115 , 119, 121, 153O 46–47, 51, 55, 57, 358 144, 153D, 153F, 153L, 217F, 217N,
sequence, 1: S23, 84, 89E, 89H, 89J, 272
character, 1: S11, S12, 20, 25D, 25E,
89M, 89O, 89R, 111, 119, 121 3: 148, predictions. See Predictions, make.
25I, 25L, 25M, 25P, 46, 57, 84, 89E,
153C, 153F, 153H, 153J, 153N, 175, reread, 1: S12, S13, S14, S24, S26,
89H, 89J, 89M, 89O, 89R, 111, 119, 179, 183, 185 5: 212, 213, 239, 243, 140–141, 146–147, 153F, 153H, 153L,
327 2: 217M 4: 5, 25D, 25E, 25G, 247, 249 6: 212, 217C, 217F, 217H, 153O, 153T, 185, 204–205, 210–211,
25J, 25R, 47, 89D, 89I, 89L, 89O, 89R, 217K, 217N, 217O, 217R, 239, 243, 217C, 217E, 217K, 217M, 217N, 217R,
110–111, 238, 327 5: 20, 51, 55, 84, 247, 249 249, 268–269, 274–275, 281B, 313
119 setting, 1: S11, S12, 20, 25D, 25I, 25M, 2: 25L, 89H 4: 12–13, 18–19, 25C,
25P, 46, 57, 84, 89E, 89H, 89J, 89M, 25H, 25J, 25N, 25S, 57, 76–77, 82–83,
compare and contrast, 1: S23, 20, 25D,
89O, 89R, 111, 119 2: 150, 153B, 327 89E, 89F, 89I, 89K, 89P, 121 5: 140–
25I, 25M, 25P, 47, 51, 55, 57 2: 84, 5: 20, 25D, 25E, 25G, 25J, 25R, 47, 141, 146–147, 153E, 153H, 153J,
89C, 89E, 89G, 89J, 89L, 111, 115, 51, 55, 84, 89D, 89I, 89L, 89O, 89R, 153K, 153P, 185, 204–205, 210–211,
119, 121 110–111, 119 217F, 217J, 217K, 217R, 249, 281C
conclusions, draw, 1: 285 2: 29, 93, summarize, 1: 329 2: 329 3: 329 4: 329 story structure, 1: S11–S12
157, 221, 285 3: 93, 285 4: 29, 93, 5: 329 6: 329 summarize, 1: 25P, 89R, 153R, 217P
157, 221, 285 5: 29, 93, 157, 221, 285 text structure, 1: S23–S24, 153K 2: 20, 2: 25P, 89L, 153R, 217R, 281D 3: 25N,
153G, 358 3: 212, 358 5: 148, 179, 89N, 153D, 153G, 153H, 153I, 153N,
6: 29, 93, 157, 221, 285
183, 212, 243 6: 84, 111, 115, 119, 153P, 185, 217D, 217H, 217K, 217P,
connections, make, 1: 329 2: 329 212, 239, 358 217R, 249 4: 25R, 153E, 153H, 153J,
3: 329 4: 329 5: 329 6: 329. See also theme/central message, 1: S13–S14 153L, 153N, 185, 217C, 217D, 217G,
Text connections. 2: 276, 281B, 281D, 303, 307, 311 217H, 217I, 217L, 217N, 249, 281D
3: 20, 25C, 25E, 25H, 25K, 25N, 51, 5: 25R, 89R, 153N, 217P, 281B, 281D,
description, 2: 153D 313 6: 25R, 89R, 153D, 153F, 153L,
55, 57, 84, 89D, 89E, 89H, 89K, 89N,
details. See Comprehension skills: 111, 119, 121, 313 4: 148, 153E, 153R, 185, 217D, 217E, 217L, 217R,
main idea and key details. 153G, 153I, 153L, 174, 179, 183, 185, 217S, 249, 281D
212, 217C, 217G, 217J, 217L, 239, visualize, 1: 12–13, 18–19, 76–77,
fact and opinion, 4: 110
247, 249, 358 5: 327 6: 276, 281B, 82–83 2: 268–269 6: 268–269
inferences, make, 1: S12, S13, S14, S25, 281D, 303, 307, 311, 313 Computer Literacy. See also Study skills;
25J, 89H, 89J, 153G, 217D 2: 25E, visualize, 1: 25C, 25D, 25F, 25J, 25R, 57, Technology.
89G, 153G, 217J 3: 25I, 89D, 153E, 89C, 89F, 89I, 89M, 89N, 89P, 121, adding to a presentation, 1: 348, 354
217G 4: 25L, 89F, 89J, 153D, 217F 153E, 153K, 217H 2: 153T 3: 25K, 89I 2: 348, 354 3: 348, 354 4: 348, 354
5: 25H, 89F, 89N, 153H, 217G, 217L 6: 89P, 313 5: 348, 354 6: 348, 354
6: 25E, 25N, 89E, 89I, 89K, 153K, Comprehension strategies blogs, 1: 331, 348, 354 3: 348, 354
217G ask and answer questions, 2: 12–13, 6: 354
main idea and key details, 1: S23– 18–19, 25C, 25H, 25J, 25M, 57, calculations and predictions, making,
76–77, 82–83, 89B, 89D, 89H, 89I, 2: 13
S24, 148, 153C, 153I, 153N, 153P,
89N, 121, 153L, 217N 3: 268–269, using data, 5: 217P
153R, 174–175, 179, 183, 185, 274–275, 281B, 313 4: 25P, 153J,
212, 217C, 217F, 217G, 217J, 217P, 268–269, 313 5: 25L, 217M 6: 12–13, copyrights and citations, 5: 329 6: 329
238–239, 247, 249, 358 2: 25L 18–19, 25B, 25F, 25I, 25K, 25N, 25T, digital publishing, 1: T1, 348, 354
3: 276, 281C, 281D, 303, 311, 313 57, 82–83, 89D, 89G, 89L, 89O, 121, 2: 348, 354 3: 348, 354 4: 348, 354
153M, 217P 5: 348, 354 6: 348, 354
6: 20, 25D, 25F, 25H, 25J, 25L, 25R,
47, 51, 55, 57, 148, 153C, 153H, establish purpose for reading with electronic search engines, 1: 329
an essential question, 1: 25B, 89B, 3: 329 4: 330
153P, 153R, 175, 179, 183, 185. See
153B, 217B 2: 25B, 89B, 153B, 217B, electronic thesaurus and spell check,
also Comprehension skills: theme/ 281A 3: 25B, 89B, 153B, 217B, 281B 1: S16 3: 280
central message. 4: 25B, 89B, 153B, 217B, 281A 5: 25B,
e-mail, 4: 153D
plot, 1: S11, S12, 20, 25D, 25I, 25M, 25P, 89B, 153B, 217B, 281B 6: 25B, 89B,
153B, 217B, 281A graphs, 2: 220
46, 57, 84, 89E, 89H, 89J, 89M, 89O,
monitor and adjust comprehension, hyperlinks, 1: 328 2: 328 3: 328 4: 328
89R, 111, 119 5: 20, 25D, 25E, 25G,
5: 146, 216 5: 328 6: 328
25J, 25R, 47, 51, 55, 84, 89I, 89L, 89O,
paraphrase, 1: S13, 16, 25D, 25E, 25I, image searches, 4: 329 5: 329
89R, 110–111, 119
80, 89I, 89M, 144, 153H, 153N, 153O, Internet, 1: 329 2: 329 3: 329 4: 329
point of view, 1: S13–S14 2: 148, 153C, 217D, 217E, 217K, 272 2: 16, 25I, 5: 329 6: 329. See also Research and
153K, 153M, 153O, 153R, 175, 179, 25M, 25P, 144, 153G, 272, 281C, inquiry.
183, 185, 212, 217D, 217I, 217M, 281D 3: 16, 25N, 80, 144, 208, 217E, key words, 1: 329 2: 329 4: 329 5: 328
217R, 239, 243, 247, 249 4: 276, 303, 217F, 217H, 217M, 272 4: 25H, 25J,
keyboarding techniques, 1: 348, 354
311, 313 25K, 80, 89F, 89I, 89K, 153E, 153G,
2: 354 3: 348 6: 348
153H, 153I, 153J, 208, 272 5: 16,
problem and solution, 1: S23 2: 20, 25G, 25I, 25J, 80, 89C, 153G, 153I, map, 6: 328
25F, 25G, 25I, 25K, 25P, 46–47, 51, 153J, 153N, 208, 217F, 217J, 217K multimedia uses of, 2: T1 4: 329
BM14 INDEX
INDEX
online dictionary, 3: 152 Cross-curricular connections. See
polls, 1: 328
quizzes, 1: 328
Leveled Workstation Activity Cards;
Science; Social Studies.
Cultures, reading about diverse,
E
research, 1: 329 2: 329 3: 329 4: 329 End punctuation. See Grammar:
5: 329, 346 6: 329. See also Research 2: 202, 204–205, 208 4: 217L, 232–233, punctuation.
and inquiry. 240–241 5: 25C 6: 41, 49, 53
English Language Learners, 1: 3, 67,
roll-over pop-ups, 1: 328 2: 328 4: 328 131, 195, 259, 338 2: 3, 67, 131, 195,
5: 328 6: 328 259, 338 3: 3, 67, 131, 195, 259, 338
Safety Alert, 1: 329
search engines, 1: 329 3: 328–329
sidebars, 5: 328
D 4: 3, 67, 131, 195, 259, 338 5: 3, 67, 131,
195, 259, 338 6: 3, 67, 131, 195, 259,
338
Daily language activities, 1: 34–35, academic language, 1: 56, 58, 120,
slide show, 2: 328 3: 328 5: 328 122, 184, 186, 248, 250, 312 2: 56,
98–99, 162–163, 226–227, 290–291
URLs, 1: 329 5: 348, 354 6: 329 58, 120, 122, 184, 186, 248, 250, 312
2: 34–35, 98–99, 162–163, 226–227, 3: 56, 58, 120, 122, 184, 186, 248,
Web pages, 1: 328 2: 328 4: 329 5: 328 290–291 3: 34–35, 98–99, 162–163, 250, 312, 314 4: 56, 58, 120, 122,
6: 328 226–227, 290–291 4: 34–35, 98–99, 184, 186, 248, 250, 312 5: 56, 58,
word processing, 1: 348, 354 2: 348, 162–163, 226–227, 290–291 5: 34–35, 120, 122, 184, 186, 248, 250, 253,
354 3: 348, 354, 4: 348, 354 6: 348, 98–99, 162–163, 226–227, 290–291 312 6: 56, 58, 120, 122, 184, 186,
354 6: 34–35, 98–99, 162–163, 226–227, 248, 250, 251, 312
written conventions, 1: 348, 354 290–291 beginning/intermediate/advanced,
2: 348, 354 3: 348, 354 4: 348, 354 1: 11, 15, 19, 23, 25, 31, 60, 61, 62,
Decoding. See Phonics/Word Study. 63, 75, 79, 83, 85, 89, 95, 124, 125,
5: 348, 354 6: 348, 354
Denotation. See Vocabulary: 126, 127, 139, 143, 147, 151, 153,
Conclusions, draw. See Comprehension
denotation. 159, 188, 189, 190, 191, 203, 207,
skills: conclusions, draw.
211, 213, 217, 223, 252, 253, 254,
Conjunctions. See Grammar: Details, key. See Comprehension skills: 255, 267, 271, 275, 279, 281, 287,
conjunctions. main ideas and key details; Reading 316, 317, 318, 319, 345, 351 2: 11,
Connect and Compare. See informational text: key details; 15, 21, 23, 25, 31, 60, 61, 62, 63, 75,
Informational text; Text connections. Reading literature: key details, 79, 83, 85, 89, 95, 124, 125, 126, 127,
Writer’s Craft. 139, 143, 147, 149, 153, 159, 188,
Connect to Content, 1: 217D, 329 2: 25F,
189, 190, 191, 203, 207, 211, 213,
25N, 89H, 329 3: 153F, 217L 4: 25N, Diagrams. See Graphic Organizers: 215, 223, 252, 253, 254, 255, 267,
89J, 329 5: 153J, 217H 6: 25J, 89L, 153F, diagrams; Text features. 271, 277, 281, 287, 316, 317, 318,
217D 319, 345, 351 3: 11, 15, 19, 21, 25,
Dialogue, 1: 22, 25E 2: 214 3: 22 4: 153C
ConnectED, 1: xii, S2, S4, T1, 7, 71, 135, 5: 25I 31, 60, 61, 62, 63, 75, 79, 83, 87, 89,
199, 263, 328 2: xii, T1, 7, 71, 135, 199, 95, 124, 125, 126, 127, 139, 143, 147,
263, 328 3: xii, T1, 7, 71, 135, 199, 263, effective, 1: 352 149, 153, 159, 188, 189, 190, 191,
328 4: xii, T1, 7, 71, 135, 199, 263, 328 mixing narration with, 3: 27, 46 203, 207, 211, 215, 217, 223, 252,
5: xii, T1, 7, 71, 135, 199, 263, 328 6: xii, 253, 254, 255, 267, 271, 275, 277,
punctuation, 1: 22 4: 163 281, 287, 316, 317, 318, 319, 345,
T1, 7, 71, 134, 135, 199, 263, 328
realistic, 1: 352 2: 214 3: 204, 214 351 4: 11, 15, 19, 21, 25, 31, 60, 61,
Connections, make. See
62, 63, 75, 79, 83, 87, 89, 95, 124,
Comprehension skills: connections, Dictionary, using, 1: S27, S28 2: 24,
125, 126, 127, 143, 147, 149, 153,
make; Text connections. 102, 216 3: 38, 154, 280 4: 152, 216, 159, 188, 189, 190, 191, 203, 207,
Connotation. See Vocabulary: 219 5: 26, 90. See also Vocabulary: 211, 213, 217, 223, 252, 253, 254,
connotation. dictionary, using. 255, 267, 271, 277, 279, 281, 287,
Content vocabulary. See Vocabulary: Differentiated instruction. See 316, 317, 318, 319, 345, 351 5: 11,
content. 15, 21, 23, 25, 31, 60, 61, 62, 63, 75,
Approaching Level Options; Beyond
83, 85, 89, 95, 124, 125, 126, 127,
Context clues. See Vocabulary: context Level Options; English Language 139, 149, 151, 153, 159, 188, 189,
clues. Learners; On Level Options. 190, 191, 203, 207, 211, 213, 217,
Contractions. See Grammar: contractions. Digital learning, 1: S16, 328–329 2: 328– 223, 252, 253, 254, 255, 267, 275,
Conventions. See Grammar. 329 3: 328–329 4: 328–329 5: 328–329 277, 279, 287, 316, 317, 318, 319,
345, 351 6: 11, 14, 21, 23, 25, 31, 60,
Corrective feedback, 1: 46, 110, 174, 6: 328–329. See also Technology.
61, 62, 63, 75, 78, 83, 85, 87, 95, 124,
238, 302 2: 46, 110, 174, 238, 302 3: 46, Drama. See Genre: drama. 125, 126, 127, 139, 142, 147, 149,
110, 174, 238, 302 4: 46, 110, 174, 238, 153, 159, 188, 189, 190, 191, 203,
Drawing conclusions. See
302 5: 46, 110, 174, 238, 302 6: 46, 110, 206, 211, 215, 217, 223, 252, 253,
174, 238, 302 Comprehension skills: conclusions,
254, 255, 267, 270, 275, 279, 281,
draw.
Craft and structure. See Reading 287, 316, 317, 318, 319, 345, 351
informational text: craft and Drawing inferences. See cognates, 1: S5, S9, S13, S15, S17, S19,
structure; Reading literature: craft Comprehension skills: Inferences, S21, S23, S25, S27, S29, S31, S33,
and structure. make. S35, 14, 18, 20, 25F, 25L, 25T, 26, 28,
INDEX BM15
30, 40, 48, 52, 56, 58, 78, 82, 84, 89P, 249, 250–251, 281B, 281C, 281F, paired read, 1: 58–59, 122–123, 186–
90, 92, 94, 104, 112, 116, 120, 122, 313, 314–315 5: 25H, 25N, 25T, 57, 187, 250–251, 314–315 2: 58–59,
142, 146, 148, 152, 153D, 153N, 156, 58–59, 89D, 89J, 89L, 89N, 89P, 121, 122–123, 186–187, 250–251, 314–
158, 168, 176, 180, 184, 186, 206, 122–123, 153L, 185, 186–187, 249, 315 3: 58–59, 122–123, 186–187,
210, 216, 217F, 218, 220, 222, 232, 250–251, 313, 314–315 6: 25H, 25I, 250–251, 314–315 4: 58–59, 122–
240, 244, 248, 250, 270, 281B, 281F, 57, 58–59, 121, 122–123, 153T, 153V, 123, 186–187, 250–251, 314–315
282, 284, 286, 296, 304, 308, 312, 185, 186–187, 249, 250–251, 281B, 5: 59, 123, 187, 251, 315 6: 58–59,
314, 328, 344, 346, 348, 350, 352, 122–123, 186–187, 250–251,
314–315
354 2: 14, 18, 20, 25H, 26, 28, 30, 40, 314–315
48, 52, 56, 58, 78, 82, 84, 86, 88, 89D, discuss genre, 3: 153P 5: 25T 6: 89J,
phonics, 1: 43, 107, 171, 235 2: 25J,
89J, 89N, 90, 92, 94, 104, 112, 116, 153P 43,107, 171, 235, 299 3: 43, 107, 171,
120, 122, 142, 146, 148, 152, 153H, fluency, 1: 43, 107, 171, 327 2: 43, 107, 235, 299 4: 43, 107, 171, 235, 299
153L, 153T, 153V, 154, 156, 158, 168, 171, 235, 299, 327 3: 43, 107, 171, 5: 43, 107, 171, 235, 299 6: 43, 107,
176, 180, 184, 186, 206, 210, 212, 235, 299, 327 4: 43, 107, 171, 235, 171, 235, 299
216, 217V, 218, 220, 222, 232, 240, 299, 327 5: 43, 107, 171, 235, 299, preview, 1: 58, 122, 186, 250, 314 2: 58,
244, 248, 250, 270, 276, 278, 281F,
327 6: 43, 107, 171, 235, 299, 327 122, 186, 250, 314 3: 58, 122, 186,
282, 284, 286, 296, 304, 308, 312,
focus on genre, 1: 123 2: 187, 315 250, 314 4: 58, 122, 186, 250 5: 58,
314, 328, 344, 346, 348, 350, 354
4: 187 5: 59 122, 186, 250, 314 6: 58, 122, 186, 250
3: 14, 18, 20, 26, 30, 40, 48, 52, 56,
58, 78, 82, 84, 88, 89D, 90, 94, 104, scaffolding, 1: 11, 14, 19, 23, 25, 31, 75,
focus on literary elements, 1: 59
112, 116, 120, 122, 142, 146, 148, 79, 83, 85, 89, 95, 139, 143, 147, 151,
2: 251, 315 3: 59, 123 4: 251 5: 123
152, 153F, 154, 156, 158, 168, 176, 153, 159, 203, 207, 211, 213, 217,
6: 315 223, 267, 275, 279, 281, 287 2: 11,
180, 184, 186, 206, 210, 216, 217D,
217F, 218, 222, 232, 240, 244, 248, focus on science, 1: 187, 251 3: 315 15, 21, 23, 25, 31, 75, 79, 83, 85, 89,
250, 270, 274, 276, 280, 281B, 281D, 4: 59, 123 5: 251, 281D, 315 6: 153V, 95, 139, 143, 147, 149, 153, 159, 203,
281F, 282, 296, 304, 308, 312, 314, 187 207, 211, 213, 215, 223, 267, 271,
328, 344, 346, 348, 350, 352, 354 277, 281, 287 3: 11, 15, 19, 21, 25,
focus on social studies, 1: 315 2: 59,
4: 14, 18, 24, 25F, 25L, 25T, 26, 28, 30, 31, 75, 79, 83, 87, 89, 95, 139, 143,
123 3: 187, 251 5: 187 6: 59, 123,
40, 48, 52, 56, 58, 78, 82, 84, 88, 89D, 147, 149, 153, 159, 203, 207, 211,
251 215, 217, 223, 267, 271, 275, 277,
89R, 90, 104, 112, 116, 120, 122, 142,
146, 148, 152, 153J, 154, 156, 158, grammar, 1: 63, 127, 191, 255, 319 281, 287 4: 11, 14, 19, 21, 25, 31, 75,
168, 176, 180, 184, 186, 206, 210, 2: 63, 127, 191, 255, 319 3: 25L, 63, 79, 83, 87, 89, 95, 143, 147, 149, 153,
212, 216, 217F, 217H, 217N, 217P, 127, 153H, 191, 255, 319 4: 63, 127, 159, 203, 207, 211, 213, 217, 223,
220, 232, 240, 244, 248, 250, 276, 191, 255, 319 5: 63, 127, 191, 255, 267, 271, 277, 279, 281, 287 5: 11,
282, 284, 286, 296, 304, 308, 314, 319 6: 25P, 63, 127, 153L, 191, 255, 15, 21, 23, 25, 31, 75, 78, 83, 85, 89,
328, 344, 346, 348, 350, 352, 354 281F, 319 95, 139, 149, 151, 153, 159, 203,
5: 14, 18, 25F, 25J, 25T, 26, 28, 30, 207, 211, 213, 217, 223, 267, 275,
interactive-question response, 277, 279, 287 6: 11, 14, 21, 23, 25,
40, 48, 52, 56, 58, 78, 82, 84, 89F, 90, 1: 56–57, 58–59, 120–121, 122–123,
94, 104, 112, 116, 120, 122, 142, 148, 31, 75, 78, 83, 85, 87, 95, 139, 142,
184–185, 186–187, 248–249, 250– 147, 149, 153, 159, 203, 206, 211,
152, 153F, 153L, 153R, 154, 158, 168,
251, 312–313, 314–315 2: 56–57, 215, 217, 223, 267, 270, 275, 279,
176, 180, 184, 186, 206, 210, 212,
58–59, 120–121, 122–123, 184– 281, 287
216, 217F, 217L, 218, 220, 222, 232,
185,186–187, 248–249, 250–251, shared read, 1: 56–57, 120–121, 184–
240, 244, 248, 250, 270, 274, 276,
281B, 281D, 281F, 282, 284, 286, 296, 312–313, 314–315 3: 56–57, 58–59, 185, 248–249, 312–313 2: 56–57,
304, 308, 312, 314, 328, 344, 346, 120–121, 122–123, 184–185,186– 120–121, 184–185, 248–249, 312–
350, 352, 354 6: 14, 18, 20, 25D, 25F, 187, 248–249, 250–251, 312–313, 313 3: 56–57, 120–121, 184–185,
25J, 25L, 25N, 25V, 26, 28, 30, 40, 48, 314–315 4: 56–57, 58–59, 120–121, 248–249, 312–313 4: 56–57, 120–
52, 56, 58, 78, 82, 84, 88, 89H, 89P, 122–123, 184–185,186–187, 248– 121, 184–185, 248–249, 312–313
89T, 90, 92, 94, 104, 112, 116, 120, 249, 250–251, 312–313, 314–315 5: 56–57, 120–121, 184–185, 248–
122, 142, 146, 148, 152, 153H, 156, 5: 56–57, 58–59, 120–121, 122–123, 249, 312–313 6: 56–57, 120–121,
158, 168, 176, 180, 184, 186, 206, 184–185,186–187, 248–249, 250– 184–185, 248–249, 312–313
210, 212, 218, 220, 222, 232, 240, 251, 312–313, 314–315 6: 56–57, visuals, using, 1: 217T 2: 153N 3: 25D,
244, 248, 250, 268, 270, 276, 278, 58–59, 120–121,122–123, 184– 25J, 217J 4: 89D 6: 89T, 153T
280, 282, 284, 286, 296, 304, 308, 185,186–187, 248–249, 250–251, vocabulary, 1: 14, 25D, 25J, 25L, 25N,
312, 314, 328, 348, 350, 352, 354 312–313, 314–315 25R, 39, 57, 58–59, 60–61, 78,
comprehension, 1: 25H, 57, 58–59, Leveled Reader lessons, 1: 58–59, 89D, 89H, 89J, 89N, 89T, 103, 121,
121, 122–123, 153P, 185, 186–187, 122–123, 124–125, 142, 153D, 153H,
122–123, 186–187, 250–251, 314–
217J, 249, 250–251, 281D, 313, 153J, 153P, 153T, 153V, 167, 185,
315 2: 58–59, 122–123, 186–187,
314–315 2: 25F, 57, 58–59, 89F, 186–187, 188–189, 206, 217D, 217H,
121, 122–123, 153D, 153J, 185, 250–251, 314–315 3: 58–59, 122– 217J, 217N, 217R, 231, 249, 250–251,
186–187, 217D, 217T, 249, 250–251, 123, 186–187, 250–251, 314–315 252–253, 270, 295, 313, 314–315,
281B, 313, 314–315 3: 25D, 25H, 57, 4: 58–59, 122–123, 186–187, 316–317, 327 2: 15, 25D, 25L, 25N,
58–59, 89F, 89J, 89L, 121, 122–123, 250–251, 314–315 5: 58–59, 122– 25R, 39, 57, 58–59, 60–61, 79, 89H,
185, 186–187, 249, 250–251, 313, 123, 186–187, 250–251, 314–315 103, 121, 122–123, 124–125, 143,
314–315 4: 25J, 25P, 57, 58–59, 6: 58–59, 122–123, 186–187, 153F, 153P, 167, 185, 186–187, 188–
121, 122–123, 185, 186–187, 217G, 250–251, 314–315 189, 207, 217F, 217H, 217J, 217N,
BM16 INDEX
INDEX
217P, 231, 249, 250–251, 252–253, 204, 208, 209, 217B, 217L, 217P, 221, 219, 283, 326 6: 91, 155, 219, 283,
271, 281B, 281C, 295, 313, 314–315, 248, 250, 259, 266, 268, 272, 273, 281A, 326
316–317, 327 3: 14, 25F, 25H, 25P, 281F, 285, 312, 314, 357, 359, 361 5: 3, daily, 1: S32, 27, 91, 155, 219, 283 2: 27,
39, 57, 58–59, 60-61, 78, 89H, 89P, 10, 17, 25B, 25R, 25V, 29, 56, 58, 67, 91, 155, 219, 283 3: 27, 91, 155, 219,
103, 121, 122–123, 124–125, 142, 74, 80, 81, 89B, 89R, 89V, 93, 120, 122, 283 4: 27, 91, 155, 219, 283 5: 27, 91,
153D, 153H, 153J, 153L, 153R, 167, 131, 138, 144, 145, 153B, 153N, 153R, 155, 219, 283 6: 27, 91, 155, 219, 283
185, 186–187, 188–189, 206, 217H,
184, 186, 195, 202, 204, 208, 209, 217B, echo reading, 1: S31, 91, 219, 326
217J, 217N, 217R, 217T, 231, 249,
217P, 217T, 220, 221, 248, 250, 259, 266, 2: 91, 155, 326 3: 27, 65, 326 4: 91,
250–251, 252–253, 270, 281D, 295,
272, 273, 281B, 285, 312, 314 6: 3, 10, 219, 326 5: 219, 326 6: 218, 283, 326
313, 314–315, 316–317, 327 4: 14,
25D, 25F, 25H, 25N, 39, 57, 58–59, 12, 16, 17, 25B, 25R, 25V, 28, 29, 56, 58, ELL. See English Language Learners:
60–61, 78, 89F, 89H, 89L, 103, 121, 67, 74, 76, 80, 81, 89B, 89R, 89T, 92, 93, fluency.
122–123, 124–125, 142, 153D, 153F, 120, 122, 131, 138, 140, 144, 145, 153B, expression/intonation, 1: S31, 27, 41,
153H, 153P, 167, 185, 186–187, 188– 153R, 153V, 156, 157, 184, 186, 195, 46, 49, 59, 91, 105, 110, 113, 117,
189, 206, 217D, 217H, 217J, 217N, 202, 204, 208, 209, 217B, 217R, 217V, 123, 297, 302, 305, 309, 315 2: 155,
217P, 231, 249, 250–251, 252–253, 220, 221, 248, 250, 259, 266, 268, 272, 169, 174, 177, 181, 187, 219, 233,
270, 295, 313, 314–315, 316–317, 273, 281A, 281F, 284, 285, 312, 314, 238, 241, 245, 251, 283, 297, 305,
327 5: 14, 25D, 25F, 25H, 25L, 25P, 357, 359, 361 309, 315 3: 27, 41, 46, 49, 53, 59
25V, 39, 57, 58, 60–61, 78, 89D, 89J, 4: 91, 105, 110, 113, 117, 123, 155,
Expository text. See Genre: expository
103, 121, 122, 124–125, 142, 153H, 169, 177, 181, 187, 219, 233, 238,
153P, 167, 185, 186–187, 188–189, text; Informational text.
241, 245, 251, 283, 302, 305, 309,
206, 217D, 217F, 217H, 217J, 217R, Extended complex text, 1: 3, 67, 131, 315, 327 5: 27, 41, 46, 49, 59, 91, 105,
217T, 231, 249, 250–251, 252–253, 195, 217A, 259, 357 2: 3, 67, 131, 195, 110, 113, 117, 123, 219, 233, 238,
270, 295, 313, 314, 316–317, 327 259, 357 3: 3, 67, 131, 195, 259, 357 241, 245, 251 6: 91, 105, 113, 117,
6: 14, 25D, 25F, 25H, 25L, 25N, 25T, 4: 3, 66, 130, 153A, 194, 217A, 259, 357 123, 283, 297, 302, 305, 309, 315,
25V, 39, 57, 58–59, 60–61, 78, 89D, 5: 3, 66, 130, 195, 259, 356 6: 3, 66, 130, 326
89F, 89N, 89O, 103, 121, 122–123, 194, 259, 357 modeling, 1: 27, 41, 49, 53, 59, 91, 105,
124–125, 142, 153F, 153J, 153N, 167,
reading, 1: 356–361 2: 356–361 113, 117, 123, 155, 169, 177, 181,
185, 186–187, 188–189, 206, 217F,
3: 356–361 4: 356–361 5: 356–361 187, 219, 233, 241, 245, 251, 283,
217H, 217J, 217L, 217N, 217T, 217V,
6: 356–361 297, 305, 309, 315, 326 2: 27, 41, 49,
231, 249, 250–251, 252–253, 270,
53, 59, 91, 105, 113, 117, 123, 155,
281C, 295, 313, 314–315, 316–317, Extra Support. See Access complex text; 169, 177, 181, 187, 219, 233, 241,
327 English Language Learners. 245, 251, 283, 297, 305, 309, 315,
writing/spelling, 1: 62, 126, 190, 254, 326 3: 27, 41, 49, 53, 59, 91, 105, 113,
318 2: 62, 126, 190, 254, 318 3: 62, 117, 123, 155, 169, 177, 181, 187,
126, 190, 254, 318 4: 62, 126, 190,
254, 318 5: 62, 126, 190, 254, 318
6: 62, 126, 190, 254, 318
Entry words, 1: S16, S27
F 219, 233, 241, 245, 251, 283, 297,
305, 309, 315, 326 4: 27, 41, 49, 53,
59, 91, 105, 113, 117, 123, 155, 169,
177, 181, 187, 219, 233, 241, 245,
Fable, See Genre: fiction. 251, 283, 297, 305, 309, 315, 326
Essential questions, 1: S5, S19, 10, 12,
16, 17, 25B, 25P, 25T, 28, 29, 56, 58, 67, Figurative language. See Literary 5: 27, 41, 49, 53, 59, 91, 105, 113,
74, 76, 80, 81, 89B, 89R, 89T, 92, 93, devices; Poetry: literary elements in; 117, 123, 155, 169, 177, 181, 187,
120, 122, 131, 138, 140, 144, 145, 153B, Writer’s Craft; Writing traits: word 219, 233, 241, 245, 251, 283, 297,
153R, 153V, 156, 157, 184, 186, 195, choice. 305, 309, 315, 326 6: 27, 41, 49, 53,
202, 204, 208, 209, 217B, 217P, 217T, 59, 91, 105, 113, 117, 123, 155, 169,
First-person point of view. See Point of 177, 181, 187, 219, 233, 241, 245,
220, 221, 248, 250, 259, 266, 272, 273, view: first-person.
281B, 281F, 284, 285, 312, 314, 357, 359, 251, 283, 297, 305, 309, 315, 326
361 2: 3, 10, 12, 16, 17, 25B, 25P, 25R, Fluency partner reading, 1: S32, 27, 41, 49, 53,
28, 29, 56, 58, 67, 74, 80, 81, 89B, 89L, accuracy, 1: S31, 155, 169, 174, 177, 59, 105, 113, 117, 123, 155, 169, 177,
89N, 92, 93, 120, 122, 131, 138, 144, 181, 187 2: 27, 41, 46, 49, 53, 59, 91, 181, 187, 233, 241, 245, 251, 283,
145, 153B, 153R, 153V, 156, 157, 184, 105, 110, 113, 117, 123 3: 155, 169, 297, 305, 309, 315 2: 41, 49, 53, 59,
186, 195, 202, 208, 209, 217B, 217R, 177, 181, 187, 283, 297, 305, 309, 91, 105, 113, 117, 123, 155, 169, 177,
217V, 220, 221, 248, 250, 259, 266, 272, 315 4: 27, 41, 49, 53, 59 5: 155, 169, 181, 187, 233, 241, 245, 251, 297,
273, 281A, 281F, 284, 285, 312, 314, 357, 305, 309, 315 3: 27, 41, 49, 53, 59,
174, 177, 181, 187, 283, 302, 305,
359, 361 3: 3, 10, 12, 16, 17, 25B, 25N, 65, 105, 113, 117, 123, 155, 169, 177,
309, 315 6: 27, 41, 46, 49, 53, 59, 91,
25P, 28, 29, 56, 58, 67, 74, 76, 80, 81, 181, 187, 219, 233, 241, 245, 251,
89B, 89N, 89P, 92, 93, 120, 122, 131, 138, 169, 174, 177, 181, 187 283, 297, 305, 309, 315 4: 27, 41, 49,
140, 144, 145, 153B, 153N, 153R, 156, Approaching Level Options for. 53, 59, 105, 113, 117, 123, 155, 169,
157, 184, 186, 195, 202, 204, 208, 209, See Approaching Level Options: 177, 181, 187, 219, 233, 241, 245,
217B, 217P, 217T, 220, 221, 248, 250, fluency. 251, 297, 305, 309, 315 5: 41, 49, 53,
259, 266, 268, 272, 273, 281B, 281F, 284, 59, 91, 105, 113, 117, 123, 155, 169,
benchmark, 1: S37
285, 312, 314, 357, 359, 361 4: 3, 10, 177, 181, 187, 219, 233, 241, 245,
12, 16, 17, 25B, 25R, 25T, 28, 29, 56, 58, choral reading, 1: S31, 27, 91, 155, 219, 251, 283, 297, 305, 309, 315 6: 27,
67, 74, 76, 80, 81, 89B, 89N, 89R, 92, 93, 283, 326 2: 27, 91, 155, 219, 283 41, 49, 53, 59, 65, 105, 113, 117, 123,
120, 122, 131, 138, 140, 144, 145, 153B, 3: 27, 91, 155, 219, 283, 326 4: 27, 155, 169, 177, 181, 187, 233, 241,
153L, 153P, 156, 157, 184, 186, 195, 202, 91, 155, 219, 283, 326 5: 27, 91, 155, 245, 251, 283, 297, 305, 309, 315
INDEX BM17
pausing, 1: 27, 46, 91, 219, 238, 302, 4: 27, 65 5: 155, 283 6: 65, 219. See 76, 86, 140, 150, 204, 214, 268, 278
326 2: 46, 326 3: 46, 91, 110, 129, also Leveled Workstation Activity 6: 12, 22, 76, 86, 140, 150, 204, 214,
219, 238, 326 4: 238, 283, 326 5: 27, Cards. 268, 274
46, 302, 326 6: 91, 155, 219, 238, Folktale. See Genre: fiction. fiction
283, 302, 326
Foreshadowing. See Literary devices: fable, 3: 55, 84
phrasing, 1: 27, 41, 49, 59, 219, 233, foreshadowing. folktale, 1: S9, S12 2: 326 5: 89S–89V,
238, 241, 245, 251, 297, 305, 309,
Formal and informal English, 4: 156, 105, 113, 117, 123 6: 326
315 2: 283, 297, 302, 305, 309, 315
220 6: 330. See also Language: free-verse, 4: 204, 214, 217D, 281C
3: 91, 105, 110, 113, 117, 123, 219,
knowledge of language.
233, 238, 245, 251, 326 4: 283, 302, historical fiction, 1: 76, 86, 104, 112,
305, 309, 315, 327 5: 27, 41, 46, 49, Foundational skills 116 2: 140, 150, 153E, 153G, 153L,
59 6: 91, 105, 110, 113, 117, 123, irregularly spelled words, 1: 164 2: 26, 168, 176, 180, 204, 214, 217E,
219, 233, 238, 241, 245, 251, 283, 36–37, 42, 43, 62, 100, 157, 191 217O, 232, 240, 244 5: 76, 86, 89E,
297, 302, 305, 309, 315, 326 3: 290 104, 112, 116
pronunciation, 1: 170 2: 91 Latin and Greek suffixes. See also humorous fiction, 5: 25S–25V
punctuation, 2: 46, 238 3: 91, 110 Phonics/Word Study; Spelling; legend, 1: 3, 67
4: 238, 302 5: 27, 110, 219 6: 110, Vocabulary
mystery, 1: 3, 67 6: 217S
238, 302 letter-sound correspondences, 1: 26,
myth, 5: 12, 22, 25B, 25T, 40, 48, 52
rate, 1: S31, 219, 233, 238, 241, 245, 36–37, 42, 90, 100–101, 106, 218,
6: 25T
251, 283, 302 2: 27, 41, 49, 53, 59, 228–229, 234 4: 90, 100–101, 106,
282, 292–293, 298 parody, 5: 25S–25V, 49, 53, 59
91, 105, 110, 113, 117, 123 3: 155,
169, 174, 177, 181, 187, 219, 233, morphology. See Vocabulary: realistic fiction, 1: 12, 22, 25A–25B,
238, 241, 245, 251, 283, 297, 302, morphology. 40, 48, 52 2: 296, 304, 308 3: 12,
305, 309, 315 4: 27, 41, 46, 49, 53, 59 22, 40, 48, 52, 76, 86, 89G, 89N,
multisyllabic words. See Phonics/Word
5: 155, 169, 174, 177, 181, 187, 283, 104, 112, 116 4: 140, 217N, 232,
Study: multisyllabic words.
302, 305, 309, 315 6: 27, 41, 46, 49, 240, 244, 296, 304, 308
phonics and decoding. See Phonics/
53, 59, 219, 233, 238, 241, 245, 251 science fiction, 5: 217R 6: 296, 304,
Word Study.
Reader’s Theater, 1: S31, 326–327 308
prefixes. See Phonics/Word Study;
2: 326–327 3: 326–327 4: 326–327 informational text, 1: S21–S22,
Spelling; Vocabulary.
5: 326–327 6: 326–327 S24, 217Q–217T, 296, 304, 308
suffixes. See Phonics/Word Study; 2: 153S–153V 5: 281E–281F
repeated reading, 1: S31, 155, 177,
Spelling; Vocabulary.
181, 219, 245 2: 177, 181, 283 6: 46 argument essay, 3: 344, 350
syllabication patterns, 2: 154,
speaking/listening skills, 1: S6, S20, 164–165, 170, 218, 228–229, 282, autobiographical sketch, 1: 344
S37, 12–13, 27, 28, 29, 76–77, 91, 92, 292–293, 298 3: 26, 36–37, 42, 90, autobiography, 4: 332
93, 140–141, 155, 156, 157, 204–205, 100–101, 106 biography, 3: 204, 214, 232, 240, 244
219, 220, 221, 268–269, 283, 284,
Frequently confused words. See 4: 76, 86, 89D, 104, 112, 116
285, 334, 335, BM6–BM7 2: 12–13,
27, 28, 29, 76–77, 91, 92, 93, 140– Grammar: frequently confused words. editorial, 1: 281E–281F
141, 155, 156, 157, 204–205, 219, explanatory essay, 2: 344
220, 221, 268–269, 283, 284, 285,
G
expository research report, 5: 344,
334, 335, BM6–BM7 3: 12–13, 27, 350
28, 29, 76–77, 91, 92, 93, 140–141,
expository text, 1: S21, 140, 150,
155, 156, 157, 204–205, 219, 220,
168, 176, 180, 268, 278, 2: 12, 22,
221, 268–269, 283, 284, 285, 334, Genre, 1: S11–S12, S24, 25A–25B, 25C, 25E, 40, 48, 52, 76, 86, 89D, 104,
335, BM6–BM7 4: 12–13, 27, 28, 29, 25K, 25P, 89E, 89G, 89N, 89R, 153D, 112, 116 3: 268, 278, 281E–281F,
76–77, 91, 92, 93, 140–141, 155, 156, 153R, 281C 2: 25P, 89L, 153I, 217R, 296, 304, 308 4: 12, 22, 25I, 40,
157, 204–205, 219, 220, 221, 268– 281D 3: 25N, 89N, 153N, 217C, 217P, 48, 52, 153M–153P 5: 140, 150,
269, 283, 284, 285, 334, 335, BM6– 281D 4: 25R, 89N, 153L, 217L, 281D, 153E, 153P, 168, 176, 180, 204,
BM7 5: 12–13, 27, 28, 29, 76–77, 358 5: 25R, 89R, 153N, 217P, 281D 214, 217L, 232, 240, 244, 268, 278,
91, 92, 93, 140–141, 155, 156, 157, 6: 25R, 89R, 153R, 217J, 281D. See also 6: 12, 22, 25E, 40, 48, 52, 140, 150,
204–205, 219, 220, 221, 268–269, Informational text; Poetry. 153N, 153S–153V, 168, 176, 180,
283, 284, 285, 334, 335, BM6–BM7
discuss. See English Language 204, 214, 217J, 232, 240, 244
6: 12–13, 27, 28, 29, 76–77, 91, 92,
93, 140–141, 155, 156, 157, 204–205, Learners: discuss genre. formal letter, 2: 350
219, 220, 221, 268–269, 283, 284, drama/play, 1: 326–327 2: 217S–217V, informational article, 5: 296, 304,
285, 334, 335, BM6–BM7 326–327 3: 153O–153R, 326–327 308
strategies. See Listening. 4: 150, 153C, 168, 176, 180, 326–327
interview, 1: 153S–153V
5: 326–327 6: 326–327
Syllable Speed Drill, 1: S31 letters, 4: 22 6: 86
features of, 1: 12, 22, 76, 86, 140, 150,
tempo and pace, 1: S31, 219, 238, 302 204, 214, 268, 278 2: 12, 22, 76, 86, magazine article, 6: 89S, 105, 113,
2: 91 3: 155, 174 4: 27 5: 155 6: 46, 140, 150, 204, 214, 268, 278 3: 12, 117, 123
155 22, 76, 86, 140, 150, 204, 214, 268, narrative nonfiction, 1: 140, 204,
timed-reading, 1: S32, 238, 283, 302 278, 281C 4: 12, 22, 76, 86, 140, 150, 214, 217M, 232, 240, 244, 358
2: 65 3: 155, 174, 219, 283, 321 204, 214, 268, 278 5: 12, 22, 25M, 2: 89M–89N 3: 140, 150, 153E,
BM18 INDEX
INDEX
168, 176, 180 6: 76, 86, 89D, 104, antecedents, 4: 34–35 prepositions, 6: 226–227, 255
112, 116 appositives, 2: 290–291, 319 pronouns, 1: 226 4: 34–35, 63, 98–99,
newspaper article, 4: 22 6: 86, 92 articles, 5: 98–99, 127 127, 290–291, 319
personal essay, 3: 89O–89P assess and reteach, 1: 35, 99, 163, 227, antecedents, 4: 34–35
personal narrative, 1: 25Q–25T, 350 291 2: 35, 99, 163, 227, 291 3: 35, contractions, 4: 226, 255
persuasive article, 1: 281E–281F 99, 163, 227, 291 4: 35, 99, 163, 227, demonstrative, 4: 290 5: 98
291 5: 35, 99, 163, 227, 291 6: 35, 99,
persuasive text, 3: 297, 305, 309 indefinite, 4: 226, 290
163, 227, 291
speech, 4: xii 5: xii 6: 344 interrogative, 4: 290
capitalization
steps in a technical process, 5: 350 object, 4: 98, 162
in letters, 2: 35
6: 153S–153V possessive, 4: 162–163
proper nouns, 5: 35
poetry, 1: xii, 89S 2: xii, 25R, 281C, 281E pronoun-verb agreement, 4: 226–
3: xii 4: 268, 281C, 281E 6: xii, 268, commas, 2: 99
227, 255, 291
281E. See also Poetry. coordinating conjunctions,
reflexive, 4: 98
procedural text, 2: 344 1: 162–163, 319
relative, 4: 290
response to literature. See Literary dialogue, 3: 35 4: 163
subject, 4: 98
response. quotation marks and, 4: 163
proofreading, 1: 35, 99, 163, 227, 291
Gifted and talented, 1: 53, 54, 55, 117, splice, 1: 290–291, 319
2: 35, 99, 163, 227, 291 3: 35, 99,
118, 119, 181, 182, 183, 245, 246, 247, to separate items in a series, 2: 99 163, 227, 291 4: 35, 99, 163, 227, 291
309, 310, 311 2: 53, 54, 55, 117, 118, conjunctions, 1: 226 5: 35, 99, 163, 227, 291 6: 35, 99,
119, 181, 182, 183, 245, 246, 247, 309, 163, 227, 291
direct and indirect objects, 3: 34–35,
310, 311 3: 53, 54, 55, 117, 118, 119, punctuation. See also specific
63
182, 183, 245, 246, 247, 309, 310, 311 punctuation marks in Grammar.
4: 53, 54, 55, 117, 118, 119, 182, 183, frequently confused words, 4: 227
245, 246, 247, 309, 310, 311 5: 53, 54, good, better, and best, 5: 290–291, 319 apostrophes, 2: 226–227
55, 117, 118, 119, 182, 183, 245, 246, good and bad compared, 5: 290–291, colons, 2: 35 5: 99
247, 309, 310, 311 6: 53, 54, 55, 117, 319 commas, 2: 99, 291 3: 35 6: 227
118, 119, 182, 183, 245, 246, 247, 309,
homophones, 4: 227 hyphen, 5: 163
310, 311
interjections, 1: 35 in contractions, 3: 291
Glossary, 1: S27, 186, 250, 314 2: 28, 122
3: 186, 250, 314 4: 122 5: 186, 220, 250, mechanics and usage, 1: 35, 99, 163, in dialogue, 3: 35 4: 163
314 6: 28, 122, 186, 250 227, 291 2: 35, 99, 163, 227, 291 in sentences, 1: 34–35, 163, 227
3: 35, 99, 163, 227, 291 4: 35, 99, 2: 34–35, 291 3: 163
Go Digital. See ConnectED.
163, 227, 291 5: 35, 99, 163, 227, 291
Grammar, 1: S34, 34–35, 98–99, 162–163, letter, 2: 35, 99
6: 35, 99, 163, 227, 291
226–227, 290–291 2: 34–35, 98–99, quotation marks, 3: 35 4: 163
more and most, 5: 226–227, 255
162–163, 226–227, 290–291 3: 34–35, semicolon, 5: 99
98–99, 162–163, 226–227, 290–291 negatives, 6: 162–163, 191
sentences, 1: 34–35, 63
4: 34–35, 98–99, 162–163, 226–227, double, 6: 162–163
290–291 5: 34–35, 98–99, 162–163, clauses in, 1: 226, 255
nouns, 2: 34–35, 63
226–227, 290–291 6: 34–35, 98–99, combining, 1: 162–163, 191
162–163, 226–227, 290–291. See also common, 2: 34–35, 226
6: 290–291, 319
English Language Learners. irregular plurals, 2: 98, 162 combining with prepositions,
adjectives, 5: 34–35, 63 6: 35, 290 plural, 2: 98–99, 127, 162–163, 191, complex, 1: 226–227, 255
articles, 5: 98–99 226–227
compound, 1: 162–163
indefinite and definite, 5: 98–99 possessive, 2: 226–227, 255
fragments, 1: 34–35, 63, 99
comparative, 5: 162, 191, 226–227 predicate, 3: 226
run-on, 1: 290–291, 319
demonstrative, 5: 98–99, 127 proper, 2: 34–35, 226
simple, 1: 162–163
irregular comparative forms, singular, 2: 98–99, 127, 226
subjects and predicates, 1: 98–99,
5: 290–291 peer discussion starters, 1: 34–35, 127, 162–163
predicate, 3: 226 5: 34 98–99, 162–163, 226–227, 290–291
2: 34–35, 98–99, 162–163, 226–227, types, 1: 34–35
proper, 5: 34 290–291 3: 34–35, 98–99, 162–163, subject-verb agreement, 3: 98
superlative, 5: 162, 226 226–227, 290–291 4: 34–35, 98–99, time-order transition words, 1: 110
that compare, 5: 162–163, 227 162–163, 226–227, 290–291 5: 98– 5: 238 6: 238, 254
99, 162–163, 226–227, 290–291
adverbs, 1: 226–227 6: 34–35, 63, 290 titles of works, 3: 227
6: 34–35, 98–99, 162–163, 226–227,
comparing with, 6: 98–99, 127 290–291 verbs
superlative, 6: 98–99 plurals, 2: 98–99, 162–163 action, 3: 34–35
intensifiers, 6: 34 possessives, 4: 162–163 contractions with, 3: 291
that tell when and where, 6: 34, 63 prepositional phrases, 6: 226–227, direct and indirect objects, 3: 34
using good and well, 6: 35 255, 290–291 helping, 3: 162–163, 191, 291
INDEX BM19
irregular, 3: 290–291, 319 Theme, 2: 276, 281B 3: 20, 25B, 25H, Hyperbole, 6: 280, 281C, 281D, 306, 313,
linking, 3: 226–227, 255 25K, 84, 89B, 89D, 89E, 89H 4: 148, 317
153B, 153E, 153G, 153I, 212, 217B,
main, 3: 162–163, 191
217C, 217G, 217J 6: 276, 281B
I
tenses, 3: 98–99, 127, 163
diagrams
usage, 3: 99, 163
Venn diagram, 1: 156 2: 89B, 89C,
Graphic aids. See Graphic organizers; 89E, 89G, 89J
Illustrations/photographs, using; Text
features. Foldables® Idioms, 4: 328. See also Literary devices;
Accordion, 1: 28, 29, 92, 93, 157, 221, Vocabulary.
Graphic organizers, 1: S19, S24, 40, 48,
52, 58, 104, 112, 116, 122, 168, 176, 180, 284, 285 2: 92, 93, 157 3: 29, 92, Illustrations/photographs, using,
186, 223, 240, 244, 250, 296, 304, 308, 93, 157, 220, 221 4: 29, 93, 220 1: 86, 89B, 89D, 89L, 150, 153B, 217B,
314, 328, 358 2: 40, 48, 52, 58, 104, 112, 5: 29, 93, 157, 221, 285 6: 29, 93, 278 2: 25B, 217B, 217E 3: 25B, 89B,
116, 122, 168, 176, 180, 186, 220, 240, 156, 221, 285 153B, 217B 4: 22, 25B, 25L, 86, 89B, 89G,
244, 250, 296, 304, 308, 314, 328, 358 Four-Door, 2: 29, 285 6: 157 217B 5: 89B, 153B, 217B, 358 6: 25C,
3: 10, 11, 40, 48, 52, 58, 74, 75, 104, 112, 153I, 214, 217B
Layered Book, 2: 221 4: 157, 221,
116, 122, 168, 176, 180, 186, 202, 203, Illustrators and photographers
285
240, 244, 250, 296, 304, 308, 314, 318, Byrd, Robert, 5: 25A–25P
328, 358 4: 40, 48, 52, 58, 104, 112, 116, Three-Tab, 5: 92
122, 126, 168, 176, 180, 186, 240, 244, maps Coloma, Lester, 3: 25A–25N
250, 284, 296, 304, 308, 314, 328, 358 Cluster, 3: 190 Diaz, David, 3: 153A–153N
5: 40, 48, 52, 58, 104, 112, 116, 122, 156, Kim, Julie, 2: 217A–217P
168, 176, 180, 186, 240, 244, 250, 284, Story, 1: 97 3: 33, 62 4: 225, 254
296, 304, 308, 314, 328, 358 6: 40, 48, 5: 97 Parkins, David, 2: 153A–153P
52, 58, 104, 112, 116, 122, 168, 176, 180, webs Pennington, Mark, 1: 89A–89P
186, 190, 220, 223, 240, 244, 250, 296, Cause /effect, 6: 97 Ransome, James E., 3: 217A–217P
304, 308, 314, 328, 358
Concept, 1: S5, 62, 74, 75, 138, 139, Weitzman, David, 6: 217A–217P
charts 202, 203, 266, 267 2: 10, 11, 74, Illustrator’s craft, 5: 25Q
Author’s Point of View, 1: 276, 281B, 75, 126, 138, 139, 202, 203, 266,
281C 4: 20, 25B, 25D, 25E, 25N, Imagery. See Literary devices.
267 3: 10, 11, 74, 75, 138, 139,
84, 89B, 89C, 89E, 89H 5: 276, 202, 203, 266, 267 4: 10, 11, 74, Independent reading. See Reading
281B, 281C 75, 138, 139, 202, 203, 266, 267 independently.
Cause and Effect, 3: 212, 217B, 217C, 5: 10, 11, 74, 75, 138, 139, 202, Independent workstations. See
217H, 217I, 217K, 217N 5: 148, 203, 254, 266, 267 6: 10, 11, 74, Leveled Workstation Activity Cards.
190, 6: 84, 89B, 89C, 89F, 89J, 89K, 75, 138, 139, 202, 203, 266, 267, Inferences, drawing. See
89M 318 Comprehension Skills: Inferences,
Character, Setting, Plot, 1: 25B, 84, Description, 2: 289 make.
89E, 89H, 89J, 89M, 89O 5: 25B, Inflectional endings. See Phonics/
Idea, 6: 318
25D, 25G, 25J, 84, 89B, 89D, 89I,
Word, 1: 39, 126, 167, 190, 231, 295, Word Study: words with inflectional
89L, 89O
2: 39, 62, 97, 126, 167, 231, 318, endings; Spelling: words with
Compare and Contrast, 1: 10, 11, 20, inflectional endings; Vocabulary:
3: 39, 103, 126, 167, 231, 295,
25B, 25D, 25I, 25M 2: 84 inflectional endings.
4: 39, 103, 167, 231, 289, 295
Decoding Strategy, 1: S17, S30 5: 39, 103, 295 6: 39, 167, 231 Information and media literacy. See
Main Idea/Details, 1: 148, 153B, Graphs. See Text features: graphs. Computer literacy; Informational text;
153C, 153I, 153P, 212, 217C, 217F, Media literacy; Research and inquiry;
217G, 217J, 281B 3: 276, 281B Greek roots. See Phonics/Word Study; Technology.
6: 20, 25B, 25D, 25F, 25H, 25J, 25L, Vocabulary: Greek roots.
Informational text
148, 153B, 153C, 153H, 153P Guide words, 1: S16, S27 5: 220 6: 28
content vocabulary. See Vocabulary:
Point of View, 2: 148, 153C, 153K,
content.
153M, 212, 217D, 217I, 217M
4: 276
Problem and Solution, 2: 20 5: 20,
25B, 25D, 25G, 25J
H expository. See Genre: informational
text.
features of, 1: S21, S22, S23, 150, 214,
278 2: 22, 25E, 86, 89D, 344, 350
Sequence, 1: 89E, 89H, 89J, 89M, Higher-level thinking. See
89O 2: 161, 254 3: 148, 153B, 3: 150, 214, 278 4: 22, 86 5: 150, 214,
Comprehension skills; Comprehension
153C, 153F, 153H, 153J, 217B, 278, 344 6: 22, 150, 214
strategies; Text connections.
217C, 217E, 217I, 2217M 4: 62 persuasive, 1: 297, 309, 315 3: 217R,
Historical fiction. See Genre: fiction.
5: 62, 212 6: 212, 217B, 217C, 297, 309, 315 4: xii, 89P
217H, 217K, 247 Homographs. See Vocabulary:
text structure, 1: S23 2: 20, 25P, 29, 84,
Syllable Sort, 1: S29 homographs.
89F, 89L, 358 3: 148, 157, 175, 179,
T-chart, 1: S35, 103 2: 295 3: 28, 231, Homophones. See Phonics/Word Study; 183, 212, 217L, 221, 239, 243, 247,
4: 92, 190 5: 167, 220 6: 92, 103, Vocabulary: homophones. 358 4: 89D, 89G, 361 5: 148, 153G,
295 Humorous fiction. See Genre: fiction. 153J, 153N, 157, 175, 179, 183, 212,
BM20 INDEX
INDEX
217N, 239, 337, 351 6: 84, 111, 212, commas, 2: 99, 291 3: 35 6: 227
239
types of. See Genre: Informational
text.
L coordinating conjunctions, 1: 162,
163, 291
dialogue, 3: 35 4: 163
Integrate knowledge and ideas, Language. See also Grammar.
quotation marks, 3: 35 4: 163
1: S35, 28–29, 92–93, 156–157, capitalization
220–221, 284–285 2: 28–29, 92–93, title of works, 3: 227
titles, 2: 35 3: 227
156–157, 220–221, 284–285 3: 28–29, reference materials
conventions
92–93, 156–157, 220–221, 284–285 dictionary, 1: S27, S28 5: 39
4: 28–29, 92–93, 156–157, 220–221, adjectives
glossary, 1: S27 2: 28 5: 220 6: 28
284–285 5: 28–29, 92–93, 156–157, comparative, 5: 162, 191, 226–227
220–221, 284–285 6: 28–29, 92–93, thesaurus, 1: S16 2: 167 3: 166, 231,
superlative, 5: 162, 226
156–157, 220–221, 284–285 280 5: 166 6: 167
adverbs
Interactive reading, 1: 12–13, 76–77, spelling
comparative, 6: 98–99, 127
140–141, 204–205, 268–269 2: 12–13, conventional, 1: 36–37, 100–101,
76–77, 140–141, 204–205, 268–269 relative, 1: 226 164–165, 228–229, 292–293
3: 12–13, 76–77, 140–141, 204–205, superlative, 6: 98–99, 127 2: 36–37, 100–101, 164–165,
268–269 4: 12–13, 76–77, 140–141, conjunctions 228–229, 292–293 3: 36–37,
204–205, 268–269 5: 12–13, 76–77, 100–101, 164–165, 228–229,
140–141, 204–205, 268–269 6: 12–13, coordinating, 1: 163, 191, 290, 291
292–293 4: 36–37, 100–101, 164–
76–77, 140–141, 204–205, 268–269 correlative, 1: 162 165, 228–229, 292–293 5: 36–37,
Interjections. See Grammar: subordinating, 1: 226, 255 100–101, 164–165, 228–229,
interjections. frequently confused words, 4: 227 292–293 6: 36–37, 100–101,
Internet. See Computer Literacy: 164–165, 228–229, 292–293
interjections, 1: 35
Research and inquiry; Technology. patterns, 1: 36, 100, 164, 228, 292
modal auxiliaries, 3: 162, 191
Intervention (Tier 2 and Tier 3), 1: S38, 2: 36, 100, 164, 228, 292 3: 36,
nouns 100, 164, 228, 292 4: 36, 100, 164,
42, 44, 46, 65, 106, 108, 110, 129, 170,
172, 174, 193, 234, 236, 238, 257, 298, abstract, 2: 34, 35 228, 292 5: 36, 100, 164, 228, 292
300, 302, 321, 341 2: 42, 44, 46, 65, 106, irregular plurals, 2: 36–37, 98, 162 6: 36, 100, 164, 228, 292
108, 110, 129, 170, 172, 174, 193, 234, prepositions, 6: 226–227, 255 vocabulary acquisition
236, 238, 257, 298, 300, 302, 321, 341 affixes. See Phonics/Word Study;
prepositional phrases, 6: 226–227,
3: 42, 44, 46, 65, 106, 108, 110, 129, 170,
255, 290–291 Spelling; Vocabulary: prefixes,
172, 193, 234, 236, 238, 257, 298, 300,
pronouns suffixes.
302, 321, 341 4: 42, 44, 46, 65, 106, 108,
110, 129, 170, 172, 174, 193, 234, 236, pronoun-antecedent agreement, antonyms. See Vocabulary:
238, 257, 298, 300, 302, 321, 341 5: 42, 3: 153G 4: 34, 226 antonyms.
44, 46, 65, 106, 108, 110, 129, 170, 172, relative, 4: 290 context clues, 1: S28. See also
174, 193, 234, 236, 238, 257, 298, 300, Vocabulary: context clues.
302, 321, 341 6: 42, 44, 46, 65, 106, 108, sentences
paragraph, 1: 88–89 3: 88–89,
110, 129, 170, 172, 174, 193, 234, 236, complex, 1: 226–227, 255
216–217 4: 24–25 5: 216
238, 257, 298, 300, 302, 321, 341 compound, 1: 162–163
sentence, 1: 24–25 3: 24–25 5: 216
Interview. See Genre: informational text; fragments, 1: 34–35, 63, 99
Research and inquiry. figurative language. See also
run-ons, 1: 290–291, 319 Literary devices; Poetry: literary
simple, 1: 162–163 elements in; Writer’s Craft;
J subject-verb agreement, 3: 98 Writing traits: word choice.

verbs adages, 5: 88–89, 89G 6: 88–89,
328
irregular, 3: 290–291, 319
Journal writing, See Writer’s notebooks. idioms, 4: 88–89, 328
regular, 3: 290
literal meaning, 4: 88 5: 88 6: 88
tenses, 3: 98–99, 127, 163
non-literal meaning, 4: 88 5: 88
K
knowledge of language
6: 88
convey ideas precisely, 1: 94
2: 286–289, 318, 344, 347, 352 proverbs, 5: 88–89, 89G 6: 88–89
language for effect, 1: 94–97 shades of meaning, 1: S16 3: 280
Key details, 1: 238 2: 302 3: 302 similes, 1: 216 4: 353
2: 286–289
4: 174 6: 46, 174, 302. See also
Comprehension skills: main idea and punctuation for effect, 1: 25C, 35 Greek affixes, 2: 216–217. See also
key details; Reading informational 6: 337 Phonics/Word Study; Spelling;
text: key details; Reading literature: sentence fluency. See Writing traits: Vocabulary.
key details. sentence fluency. Greek roots. See also Phonics/Word
Knowledge of language. See Language: punctuation. See also Grammar: Study; Spelling; Vocabulary.
knowledge of language. punctuation. homographs. See Vocabulary.
INDEX BM21
Latin affixes, 2: 216–217. See also 5: 5, 69, 133, 197, 261, 326 6: 5, 69, 133, Literary elements
Phonics/Word Study; Spelling; 197, 261, 326 alliteration, 3: 25C 4: 281C, 281D
Vocabulary. Library and media center, using. See assonance, 4: 281C, 281D
Latin roots. See Phonics/Word Study skills.
conflict and resolution, 2: 89J 3: 94
Study; Spelling; Vocabulary. Limerick, 4: 350 4: 146, 222, 223, 345, 347
pronunciation. See Fluency: Listening. See also Fluency: speaking/ dialect, 5: 76, 86, 89A, 89H, 89M, 104,
pronunciation. listening skills. 112, 116
root words. See Phonics/Word checklists, 1: S20, 332 2: 335 3: 333, dialogue, 1: 22 2: 214, 217O 3: 22
Study; Spelling; Vocabulary. 335 4: 92, 332, 335 5: 335 6: 92, 332, 4: 214. See Dialogue.
signal words 335
figurative language
contrast, 2: 84, 110, 115 comprehension, 1: 12–13, 76–77, 140–
idioms, 4: 295
emotion, 1: 46 141, 204–205, 268–269 2: 12–13,
76–77, 140–141, 204–205, 268–269 imagery, 3: 217M 4: 268 5: 105, 113,
logical relationships, 3: 212 4: 18 3: 12–13, 76–77, 140–141, 204–205, 117, 123 6: 89Q, 276, 278, 281B,
5: 148, 158, 160, 174 6: 84, 110, 268–269 4: 12–13, 76–77, 140–141, 297, 308, 311, 315
115, 119 204–205, 268–269 5: 12–13, metaphor, 4: 353 5: 38
spatial, 3: 30, 62 4: 126 5: 30, 62 76–77, 140–141, 204–205, 268–269 personification, 2: 217Q, 280–281D,
temporal, 1: 84, 110 3: 30, 62, 174 6: 12–13, 76–77, 140–141, 204–205, 296, 301, 305, 306, 309, 310, 313,
4: 62, 126 5: 30, 62, 212 6: 86, 268–269 317 4: 350
158, 212 develop skills in speaking/listening, simile, 1: 216 2: 217I, 285 3: 105,
synonyms. See Vocabulary: 1: S6, S20, S37, 12–13, 27, 28, 29, 113, 123 4: 350, 353 6: 327
synonyms. 76–77, 91, 92, 93, 140–141, 155, 156,
flashback, 1: 351 2: 214, 245
157, 204–205, 219, 220, 221, 268–
Language arts. See Grammar; 269, 283, 284, 285, 334, 335, BM6– foreshadowing, 1: S10, 351 2: 153O
Vocabulary; Writing. BM7 2: 12–13, 27, 28, 29, 76–77, 3: 12, 22, 25G 4: 233, 241, 245, 251,
Latin roots. See Phonics/Word Study; 91, 92, 93, 140–141, 155, 156, 157, 347 5: 25O
Spelling; Vocabulary. 204–205, 219, 220, 221, 268–269, hyperbole, 1: 25O 6: 280, 281C, 281D,
Lesson plans, suggested weekly, 283, 284, 285, 334, 335, BM6–BM7 306, 313, 317
1: S3–S4, 6–7, 70–71, 134–135, 198– 3: 12–13, 27, 28, 29, 76–77, 91, 92, interior monologue, 4: 214, 271F
199, 262–263, 324–325 2: 6–7, 70–71, 93, 140–141, 155, 156, 157, 204–205,
line breaks, 6: 273
134–135, 198–199, 262–263, 324–325 219, 220, 221, 268–269, 283, 284,
3: 6–7, 70–71, 134–135, 198–199, 285, 334, 335, BM6–BM7 4: 12–13, meter, 2: 281C 4: 352
262–263, 324–325 4: 6–7, 70–71, 134– 27, 28, 29, 76–77, 91, 92, 93, 140– moral, 1: S13
135, 198–199, 262–263 5: 6–7, 70–71, 141, 155, 156, 157, 204–205, 219, non-human characters, 5: 22
134–135, 198–199, 262–263, 324–325 220, 221, 268–269, 283, 284, 285,
334, 335, BM6–BM7 5: 12–13, 27, repetition, 1: xii, 217E 6: 278–279,
6: 6–7, 70–71, 134–135, 198–199, 281D, 344
262–263, 324–325 28, 29, 76–77, 91, 92, 93, 140–141,
155, 156, 157, 204–205, 219, 220, rhyme/rhyme scheme, 1: xii 2: 274
Letters. See Writing forms: letters. 3: xii 4: 352
221, 268–269, 283, 284, 285, 334,
Level Up, 1: 9, 41, 49, 59, 73, 105, 113, 335, BM6–BM7 6: 12–13, 27, 28, sensory language, 1: 82 3: 40 4: 286,
123, 137, 169, 177, 187, 201, 233, 241, 29, 76–77, 91, 92, 93, 140–141, 155, 318 5: 94
251, 265, 297, 305, 315, 322, 336–339 156, 157, 204–205, 219, 220, 221, stanza, 4: 352
2: 9, 41, 49, 59, 73, 105, 113, 123, 137, 268–269, 283, 284, 285, 334, 335,
169, 177, 187, 201, 233, 241, 251, 265, BM6–BM7 suspense, 1: 89I
297, 305, 315, 322, 336–339 3: 9, 41, for a purpose, 1: 12, 76, 140, 204, 268 symbolism, 6: 276
49, 59, 73, 105, 113, 123, 137, 169, 177, 2: 12, 76, 140, 204, 268 3: 12, 76, tone, 3: 153D
187, 201, 233, 241, 251, 265, 297, 305, 140, 204, 268 4: 12, 76, 140, 204, 268 voice, 3: 153D
315, 322, 336–339 4: 9, 41, 49, 59, 73, 5: 12, 76, 140, 204, 268 6: 12, 76,
105, 113, 123, 137, 169, 177, 187, 201, Literary response, 1: 12, 25P, 41, 49, 53,
140, 204, 268
233, 241, 251, 265, 297, 305, 315, 322, 59, 76, 89R, 105, 113, 117, 123, 140,
336–339 5: 9, 41, 49, 59, 73, 105, 113, scope and sequence, 1: BM6–BM7 153R, 169, 177, 181, 187, 204, 217P,
123, 137, 169, 177, 187, 201, 233, 241, 2: BM6–BM7 3: BM6–BM7 4: BM6– 233, 241, 245, 251, 268, 281D, 297,
251, 265, 297, 305, 315, 322, 336–339 BM7 5: BM6–BM7 6: BM6–BM7 305, 309, 315 2: 12, 25P, 41, 49, 53, 59,
6: 9, 41, 49, 59, 73, 105, 113, 123, 137, strategies, 1: S6, 75, 335 2: 202, 335 76, 89L, 105, 113, 117, 123, 140, 153R,
169, 177, 187, 201, 233, 241, 251, 265, 3: 335 4: 138, 335 5: 335 6: 335 169, 177, 181, 187, 204, 217R, 233, 241,
297, 305, 315, 322, 336–339 teamwork, 1: T1, S5–S6 5: T1 245, 251, 268, 281D, 297, 305, 309, 315
3: 12, 25N, 41, 49, 53, 59, 76, 89N, 105,
Leveled Reader Lessons. See to presentations, 1: 347, 335, 353, 355 113, 117, 123, 140, 153N, 169, 177, 181,
Approaching Level Options; Beyond 2: 335, 347, 353, 355 3: 335, 347, 187, 204, 217P, 233, 241, 245, 251, 268,
Level Options; English Language 353, 355 4: 335, 347, 353, 355 5: 335, 281D, 297, 305, 309, 315 4: 12, 25R, 41,
Learners; On Level Options. 347, 353 6: 335, 347, 353, 355 49, 53, 59, 76, 89N, 105, 113, 117, 123,
Leveled Workstation Activity Cards, Literary Analysis. See Comprehension 140, 153L, 169, 177, 181, 187, 204, 217L,
1: S31, S32, 5, 69, 133, 197, 261, 326 skills; Comprehension strategies; 233, 241, 245, 251, 268, 281D, 297,
2: 5, 69, 133, 197, 261 3: 5, 69, 133, 197, Literary response; Write About 305, 309, 315 5: 12, 25R, 41, 49, 53, 59,
261, 326 4: 5, 69, 133, 197, 261, 326 Reading. 76, 89R, 105, 113, 117, 123, 140, 153N,
BM22 INDEX
INDEX
169, 177, 181, 187, 204, 217P, 233, 241, “Mummy” (Livingston), 2: 281C “Margaret Bourke-White: Fearless
245, 251, 268, 281D, 297, 305, 309, 315 “Ode to Pablo’s Tennis Shoes” (Soto), Photographer,” 3: 217Q–217T
6: 12, 25R, 41, 49, 53, 59, 76, 89R, 105, 6: 281C “Music of Many, The,” 3: 25O–25P
113, 117, 123, 140, 153R, 169, 177, 181,
“Out of This World” 5: 281A–281D “Not-So-Golden Touch, The,”
187, 204, 217R, 233, 241, 245, 251, 268,
281D, 297, 305, 309, 315. See also Text Pharaoh’s Boat (Weitzman), 6: 25S–25V
connections. 6: 217A–217P “People Could Fly, The,” 5: 89S–89V
respond to read alouds, 1: 12, 76, 140, Planet Hunter (Wittenstein),
“Tradition,” 2: 281F
204, 268 2: 12, 76, 140, 204, 268 5: 217A–217N
3: 12, 76, 140, 204, 268 4: 12, 76, “Writing on the Wall, The,” 1: 25Q–25T
Pot That Juan Built, The (Andrews-
140, 204, 268 5: 12, 76, 140, 204, 268 Goebel), 3: 153A–153L Literature selections, shared reads,
6: 12, 76, 140, 204, 268 Roman Diary (Johnson), 2: 153A–153P Cow Music, 1: 16–17
Literature circles, 1: S31, 41, 49, 53, 59, Seeing Things His Own Way Cusi’s Secret, 2: 208–209
105, 113, 117, 123, 169, 177, 181, 187, (Kaminsky), 4: 89A–89L
233, 241, 245, 251, 297, 305, 309, 315 Day the Day Broke, The, 4: 16–17
2: 41, 49, 53, 59, 105, 113, 117, 123, 169, Single Shard, A (Park), 2: 217A–217P Democracy Debate, The, 2: 80–81
177, 181, 187, 233, 241, 245, 251, 297, “Stewards of the Environment”
Drumbeat of Freedom, 1: 80–81
305, 315 3: 41, 49, 53, 59, 105, 113, 117, 3: 281A–281D
123, 169, 177, 181, 187, 233, 241, 245, Empire of the Sea, 2: 16–17
Story of Salt, The (Kurlansky),
251, 297, 305, 309, 315 4: 41, 49, 53, 59, 6: 25A–25P Facing the Storm, 3: 80–81
105, 113, 117, 123, 169, 177, 181, 187, Technology of Mesopotamia, The Fortunes of Fragrance, The 6: 16–17
233, 241, 245, 251, 297, 305, 309, 315 (Faiella), 2: 25A–25N
5: 41, 49, 53, 59, 105, 113, 117, 123, 169, Great Fire of London, The, 6: 80–81
233, 241, 245, 251, 297, 305, 309, 315 “This Is Just to Say” (Williams), 4: 281A “Hey Nilda,” 4: 272
6: 41, 49, 53, 59, 105, 113, 117, 123, 169, “to Mrs. Garcia in the office” (Sidman),
“Hi Rachel,” 4: 273
177, 181, 187, 233, 241, 245, 251, 297, 4: 281B
305, 309, 315 “How Many Seconds?” 6: 272
“to Thomas” (Sidman), 4: 281C
Literature selections, main “To You” (Hughes), 6: 281B Is Your City Green?, 3: 272–273
Before Columbus: The Americas of 1491 Who Created Democracy? Jewels from the Sea, 3: 144–145
(Mann), 5: 153A–153L (Wooldridge), 2: 89A–89J Journey to Freedom, 5: 80–81
Case of the Magic Marker Mischief Years of Dust: The Story of the Dust “Lifelong Friends,” 2: 273
Maker, The (Saldaña, Jr.), Bowl (Marrin), 4: 25A–25P
4: 153A–153J Light Detectives, 5: 208–209
Literature selections, paired
“Clay” (Singer), 2: 281C Making Money: A Story of Change,
“Aftermath of a Fire,” 6: 89S–89T 1: 272–273
“Economic Roller Coaster, The”
“A-MAZE-ing Tale of Theseus and the Marian Anderson: Struggles and
1: 281A–281D
Minotaur,” 5: 25S–25V
Elijah of Buxton (Curtis), 5: 89A–89P Triumphs, 3: 208–209
“Aminata’s Tale,” 4: 217M–217P
Extreme Scientists (Jackson), Messages in Stone and Wood, 6: 208–
“Box of Ideas, A,” 3: 153O–153R 209
6: 153A–153P
“Confronting a Challenge,” 3: 89O–89P Monster in the Mountain, The, 1: 208–
Great Fire, The (Murphy), 6: 89A–89P
“Donna O’Meara: The Volcano Lady,” 209
Hero and the Minotaur, The (Byrd),
1: 217Q–217T
5: 25A–25P My Visit to Arizona, 4: 208–209
“Dramatic Decisions: Theater Through
Home of the Brave (Applegate), “Ode to th Wind, An,” 6: 273
the Ages,” 4: 153M–153P
4: 217A–217J
“Enough!,” 1: 89S–89T “Ozymandius,” 2: 272
How Tía Lola Came to Visit Stay
“Erica Fernandez, Environmental Researcher to the Rescue, 6: 144–145
(Alvarez), 3: 25A–25L
Activist,” 4: 25S–25T Rockers Build a Soccer Field, The,
Into the Volcano (O’Meara),
1: 217A–217N “Extreme Exploration,” 1: 153S–153V 3: 16–17
Journey into the Deep (Johnson), “Genius of Roman Aqueducts, The,” Science of Silk, The, 5: 144–145
1: 153A–153P 2: 153S–153V Secret World of Caves, The, 1: 144–145
Little Blog on the Prairie (Bell), “Get Fit For Fun,” 4: 89O–89P, She Had to Walk Before She Could Run,
1: 25A–25N “Gilgamesh Lost and Found,” 4: 80–81
Lizzie Bright and the Buckminster Boy 2: 25Q–25R
Thunder Helper, 5: 16–17
(Schmidt), 3: 89A–89L “How Ideas Become Law,” 2: 89M–89N
Tools of the Explorer’s Trade, 5: 272–
“Majestic” (Huber), 2: 281A–281B, “Looking Back to Move Forward,”
273
Major Taylor: Champion Cyclist (Cline- 5: 153O–153R
Treasure in the Attic, 4: 144–145
Ransome), 3: 217A–217N “Maestro,” 2: 281E
Mostly True Adventures of Homer P. “Making the Scientific Method Work Yaskul’s Mighty Trade, 2: 144–145
Figg, The (Philbrick), 1: 89A–89P for You,” 6: 153S–153V Lyrics, song. See Poetry: forms of
INDEX BM23
4: 25B, 40, 48, 52, 58, 89B, 104, 112, 116, genre, 1: 48, 112, 176, 240, 304 2: 48,
M 122, 153B, 168, 176, 180, 186, 217B,

232, 240, 244, 250, 281B, 296, 304, 308,
314, 328, 339, 356, 357, 360 5: 25B, 40,
112, 176, 177, 240, 304 3: 48, 112,
176, 177, 240, 304 4: 48, 112, 176,
177, 240, 304 5: 48, 112, 176, 177,
Magazine article. See Genre: 48, 52, 58, 89B, 104, 112, 116, 122, 153B, 240, 304 6: 48, 112, 176, 177, 240,
informational text. 168, 176, 180, 186, 217B, 232, 240, 244, 304
Main ideas. See Comprehension skills: 250, 281B, 296, 304, 308, 314, 328, 339, Leveled Reader lessons, 1: 48–49,
main ideas and key details. 356, 357, 360 6: 25B, 40, 48, 52, 58, 89B, 112–113, 176–177, 240–241, 304–
104, 112, 116, 122, 153B, 168, 176, 180, 305 2: 48–49, 112–113, 176–177,
Maps. See Graphic Organizers; Text 186, 217B, 232, 240, 244, 250, 281B,
features. 240–241, 304–305 3: 48–49, 112–
296, 304, 308, 314, 328, 339, 356, 357, 113, 176–177, 240–241, 304–305
Meaning, shades of, 1: 39, 103, 167, 231, 360
295 2: 39, 103, 167, 231, 295 3: 39, 103, 4: 48–49, 112–113, 176–177,
Nouns. See Grammar: nouns. 240–241, 304–305 5: 48–49, 112–
167, 231, 295 4: 39, 103, 167, 231, 295
5: 39, 103, 167, 231, 295 6: 39, 103, 167, 113, 176–177, 240–241, 304–305
231, 295 6: 48–49, 112–113, 176–177,
Mechanics and usage. See Grammar:
mechanics and usage.
Media literacy, 3: T1, 220 5: T1, 156
O 240–241, 304–305
make connections, 1: 49, 113, 177, 241,
305 2: 49, 113, 177, 241, 305 3: 49,
6: 330 On Level Options, 1: 3, 48–51, 67, 112– 113, 177, 241, 305 4: 49, 113, 177,
115, 131, 176–179, 195, 240–243, 259, 241, 305 5: 177, 241, 305 6: 49, 113,
Metaphor. See Literary devices; Poetry. 177, 241, 305
304–307, 337 2: 3, 48–51, 67, 112–115,
Meter. See Literary devices; Poetry. 131, 176–179, 195, 240–243, 259, 304– preview and predict, 1: 48, 112, 176,
Minilessons. See Writing: minilessons. 307, 337 3: 3, 48–51, 67, 112–115, 131, 240, 304 2: 48, 112, 176, 177, 240,
Modeling. See Fluency; Writing: expert 176–179, 195, 240–243, 259, 304–307, 304 3: 48, 112, 176, 177, 240, 304
model, using; Writing: student model, 337 4: 3, 48–51, 67, 112–115, 131, 176– 4: 48, 112, 176, 240, 304 5: 48, 112,
using. 179, 195, 240–243, 259, 304–307, 337 176, 240, 304 6: 48, 112, 176, 177,
5: 3, 48–51, 67, 112–115, 131, 176–179, 240, 304
Monitor and Differentiate. See
Assessment: formal/informal: Quick 195, 240–243, 259, 304–307, 337 6: 3,
self-selected reading, 1: 51, 115, 179,
Check. 48–51, 67, 112–115, 131, 176–179, 195,
243, 307 2: 51, 115, 179, 243, 307
240–243, 259, 304–307, 337
Monitor comprehension. See 3: 51, 115, 179, 243, 307 4: 51, 115,
Comprehension strategies: monitor academic language, 1: 48, 112, 176, 179, 243, 307 5: 51, 115, 179, 243,
and adjust comprehension. 240, 304 2: 48, 112, 176, 240, 304 307 6: 51, 115, 179, 243, 307
3: 48, 112, 176, 177, 240, 304 4: 48,
Multimedia elements, 1: xii, 348, 354 112, 176, 240, 304 5: 48, 112, 176, vocabulary, 1: 48–49, 50, 112–113,
2: xii, 348 3: xii, 348, 354 4: xii, 329, 348, 114, 176–177, 178, 240–241, 242,
240, 304 6: 48, 112, 176, 177, 240,
354 5: xii, 331, 348, 354 6: xii, 348, 354 304–305, 306 2: 48–49, 50, 112–113,
304
Multiple-meaning words. See 114, 176–177, 178, 240–241, 242,
comprehension, 1: 48–49, 51, 112–113, 304–305, 306 3: 48–49, 50, 112–113,
Vocabulary: multiple-meaning words.
115, 176–177, 179, 240–241, 243,
Mystery. See Genre: fiction. 114, 176–177, 178, 240–241, 242,
304–305, 307 2: 48–49, 51, 112–113,
304–305, 306 4: 48–49, 50, 112–113,
Myth. See Genre: fiction. 115, 176–177, 179, 240–241, 243,
114, 176–177, 178, 240–241, 242,
304–305, 307 3: 48–49, 51, 112–113,
304–305, 306 5: 48–49, 50, 114, 176,
115, 176–177, 179, 240–241, 243,
178, 240–241, 242, 304, 306 6: 48–
N 304–305, 307 4: 48–49, 51, 112–113,

115, 176–177, 179, 240–241, 243,
304–305, 307 5: 48–49, 51, 112–113,
115, 176–177, 179, 240–241, 243,
49, 50, 112–113, 114, 176–177, 178,
240–241, 242, 304–305, 306
Oral language, 1: xii, S5, S19, 10, 14, 34–
Narratives. See Genre; Writing forms. 304–305, 307 6: 48–49, 51, 112–113, 35, 74, 78, 98–99, 138, 142, 162–163,
Narrator. See Point of view. 115, 176–177, 179, 240–241, 243, 202, 206, 226–227, 266, 270, 290–291
Negatives. See Grammar: negatives. 304–305, 307 2: xii, 10, 14, 34–35, 74, 78, 98–99, 138,
fluency, 1: 49, 113, 177, 241, 305 2: 49, 142, 162–163, 202, 206, 226–227, 266,
Nonfiction. See Genre; Informational
113, 177, 241, 305 3: 49, 113, 177, 270, 290–291 3: xii, 10, 14, 34–35, 74,
text; Writing forms.
241, 305 4: 49, 113, 177, 241, 305 78, 98–99, 138, 142, 162–163, 202,
Note taking, 1: S24, S35, 25B, 40, 48, 52, 206, 226–227, 266, 270, 290–291 4: xii,
58, 89B, 104, 112, 116, 122, 153B, 168, 5: 49, 113, 177, 241, 305 6: 49, 113,
177, 241, 305 10, 14, 34–35, 74, 78, 98–99, 138, 142,
176, 180, 186, 217B, 232, 240, 244, 250,
162–163, 202, 206, 226–227, 266, 270,
281B, 296, 304, 308, 314, 328, 339, 356, focus on genre, 1:113 2: 177, 305
290–291 5: xii, 10, 14, 34–35, 74, 78,
357, 360 2: 25B, 40, 48, 52, 58, 89B, 4: 177 5: 49
98–99, 138, 142, 162–163, 202, 206,
104, 112, 116, 122, 153B, 168, 176, 180, focus on literary elements, 1: 49 2: 241 226–227, 266, 270, 290–291 6: xii, 10,
186, 217B, 232, 240, 244, 250, 281B, 3: 49, 113 5: 113 6: 305
296, 304, 308, 314, 328, 339, 356, 357, 14, 34–35, 74, 78, 98–99, 138, 142,
360 3: T1, 25B, 40, 48, 52, 58, 89B, 104, focus on science, 1:177, 241 3: 305 162–163, 202, 206, 226–227, 266, 270,
112, 116, 122, 153B, 168, 176, 180, 186, 5: 241, 305 6:177 290–291
217B, 232, 240, 244, 250, 281B, 296, focus on social studies, 1: 305 2: 49, Outlining, 1: 220, 345 2: 28 3: 156 5: 220
304, 308, 314, 328, 339, 356, 357, 360 113 3: 177, 241 5: 177 6: 49, 113 See also Research and inquiry.
BM24 INDEX
INDEX
words with absorbed prefixes, 6: 218, literary elements in, 2: 274 4: 274
P 234–235
words with consonant alternation,
4: 282, 298–299
6: 274
alliteration, 4: 278, 281C, 281D
assonance, 4: 278, 281C, 281D
Paraphrasing. See Comprehension words with er, ir, ur, 1: 234–235 figurative language, 2: 281D 4: 353
strategies: paraphrase.
3: 106–107 6: 281C, 281D
Parts of a book. See Study skills; parts of
words with Greek roots, 5: 218, hyperbole, 6: 280, 306, 313, 317
a book, using.
234–235 6: 298 imagery, 6: 278
Personification. See Author’s Craft;
words with homophones, 5: 26, 42–43 line breaks, 6: 273
Literary devices; Vocabulary.
words with inflectional endings, 2: 90, metaphor, 2: xii 4: 353
Persuasion, techniques of. See Media
106–107
literacy; Writing forms: persuasive. meter, 2: 278, 281C, 281D 4: 352
words with Latin roots, 5: 154,
Phonics/structural analysis. See ode, 6: 268, 274, 281C
170–171
Phonics/Word Study; Spelling. personification, 2: 280–281, 301,
Phonics/Word Study. See also words with long vowels, 1: 90, 306, 310, 317 4: 350
Approaching Level Options: phonics; 106–107 2: 234–235 4: 106–107
repetition, 1: xii 6: 278–279, 281D,
English Language Learners: phonics. words with plurals, 2: 26, 42–43 313
compound words, 1: 282, 298–299 words with prefixes, 3: 218, 234–235 rhyme/rhyme schemes, 1: xii 2: 274,
decode words, 1: 42–43, 106–107, 4: 154, 170–171, 234–235 6: 218, 278 3: xii 4: 352
170–171, 234–235, 298–299 2: 42– 234–235
rhythm, 2: 274, 278, 279 4: 274, 278
43, 106–107, 170–171, 234–235, words with Greek prefixes, 4: 218, 6: 274, 278
298–299 3: 42–43, 106–107, 170– 234–235 5: 106–107
sensory words, 4: 353
171, 234–235, 298–299 4: 42–43, words with Latin prefixes, 4: 218,
106–107, 170–171, 234–235, 298– simile, 4: 353
234–235 5: 106–107
299 5: 42–43, 106–107, 170–171, stanzas, 3: xii 4: 352
234–235, 298–299 6: 42–43, 106– words with short vowels, 1: 26, 42–43
2: 170–171 4: 106–107 5: 42 tone, 6: xii
107, 170–171, 234–235, 298–299
words with suffixes, 3: 298–299 4: 154, Point of view
decoding strategy, 1: S17
170–171 6: 26, 42–43, 90, 106–107, author, 4: 20, 84 5: 276
frequently misspelled words, 1: 154, 154, 170–171 character, 1: S13, 22 2: 148, 174, 212,
3: 154, 170–171
words with -ance, -ence, ant, -ent, 238, 239 3: 86 4: 276, 302, 303
link to spelling, 1: S30
6: 90, 106–107 first-person, 1: 217O 2: 148, 174 4: 276,
multisyllabic words, 1: S17–S18, 27, 302, 311 5: 80
words with Greek suffixes, 6: 154,
43, 91, 107, 155, 219, 283 2: 27, 91,
170–171 multiple accounts, 4: 303, 307, 311
155, 219, 283 3: 27, 91, 155, 219,
283, 299 4: 27, 91, 155, 219, 283, 299 words with -ible and -able, 6: 26, narrator, 1: 22, 210, 214 2: 148, 175,
5: 27, 91, 155, 219, 283, 299 6: 27, 42–43 183, 198, 212, 238, 243, 247 3: 86,
91, 155, 219, 283 words with -ive, -age, -ize, 5: 282, 214 4: 276, 303, 307, 311 6: 86
Quick Phonics Survey, 1: S37 298–299 6: 42 third-person, 1: S13 2: 212, 238, 239,
243, 247 3: 86, 214
syllable-scoop technique, 1: 43, 107, words with vowel alternation, 4: 90,
171, 235 2: 235, 299 3: 171 4: 171 106–107 third-person limited, 3: 86
5: 107, 171, 235 6: 171, 235 Plays. See Genre: drama. Possessives. See Grammar: possessives.
syllable types Plot development. See Comprehension Predictions, make, 1: 25B, 40, 48, 52,
closed, 1: S29 2: 154, 170–171, skills: plot. 89B, 104, 112, 116, 153B, 168, 176,
298–299 180, 217B, 232, 240, 244, 296, 304,
Plurals. See Grammar: plurals. 308 2: 25B, 40, 48, 52, 58, 89B, 104,
consonant + ion, 3: 282, 298–299 Poetry 112, 116, 122, 153B, 153D, 153F, 153H,
4: 26, 42–43 153J, 153N, 168, 176, 180, 185, 217B,
characteristics of, 2: 268, 274 4: 268,
consonant + le, 1: S29 2: 282, 274 6: 268, 274, 281C 217F, 217G, 217L, 217N, 217O, 217T,
298–299 232, 240, 244, 249, 281B, 296, 304, 308
comparing, 1: S11 2: 281E–281F, 285
final (silent) e, 1: S29 3: 12–13, 18–19, 25B, 25D, 25F, 25J,
4: 281E–281F, 285 6: 281E–281F, 285
40, 48, 52, 57, 76–77, 82–83, 89B, 89C,
open, 1: S29 2: 218, 234–235 forms of 89E, 89G, 89L, 104, 112, 116, 121, 153B,
3: 234–235
free verse, 2: xii 4: 268, 274 153K, 168, 176, 180, 217B, 232, 240,
r-controlled, 1: S29, 218, 234–235 244, 281A, 296, 304, 308 4: 25B, 40, 48,
3: 90, 106–107 limerick, 4: 350
52, 89B, 104, 112, 116, 153B, 168, 176,
vowel teams, 1: S29, 170–171 3: 26, lyric/song, 2: 268, 274, 281C 6: 268, 180, 217B, 232, 240, 244, 296, 304, 308
42–43, 170–171 274, 281C 5: 12–13, 18–19, 25B, 25F, 25K, 25O,
narrative, 4: 268, 274 25T, 40, 48, 52, 57, 76–77, 82–83, 89B,
word building, 1: S18
ode, 6: 268, 274, 281C 89F, 89H, 89J, 89T, 104, 112, 116, 121,
words from around the world, 5: 90 153B, 168, 176, 180, 217B, 232, 240,
words from mythology, 6: 282, song lyrics, 6: 281E–281F 244, 281A, 296, 304, 308 6: 25B, 40, 48,
298–299 sonnet, 2: 268, 274 52, 89B, 104, 112, 116, 153B, 168, 176,
INDEX BM25
180, 217B, 232, 240, 244, 281B, 296, 275 4: 25P 5: 281F 6: 82–83. See
304, 308
Predictions and purposes, return to,
1: 25N, 89P, 153P, 217N, 281D 2: 25N,
Q also Ask and answer questions;
Comprehension strategies: ask and
answer questions.
Questions. See Ask and answer author’s use of reasons and evidence,
89J, 153P, 217P 3: 25L, 89L, 153L, 217N,
questions; Comprehension strategies: 1: S25, S26, 276, 303, 307, 311
281D 4: 25P, 89L, 153J, 217J 5: 25P, 89P, ask and answer questions; Research
153L, 217N 6: 25P, 89P, 153P, 217P compare and contrast
and inquiry: choosing research focus/
Prefixes. See Phonics/Word Study; questions. eyewitness accounts, 6: 117
Spelling; Vocabulary. Quotation marks. See Grammar: multiple accounts, 1: S25, S26, 157,
punctuation; Grammar: commas. 221 2: 93 5: 157 6: 89S–89T, 93,
Prepositions and prepositional 117
phrases. See Grammar.
text on same topic, 1: S25, 153T,
R
Prereading strategies. See 217R, 281E 2: 25Q, 89M 3: 153P,
Comprehension strategies: 217R, 281E 4: 25S, 89P 5: 153P,
establish purpose for reading with 217R, 281E 6: 25T 89S–89T, 117,
an essential question; Predictions, 153S, 217S
make; Previewing literature; Reading Read alouds, 1: 13, 77, 141, 205, 269
text structure, 1: 273 6: 93
2: 13, 77, 141, 205, 269 3: 13, 77, 141,
purposefully. craft and structure, 2: 20–21, 84–85
205, 269 4: 13, 77, 141, 205, 269 5: 13,
Previewing literature, 1: 25B, 40, 48, 52, 77, 141, 205, 269 6: 13, 77, 141, 205, 3: 212–213 4: 20–21, 84–85 5: 148–
58, 89B, 104, 112, 116, 122, 153B, 168, 269 149, 212–213, 276–277 6: 84–85,
176, 180, 186, 217B, 232, 240, 244, 250, 212–213
Reader’s Theater, 1: 322, 326–327
281A, 296, 304, 308, 314 2: 25B, 40, 48, 2: 322, 326–327 3: 322, 326–327 drawing inferences, 1: S24, 146, 153G,
52, 58, 89B, 104, 112, 116, 122, 153B, 4: 322, 326–327 5: 322, 326–327 6: 322, 210, 217T, 274, 285 2: 18, 20, 48,
168, 176, 180, 186, 217B, 232, 240, 244, 326–327 89G, 112, 153G 3: 217G, 217R, 275,
Reading and responding. See Literary 285, 304 4: 17, 18, 25L, 76, 82, 89F
250, 296, 304, 308, 314 3: 25B, 40, 48,
response. 5: 146, 153H, 204, 210, 217G, 285
52, 58, 89B, 104, 112, 116, 122, 153B,
6: 12, 18, 25E, 82, 89E, 153K, 217G
168, 176, 180, 186, 217B, 232, 240, 244, Reading digitally, 1: 322, 328–329
2: 322, 328–329 3: 322, 328–329 genre. See also Genre: informational
250, 281A, 296, 304, 308, 314 4: 25B, 40,
4: 322, 328–329 5: 322, 328–329 6: 322, text.
48, 52, 58, 89B, 104, 112, 116, 122, 153B,
168, 176, 180, 186, 217B, 232, 240, 244, 328–329. See also Computer literacy. historical events, 6: 25G, 74, 89P,
Reading independently, 1: S32, 47, 51, 104, 112, 116, 120, 212, 331
250, 296, 304, 308, 314, 5: 25B, 40, 48,
52, 58, 89B, 104, 112, 116, 122, 153B, 55, 111, 115, 119, 175, 179, 183, 239, online article, 1: 328 2: 328 3: 328
243, 247, 303, 307, 311, 339 2: 47, 51, 4: 328 5: 328 6: 328
168, 176, 180, 186, 217B, 232, 240, 244,
55, 111, 115, 119, 175, 179, 183, 239, scientific ideas, 5: 217O 6: 140, 150
250, 281A, 296, 304, 308, 314 6: 25B, 40,
243, 247, 303, 307, 311, 339 3: 47, 51,
48, 52, 58, 89B, 104, 112, 116, 122, 153B, steps in a technical procedure,
55, 111, 115, 119, 175, 179, 183, 239,
168, 176, 180, 186, 217B, 232, 240, 244, 3: 278 5: 146, 210, 212, 350
243, 247, 303, 307, 311, 339 4: 47, 51,
250, 281B, 296, 304, 308, 314 6: 25G, 140, 150
55, 111, 115, 119, 175, 179, 183, 239,
Primary sources, 2: 329 4: 12, 22, 25I, 243, 247, 303, 307, 311, 339 5: 47, 51, integrate ideas
25L, 25O, 92, 113, 123, 330, 332 6: 76, 55, 111, 115, 119, 175, 179, 183, 239, charts, 1: S23, 296, 308 2: 86, 105
243, 247, 303, 307, 311, 339 6: 47, 51, 3: 278 5: 304 6: 140, 150, 214
86, 89H, 89L, 89Q, 89R, 92, 104, 105,
55, 111, 115, 119, 175, 179, 183, 239, diagrams, 1: 240, 296, 308 2: 22, 86,
112, 113, 116, 117, 122, 123, 358
243, 247, 303, 307, 311, 339 104 3: 315 5: 304 6: 22, 150
Problem and solution. See Reading Informational Text. See also
Comprehension skills: problem and graphs, 1: 278 6: 150
Informational text.
solution. illustrations, 1: S23, 168, 240
academic language. See also Academic
Pronouns. See Grammar: pronouns. language; English Language interactive elements, 1: 328 2: 328
Learners: academic language; 3: T1, 328 4: 328 5: 328 6: 328
Pronunciation. See Fluency:
Vocabulary: academic vocabulary, key details, 1:153C, 153I, 153N, 153P,
pronunciation.
domain-specific words. 153R, 217C, 217F, 217G, 217J, 358
Proofreading. See Spelling: domain-specific, 1: S5, S8, 182, 6: 46, 174
proofreading; Writing process. 246, 310, 328 2: 54, 118, 328, 344 key words, 1: S23
Punctuation. See Fluency: punctuation; 3: 182, 246, 310, 328 4: 54, 118 main idea, 1: 153C, 153I, 153N, 153P,
Grammar: punctuation. 5: 182, 246, 310, 328 6: 54, 118, 153R, 217C, 217F, 217G, 217J, 358
182, 246
Purposes, setting for reading. point of view
general academic, 1: S5, 166, 188,
See Comprehension strategies: author. See Comprehension skills:
230, 242, 280 2: 24, 38, 102 3: 152,
establish purpose for reading with author’s point of view.
166, 188, 232, 294 4: 38, 102
an essential question; Predictions, 5: 166, 230, 294 6: 38, 102, 166, sidebars, 1: 278, 281C, 296, 308 2: 89D,
make; Previewing literature; Reading 230 358 3: 278 4: 25D 5: 268, 278, 304
purposefully. ask and answer questions, 2: 82–83, summarize, 3: 146–147, 210–211
89N, 118–119, 153T, 153U 3: 274– 5: 274–275 6: 146–147, 210–211.
BM26 INDEX
INDEX
See also Comprehension strategies: key details choosing research focus/questions,
summarize. central message. See Key details: 1: 330
text structure, 1: S23 theme. citing and recording sources, 3: 330
cause and effect, 1: S23 5: 175 characters, 1: 20–21, 84–85 3: 46, 5: 346 6: 329
6: 111, 358 110 5: 20–21, 84–85 creating bibliography, 5: 330
comparison, 1: S23 cultures, reading about diverse, creating presentation, 1: S35, 28,
problem and solution, 1: S23 2: 202, 204–205, 208 4: 217L, 92, 332 2: 332 3: 332 4: 332 5: 332
232–233, 240–241 5: 25C 6: 332
sequence, 1: S23, 153K 5: 239 6: 239
drawing inferences, 3: 89D developing research plan, 1: 330
Reading Literature
events, 1: 20–21, 84–85 3: 46, 110 evaluating sources, 1: S35 2: 330 3: T1,
compare and contrast 329
5: 20–21, 84–85
characters, 1: S14, 25D, 25E, 25I, 25L, finding information, 1: T1, S35, 332
25M, 25P, 59 moral, 1: S13
2: 332 3: 332 4: 332 5: 332 6: 332
events, 1: 20, 47, 51, 55 6: 93 plot, 1: 20–21, 84–85 3: 46, 110
5: 20–21, 84–85 identifying resources for, 1: S35,
genre, 1: S11, 93 2: 221, 285 4: 221, 332 2: 332
285 5: 29, 93 sequence of events, 1: 84–85
Internet, 1: 329, 332 2: 329, 332 3: 329,
plots, 1: S14, 25D, 25I, 25M, 25P setting, 1: 20–21, 84–85 3: 46, 110 332 4: 329, 332 5: 329, 332 6: 329,
5: 20–21, 84–85 332
point of view, 1: S26 4: 311
summarize, 4: 146–147, 210–211 interviews, 2: 92, 331 4: T1
setting, 1: S14, 21, 25D, 25I, 25M,
25P theme, 2: 276–277 3: 20–21, 84–85 organizing information, 1: 332 2: 332
theme, 1: S14, 93 2: 221, 285 3: 29 4: 148–149, 174, 212–213, 358 3: 332 4: 332 5: 332 6: 332
4: 221, 241, 285 6: 285, 309, 311 6: 276–277, 302 paraphrasing, 2: T1 3: 330
craft and structure Reading Log, 1: S32. See also Journal recording information, 1: 332 2: 332
writing. 3: 332 4: 332 5: 332 6: 332
structural elements of drama
Reading Process. See Comprehension review and evaluation, 1: 333 2: 333
cast of characters, 1: 326 2: 326
skills; Comprehension strategies; 3: 333 4: 333 5: 333 6: 333
3: 326 4: 326 5: 326 6: 326
Fluency; Phonics/Word Study;
dialogue, 4: 150, 153C, 153G, 158, self-selected theme projects,
Vocabulary.
168, 176, 180 setting research goals, 1: 332 2: 332
Reading purposefully, 1: 47, 51, 55, 111, 3: 332 4: 332 5: 332 6: 332
scene, 4: 150 5: 327 115, 119, 175, 179, 183, 239, 243, 247,
setting, 1: 326 2: 326 3: 326 4: 326 303, 307, 311 2: 47, 51, 55, 111, 115, shared research board, 1: T1, S35, 92,
5: 326 6: 326 156, 284, 332 2: T1, 92, 156, 220,
119, 175, 179, 183, 239, 243, 247, 303,
284, 332 3: T1, 28, 92, 156, 220, 284,
stage directions, 1: 326 3: 326 307, 311 3: 47, 51, 55, 111, 115, 119,
332 4: T1, 28, 92, 156, 220, 284, 332
4: 150, 151, 153B, 327, 358 175, 179, 183, 239, 243, 247, 303, 307,
5: T1, 28, 92, 156, 220, 284, 332 6: T1,
structural elements of poetry 311 4: 47, 51, 55, 111, 115, 119, 175,
28, 92, 156, 220, 284, 332
179, 183, 239, 243, 247, 303, 307, 311
meter, 2: 281C, 281D 4: 352 5: 47, 51, 55, 111, 115, 119, 175, 179, strategies, 1: 330 2: 330 3: 330 4: 330
rhyme, 1: xii 2: 274 3: xii 4: 352 183, 239, 243, 247, 303, 307, 311 6: 47, 5: 330 6: 330
stanza, 3: xii 4: 352 51, 55, 111, 115, 119, 175, 179, 183, 239, understanding plagiarism, 2: T1 3: 330
genre. See also Genre: fiction. 243, 247, 303, 307, 311 understanding primary and
Reading/Writing Connection. See secondary sources, 4: 330
drama, 1: 326–327 2: 326–327
3: 326–327 4: 326–327, 358 Write About Reading. using library or media center, 1: T1,
5: 326–327 6: 326–327 Realistic fiction. See Genre: fiction. S35 2: 330 5: T1 6: T1
fable, 3: 55, 84 Reference and Research. See Computer using multiple sources, 5: 346
folktale, 1: S9, S12 2: 326 Literacy; Informational text; Research using technology, 1: T1, S35, 329, 332
5: 89S–89V, 105, 113, 117, 123 and inquiry; Study skills; Text 2: 329, 332 3: 329, 332 4: 329, 332
6: 326 features; Unit projects; Vocabulary; 5: 329, 332 6: 329, 332
Weekly project. Respond to Reading. See Literary
myths, 5: 12, 25B, 25T, 40, 48, 52
6: 25T Repetition, 1: 217E. See Literary devices. response: respond to read alouds.
poetry, 1: xii, 89S 2: xii, 25R, 268, Reread for comprehension. See Response Prompt. See Writing prompts.
281C, 281E 3: xii 4: 268, 281C, Comprehension strategies: reread. Response to intervention, 1: S38, 65,
281E 6: xii, 268, 281E Research and inquiry, 1: S35, 8, 92, 156, 129, 193, 257, 321, 341 2: 65, 129, 193,
integrate knowledge and ideas 220, 284, 330–333 2: 28, 92, 156, 220, 257, 321, 341 3: 65, 129, 193, 257, 321,
284, 330–333 3: 28, 92, 156, 220, 284, 341 4: 65, 129, 193, 257, 321, 341 5: 65,
point of view, 4: 281D 129, 193, 257, 321, 341 6: 65, 129, 193,
330–333 4: 28, 92, 156, 220, 284, 330–
character, 4: 284 257, 321, 341
333 5: 28, 92, 156, 220, 284, 330–333
first person, 2:148, 153R 4: 276, 6: 28, 92, 156, 220, 284, 330–333 See Rhyme. See Literary devices.
281D, 315 also Unit projects; Weekly project. Roots. See Phonics/Word Study; Spelling;
narrator, 1: 93 2: 148, 153R checklists, 1: 333 2: 333 3: 333 4: 333 Vocabulary.
third person, 2: 217R 5: 333 6: 333 Rubrics. See also Scoring rubrics.
INDEX BM27
research and inquiry 1: 323 2: 323 Skimming and scanning. See Study frequently misspelled words, 1: 164–
3: 323 4: 323 5: 323 6: 323 skills. 165 3: 164–165, 190
writing, 1: S34, 323, 349, 355 2: 323, Small Group Options. See Approaching homophones, 5: 36–37, 62
349, 355 3: 323, 349, 355 4: 323, 349, Level Options; Beyond Level Options; inventory of developmental spelling,
355 5: 323, 349, 355 6: 323, 349, 355 English Language Learners; On Level 1: S37, S38
Options.
posttest, 1: 37, 101, 165, 229, 293 2: 37,
Social studies, 1: 92, 284, 297, 305, 309,
S
101, 165, 229, 293 3: 37, 101, 165,
315 2: 25F, 25N, 28, 41, 49, 53, 59, 89H, 229, 293 4: 37, 101, 165, 229, 293
92, 105, 113, 117, 123, 156, 220, 284, 5: 37, 101, 165, 229, 293 6: 37, 101,
329 3: 28, 92, 153F, 156, 169, 177, 181, 165, 229, 293
187, 217L, 329 4: 25N, 92, 156, 220
Scaffolding. See Access complex pretest, 1: 36, 100, 164, 228, 292 2: 36,
5: 92, 153J, 156, 169, 177, 181, 187
text; English Language Learners: 100, 164, 228, 292 3: 36, 100, 164,
6: 25J, 41, 49, 53, 59, 89L, 92, 105, 113,
scaffolding. 228, 292 4: 36, 100, 164, 228, 292
117, 123, 217D, 220, 233, 241, 245, 251,
Science, 1: 28, 156, 169, 177, 181, 187, 329. See also Leveled Workstation 5: 36, 100, 164, 228, 292 6: 36, 100,
217D, 220, 233, 241, 245, 251, 329 Activity Cards. 164, 228, 292
3: 220, 284, 297, 305, 309, 315 4: 41, proofreading, 1: 37, 101, 165, 229, 293
49, 53, 59, 89J, 105, 113, 117, 123, 329
Song lyrics. See Poetry: forms of.
2: 37, 101, 165, 229, 293 3: 37, 101,
5: 217H, 220, 233, 241, 245, 251, 284, Speaking skills and strategies. See also
165, 229, 293 4: 37, 101, 165, 229,
297, 305, 309, 315, 329 6: 28, 153F, 156, Fluency: speaking/listening skills;
293 5: 37, 101, 165, 229, 293 6: 37,
169, 177, 181, 187. See also Leveled Listening
101, 165, 229, 293
Workstation Activity Cards. checklist, 1: 334 2: 334 3: 334 4: 334
reference materials
Science fiction. See Genre: fiction. 5: 334 6: 334
dictionary, 1: 37, 101, 165, 229, 293
Scoring rubrics oral presentations, 1: 334 2: 334 3: 334
2: 37, 101, 165, 229, 293 3: 37,
4-Point, 1: 333, 349, 355 2: 333, 349, 4: 334 5: 334 6: 334
101, 165, 229, 293 4: 37, 101, 165,
355 3: 333, 349, 355 4: 333, 349, 355 using props and visuals, 1: 334 2: 334 229, 293 5: 37, 101, 165, 229, 293
5: 333, 349, 355 6: 333, 349, 355 3: 334 4: 334 5: 334 6: 334 6: 37, 101, 165, 229, 293
research and inquiry, 1: 333 2: 333 Speech. See Genre: informational text. glossary, 1: S27
3: 333 4: 333 5: 333 6: 333 Spelling. See also English Language Spiral Review, 1: 36, 100, 164, 228, 292
writing, 1: 349, 355 2: 349, 355 3: 349, Learners: writing/spelling; Phonics/ 2: 36, 100, 164, 228, 292 3: 36, 100,
355 4: 349, 355 5: 349, 355 6: 349, Word Study. 164, 228, 292 4: 36, 100, 164, 228,
355 analogies, 2: 165 3: 293 4: 293 5: 37 292 5: 36, 100, 164, 228, 292 6: 36,
Self-selected reading, 1: S32, 47, 51, antonyms, 1: 165 4: 37, 295 6: 37 100, 164, 228, 292
111, 115, 175, 179, 239, 243, 303, 307 synonyms, 1: 101, 165 2: 229 4: 37,
assess and reteach, 1: 37, 101, 165,
2: 47, 51, 111, 115, 175, 179, 239, 243, 101, 293 6: 101
229, 293 2: 37, 101, 165, 229, 293
303, 307 3: 47, 51, 111, 115, 175, 179,
3: 37, 101, 165, 229, 293 4: 37, 101, word lists, 1: 36, 100, 164, 228, 292,
239, 243, 303, 307 4: 47, 51, 111, 115,
165, 229, 293 5: 37, 101, 165, 229, 2: 36, 100, 164, 228, 292 3: 36, 100,
175, 179, 239, 243, 303, 307 5: 47, 51,
293 6: 37, 101, 165, 229, 293 164, 228, 292 4: 36, 100, 164, 228,
111, 115, 175, 179, 239, 243, 303, 307
6: 47, 51, 110, 111, 115, 175, 179, 239, assess prior knowledge, 1: 36, 100, 292 5: 36, 100, 164, 228, 292 6: 36,
243, 303, 307 164, 228, 292 2: 36, 100, 164, 228, 100, 164, 228, 292
292 3: 36, 100, 164, 228, 292 4: 36, word meanings, 1: 37, 101, 165, 229,
Sentences. See Grammar: sentences;
100, 164, 228, 292 5: 36, 100, 164, 293 2: 37, 101, 165, 229, 293 3: 37,
Writer’s Craft; Writing traits.
228, 292 6: 36, 100, 164, 228, 292 101, 165, 229, 293 4: 37, 101, 165,
Sequence of events. See
challenge words, 1: 36, 100, 164, 228, 229, 293 5: 37, 101, 165, 229, 293
Comprehension skills: sequence;
292 2: 36, 100, 164, 228, 292 3: 36, 6: 37, 101, 165, 229, 293
Writing traits: organization.
100, 164, 228, 292 4: 36, 100, 164, word sorts, 1: 36–37, 100–101, 164–
Setting. See Comprehension skills: 228, 292 5: 36, 100, 164, 228, 292 165, 228–229, 292–293 2: 36–37,
setting. 6: 36, 100, 164, 228, 292 100–101, 164–165, 228–229, 292–
Shared Read, 1: 16–17, 80–81, 144–145, compound words, 1: 292–293, 318 293 3: 36–37, 100–101, 164–165,
208–209, 272–273 2: 16–17, 80–81, 228–229, 292–293 4: 36–37, 100–
dictation sentences, 1: 36, 37, 100,
144–145, 208–209, 272–273 3: 16–17, 101, 164–165, 228–229, 292–293
101, 164, 165, 228, 229, 292, 293
80–81, 144–145, 208–209, 272–273 5: 36–37, 100–101, 164–165, 228–
2: 36, 37, 100, 101, 164, 165, 228,
4: 16–17, 80–81, 144–145, 208–209, 229, 292–293 6: 36–37, 100–101,
229, 292, 293 3: 36, 37, 100, 101,
272–273 5: 16–17, 80–81, 144–145, 164–165, 228–229, 292–293
164, 165, 228, 229, 292, 293 4: 36,
208–209, 272–273 6: 16–17, 80–81,
37, 100, 101, 164, 165, 228, 229, 292, word study notebook, 1: 36, 37, 100,
144–145, 208–209, 272–273
293 5: 36, 37, 100, 101, 164, 165, 101, 164, 165, 228, 229, 292, 293
Signal words, 1: S15, 25Q, 84 2: 84, 89K, 228, 229, 292, 293 6: 36, 37, 100, 2: 36, 37, 100, 101, 164, 165, 228,
110, 115, 222 3: 174, 212, 217C, 239 101, 164, 165, 228, 229, 292, 293 229, 292, 293 3: 36, 37, 100, 101,
4: 18 5:148, 152, 158, 174, 175, 183, 190
error correction, 1: 37, 101, 165, 229, 164, 165, 228, 229, 292, 293 4: 36,
6: 84, 110, 115, 158, 217R, 222
293 2: 37, 101, 165, 229, 293 3: 37, 37, 100, 101, 164, 165, 228, 229, 292,
Silent letters. See Phonics/Word Study. 101, 165, 229, 293 4: 37, 101, 165, 293 5: 36, 37, 100, 101, 164, 165,
Similes. See Literary devices: figurative 229, 293 5: 37, 101, 165, 229, 293 228, 229, 292, 293 6: 36, 37, 100,
language. 6: 37, 101, 165, 229, 293 101, 164, 165, 228, 229, 292, 293
BM28 INDEX
INDEX
words changing y to i, 5: 162 setting, 1: 326 2: 326 3: 326, 327 interactive whiteboard, 1: 4, 36, 68,
words from around the world, 4: 326 5: 326 6: 326 100, 132, 164, 196, 230, 260 2: 4,
5: 100–101, 126 stage directions, 1: 326 3: 326 36, 68, 100, 132, 164, 196, 228,
4: 150, 153B, 327 260, 292 3: 4, 100, 164, 196, 260
words from mythology, 6: 292–293,
4: 4, 68, 132, 196, 260, 292 5: 4,
318 poetry
36, 68, 132, 196, 230, 260 6: 4, 36,
words with absorbed prefixes, meter, 4: 352 68, 100, 132, 164, 196, 260, 292
6: 228–229, 254 rhythm, 4: 352 music links, 1: xii 2: xii 3: xii 4: xii
words with closed syllables, 2: 164– 5: xii 6: xii
stanza, 4: 352
165, 190
Study skills. See also Text features. research online, 1: 329 2: 329 3: 329
words with consonant alternation, 4: 329 5: 329 6: 329
4: 292–293, 318 computers, using. See Computer
Literacy. student center. See ConnectED.
words with consonant + le syllables,
2: 292–293, 318 dictionary. See Dictionary, using. teacher tools, 1: T1 2: T1 3: T1 4: T1
library and media center, using, 5: T1 6: T1
words with Greek roots, 5: 228–229,
254 electronic and print card catalog, research strategies. See Computer
using, 4: 330 5: T1, 28 Literacy: research.
words with inflectional endings,
2: 100–101, 126 Internet and keyword searches, Test Strategy. See Assessment.
words with Latin roots, 5: 164–165, 2: 329 4: 330 Text complexity. See Access complex
190 parts of a book, using text.
words with long vowels, 1: 100–101, entry words, 1: S16, S27
Text connections, 1: 57, 121, 185, 249,
126 3: 36–37, 62 313 2: 57, 121, 185, 249, 313 3: 57, 121,
glossary, 1: S27 5: 220 185, 249, 313 4: 57, 121, 185, 249, 313
words with open syllables, 2: 228–229,
guide words, 1: S16, S27 5: 220 5: 57, 121, 185, 249, 313 6: 57, 121, 185,
254
headings, 5: 220 249, 313
words with plurals s and es, y to i,
2: 36–37, 62 preface, 5:121 text to text, 1: S36, 25T, 29, 41, 49, 53,
59, 89T, 93, 105, 113, 117, 123, 153T,
words with prefixes, 3: 228–229, 254 pronunciation key 1: S27
157, 169, 177, 181, 187, 217T, 221,
4: 164–165, 190 table of contents, 2: 28 5: 220 233, 241, 245, 251, 281F, 285, 297,
words with Greek and Latin prefixes skimming and scanning, 1: 328 2: 328 305, 309, 315 2: 25R, 29, 41, 49, 53,
co-, trans-, pro-, sub-, in-, com- and 3: T1, 328 4: 328 5: 328 6: 328 59, 89N, 93, 105, 113, 117, 123, 153V,
post-, 4: 228–229, 254 157, 169, 177, 181, 187, 217V, 221,
Subject-verb agreement. See
words with r-controlled vowel, Grammar: subject-verb agreement. 233, 241, 245, 251, 281F, 285, 297,
3: 100–101 305, 309, 315 3: 25P, 29, 41, 49, 53,
Suffixes. See Phonics/Word Study: 59, 89P, 93, 105, 113, 117, 123, 153R,
words with r-controlled vowel words with suffixes; Vocabulary:
syllables, 1: 126, 228–229 157, 169, 177, 181, 187, 217T, 221,
suffixes. 233, 241, 245, 251, 281F, 285, 297,
words with short vowels, 1: 36–37, 62 Summarize. See Comprehension 305, 309, 315 4: 25T, 29, 41, 49, 53,
words with suffixes, 4: 164–165, 190 strategies: summarize. 59, 89R, 93, 105, 113, 117, 123, 153P,
words with -able, -ible, 6: 36–37, 62 Syllable Speed Drills. See Fluency: 157, 169, 177, 181, 187, 217P, 221,
words with -ance, -ence, -ant, -ent, Syllable Speed Drill. 233, 241, 245, 251, 281F, 285, 305,
6: 100–101, 126 309, 315 5: 25V, 29, 41, 49, 53, 59,
Symbolism, 6: 276
89V, 93, 105, 113, 117, 123, 153R,
words with Greek suffixes, 6: 164– Synonyms. See Spelling: synonyms; 157, 169, 177, 181, 187, 217T, 221,
165, 190 Vocabulary: synonyms. 233, 241, 245, 251, 281F, 285, 297,
words with -ion and -tion, 3: 292– 305, 309, 315 6: 25V, 29, 41, 49, 53,
293, 318, 4: 36–37, 62 59, 89T, 93, 105, 113, 117, 123, 153V,
words with -ive, -age, -ize, 5: 292–
293, 318
words with vowel alternation,
T 157, 169, 177, 181, 187, 217V, 221,
233, 241, 245, 251, 281F, 285, 297,
305, 309, 315
4: 100–101, 126 Talk About It. See Oral language. text to world, 1: 25P, 89R, 153R, 217P
words with vowel teams, 1: S29 Teamwork, rules of. See Listening: 2: 25P, 89L, 153R, 217R, 281D 3: 25N,
3: 36–37, 42, 62, 170 89N, 153N, 217P, 281D 4: 25R, 89N,
teamwork.
Structural Analysis. See Phonics/Word 153L, 217L, 281D 5: 25R, 89R, 153N,
Technology. See also Computer Literacy. 217P 6: 25R, 89R, 153R, 217R, 281D
Study; Vocabulary.
online instruction Text evidence, 1: S12, S24, S36, 25P, 89R,
Structural elements
assessment. See Assessment: 153R, 217P, 281D 2: 25P, 89L, 153R,
drama digital. 217R, 281D 3: 25N, 89N, 153N, 217P
cast of characters, 1: 326 2: 326 4: 25R, 89N, 153L, 217L, 281D 5: 25R,
for lesson plans, 1: 7, 71, 135, 199,
3: 326 4: 326 5: 326 6: 326 89R, 153N, 217P 6: 25R, 89R, 153R,
263 2: 7, 71, 135, 199, 263 3: 7, 71,
dialogue, 4:150, 153C, 153G, 158, 135, 199, 263 4: 7, 71, 135, 199, 217R, 281D
168, 176, 180 263 5: 7, 71, 135, 199, 263 6: 7, 71, Text features, 4: 358 6: T1. See also
scene, 4: 150 5: 327 135, 199, 263 Informational text.
INDEX BM29
captions, 1: 150, 153M 5: 217D 6: 22, 25K, 45, 50, 54, 76–77, 89F, 89H, 89J,
153G, 358
charts, 2: 25C, 86
diagrams, 1: 150, 217B, 217D, 358 2: 86
109, 114, 118, 140–141, 153E, 153H,
153J, 173, 178, 182, 204–205, 217F,
217J, 217K, 237, 242, 246, 268–269,
V
5: 150, 214 6: 22, 217F 281B, 281C, 301, 306, 310, 357, 358, Venn diagram. See Graphic organizers:
359 6: 12–13, 25B, 25I, 25K, 45, 50, 54, diagrams.
process, 1: 217B
76–77, 89D, 89G, 89L, 109, 114, 118, Verbs. See Grammar: verbs.
flowcharts, 3: 278, 281C 6: 150 140–141, 153D, 153F, 153L, 173, 178, Visual elements. See Text features.
graphs, 1: 278, 281C 5: 278 182, 204–205, 217D, 217E, 217L, 237,
Vocabulary. See also Phonics/Word
guide words, 1: S16, S27 2: 28 5: 220 242, 246, 268–269, 301, 306, 310, 357, Study.
6: 28 358, 359
academic vocabulary, 1: 38, 61, 102,
headings, 1: 150 Third-person point of view. See Point 125, 166, 189, 230, 253, 294, 317
illustrations, 1: 86, 89B 2: 25B, 217B, of view: third-person. 2: 38, 61, 102, 125, 166, 189, 230,
217E 3: 25B, 89B, 153B, 217B, 358 Time for Kids 253, 294, 317 3: 38, 61, 102, 125,
4: 217B 5: 89B 6: 25C, 217B 166, 189, 230, 253, 294, 317 4: 38,
“Economic Roller Coaster, The,”
labels, 1: 150 2: 86 4: 150 5: 214 61, 102, 125, 166, 189, 230, 253, 294,
1: 281E–281F 317 5: 38, 61, 102, 125, 166, 189,
maps, 1: 214, 217I, 358 2: 22 5: 150,
“Is Your City Green?,” 3: 272–273 230, 253, 294, 317 6: 38, 61, 102,
153L 6: 22, 25K, 358
“Making Money: A Story of Change,” 125, 166, 230, 253, 294, 317
models, 1: 214 5: 214
1: 272–273 adages, 5: 88, 89G, 89R, 103, 109, 114,
multiple-step instructions, 118, 121, 125 6: 88, 89B, 89R, 103,
6: 153U–153V “Modern Transit for an Ancient City,”
109, 114, 118, 121, 125, 328
3: 281E–281F
photographs, 1: 150, 153B, 217B, 358 analogies, 2: 165 3: 93 5: 37
4: 22, 25B, 25L, 86, 89B, 89G 5: 217B Out of This World, 5: 281A–281D
antonyms, 1: S15, S16 3: 280, 281D,
6: 22, 153I, 214, 358 “Space Shuttles on the Move,” 295, 301, 306, 310, 313, 317 4: 102
primary sources, 4: 22 6: 86, 89H, 358 5: 281E–281F
Approaching Level Options for.
quotations, 4: 22, 25O 6: 217Q Stewards of the Environment, See Approaching Level Options:
sidebars, 1: 278, 281C 2: 89D, 358 3: 281A–281D vocabulary.
3: 278 4: 25D 5: 278 “Tools of the Explorer’s Trade,” base words/root words, 1: S28
surveys, 6: 284 5: 272–273 Beyond Level Options for. See Beyond
tables, 4: 86 Using Money, 1: 281A–281D Level Options: vocabulary.
technical terms, 6: 150, 153B Timelines. See Text features. building, 1: S8, 38–39, 102–103, 166-
timelines, 2: 22, 25N 6: 25O 167, 230–231, 294–295 2: 38–39,
Timed-reading. See Fluency: timed-
102–103, 166-167, 230–231,
Text structure. See Comprehension reading. 294–295 3: 38–39, 102–103, 166-
skills: text structure. Titles of works. See Grammar: titles of 167, 230–231, 294–295 4: 38–39,
Theme. See Comprehension skills: theme/ works. 102–103, 166-167, 230–231,
central message. 294–295 5: 38–39, 102–103, 166-
Topic development. See Writer’s Craft:
Thesaurus, 1: S16 2: 167 3: 152, 166, 231, 167, 230–231, 294–295 6: 38–39,
topic development.
280 5: 166 6: 167 102–103, 166-167, 230–231,
Transfer skills, 1: 63, 127, 191, 255, 319 294–295
Think Aloud, 1: S12, S13, S14, S17, S18, 2: 63, 127, 191, 255, 319 3: 63, 127, 191,
S24, S25, S26, S27, S36, 12–13, 25C, 25F, compound words, 1: 282, 298–299
255, 319 4: 63, 127, 191, 255, 319 5: 63,
25J, 45, 50, 54, 76–77, 89C, 89F, 89N, connect to words, 1: 38, 102, 166, 230,
127, 191, 255, 319 6: 63, 127, 191, 255,
109, 114, 118, 140–141, 153F, 153H, 294 2: 38, 102, 166, 230, 294 3: 38,
153L, 153O, 173, 178, 182, 204–205, 319
102, 166, 230, 294 4: 38, 102, 166,
217E, 217K, 217M, 237, 242, 246, 268– Transfer sounds, 1: 26, 90, 154, 218, 282 230, 294 5: 38, 102, 166, 230, 294
269, 281B, 301, 306, 310, 357, 358, 359 2: 26, 90, 154, 218, 282 3: 26, 90, 154, 6: 38, 102, 166, 230, 294
2: 12–13, 25C, 25H, 25J, 25M, 45, 50, 218, 282 4: 26, 90, 154, 218, 282 5: 26, connect to writing, 1: 39, 103, 167,
54, 76–77, 89B, 89H, 89I, 109, 114, 118, 90, 154, 218, 282 6: 26, 90, 154, 218, 231, 295 2: 39, 103, 167, 231, 295
140–141, 153F, 153J, 153N, 173, 178, 282 3: 39, 103, 167, 231, 295 4: 39, 103,
182, 204–205, 217G, 217L, 217N, 237, 167, 231, 295 5: 39, 103, 167, 231,
242, 246, 268–269, 301, 306, 310, 357, 295 6: 39, 103, 167, 231, 295
U
358, 359 3: 12–13, 25D, 25F, 25J, 45,
connotation, 2: 152, 153H, 153R, 167,
50, 54, 76–77, 89C, 89G, 89L, 109, 114,
173, 182, 185, 189, 294 3: 166 5: 166,
118, 140–141, 153D, 153G, 153I, 173,
280, 281B, 281D, 295, 306, 310, 313,
178, 182, 204–205, 217D, 217H, 217K,
317 6: 294, 301
237, 242, 246, 268–269, 281C, 301, 306, Unit projects, 1: T1, 330–333 2: T1,
310, 357, 358, 359 4: 12–13, 25C, 25H, 330–333 3: T1, 330–333 4: T1, 330–333 content, 1: 327 2: 344, 347 4: 89C, 89D
25J, 45, 50, 54, 76–77, 89F, 89I, 89K, 5: 286, 318 6: 335
5: T1, 330–333 6: T1, 330–333. See also
109, 114, 118, 140–141, 153E, 153H, Research and inquiry. context clues, 1: S15, S28, 25G, 25P,
153J, 173, 178, 182, 204–205, 217D, 38–39, 57, 89K, 89N, 102, 121, 125,
217H, 217I, 237, 242, 246, 268–269, 301, Unit writing. See Writing process. 217L 3: 25G, 25N, 57, 89I, 89N, 121,
306, 310, 357, 358, 359 5: 12–13, 25F, 217F, 217P, 249, 358 4: 25E, 25R, 57
BM30 INDEX
INDEX
5: 153F, 153N, 185, 217H, 217P, 249 300, 317 3: 44, 61, 108, 125, 172, reinforcing, 1: 39, 103, 167, 231, 295
6: 153E, 153H, 153R, 185 189, 236, 253, 300, 317 4: 44, 61, 2: 39, 103, 167, 231, 295 3: 39, 103,
cause and effect, 5: 152, 153F, 108, 125, 172, 189, 236, 253, 300, 167, 231, 295 4: 39, 103, 167, 231,
167,173, 182, 189 6: 102 317 5: 44, 61, 108, 125, 172, 189, 295 5: 103, 167, 231, 295 6: 39, 103,
236, 253, 300, 317 6: 44, 60, 61, 108, 167, 231, 295
comparisons, 6: 152, 153E, 153R, 124, 125, 172, 188, 189, 236, 252,
167, 173, 182, 189, 230 related words, 1: 39, 103, 167, 231, 295
253, 300, 316, 317 2: 39, 103, 167, 231, 295 3: 39, 103,
definition, 1: S15 5: 216, 231, 237, homographs, 4: 216, 217I, 217L, 231, 167, 231, 295 4: 39, 103, 167, 231,
242 237, 242, 246, 249, 253 5: 230 295 5: 103, 167, 231, 295 6: 39, 103,
examples, 1: S15 6: 217D 167, 231, 295
paragraph and surrounding word homophones, 4: 152, 153C, 153L, 167, review, 1: S8, 38, 44, 50, 54, 60, 102,
clues, 1: 88, 89G, 103, 109, 114, 173, 185, 189 5: 294 108, 114, 118, 124, 166, 172, 178,
118, 166, 217L, 294 3: 88, 89I, 103, hyperbole, 6: 280, 281C, 281D, 295, 182, 188, 230, 236, 242, 246, 252,
109, 114, 118, 125, 216, 217P, 230, 301, 306, 310, 313, 317 294, 300, 306, 310, 316 2: 39, 44, 50,
237, 242, 246, 253, 294 4: 24, 39, 54, 60, 103, 108, 114, 118, 124, 167,
idiomatic expressions, 4: 280
45, 50, 54, 61 172, 178, 182, 188, 231, 236, 242,
idioms, 4: 88, 89H, 89N, 103, 109, 114, 246, 252, 295, 300, 306, 310, 316
restatements, 1: S15 5: 216, 231,
118, 121, 125, 166, 281B, 281D, 295, 3: 38, 44, 50, 54, 60, 102, 108, 114,
242, 246
301, 306, 310, 313, 317, 328 118, 124, 166, 172, 178, 188, 230,
sentence clues, 1: S15, 24, 45, 50, 54,
inflectional endings, 1: 38, 102, 166, 236, 242, 246, 252, 294, 300, 306,
61, 230
230, 294 2: 38, 102, 166, 230, 294 310, 316 4: 38, 44, 50, 54, 60, 102,
syntactic cues, 3: 24, 39, 45, 50, 54, 3: 38, 102, 166, 230, 294 4: 38, 102, 108, 114, 118, 124, 166, 172, 178,
61, 231 166, 230, 294 5: 38, 102, 166, 230, 188, 230, 236, 242, 246, 252, 294,
define/example/ask routine, 1: S7, 14, 294 6: 38, 102, 166, 230, 294 300, 306, 310, 316 5: 44, 50, 54, 60,
78, 142, 206, 270 2: 14, 78, 142, 206, Latin prefixes, 1: S28 2: 88, 89F, 89L, 102, 108, 114, 118, 124, 166, 172,
270 3: 14, 78, 142, 206, 270 4: 14, 103, 109, 114, 118, 121, 125, 358 178, 182, 188, 230, 236, 242, 246,
78, 142, 206, 270 5: 14, 78, 142, 206, 3: 102 252, 294, 300, 306, 310, 316 6: 38,
270, 313 6: 14, 78, 142, 206, 270 44, 50, 54, 60, 102, 108, 114, 118,
Latin roots, 1: S28 2: 24, 25F, 25M, 25P,
denotation, 2: 152, 153H, 153R, 167, 124, 166, 172, 178, 182, 188, 230,
39, 45, 50, 54, 57, 61, 230 6: 24, 25C,
173, 182, 185, 189, 294 3: 166 5: 166, 25R, 39, 45, 50, 54, 57, 61 236, 242, 246, 252, 294, 300, 306,
280, 295, 301, 306, 310, 317 6: 294 310, 316
Latin suffixes, 1: S28 2: 216, 217H,
dictionary, using, 1: S27, S28, 39, 103, 217K, 217R, 231, 237, 242, 246, 249, root words, 1: 280, 301, 306, 310, 317,
167, 231, 295 2: 39, 103, 167, 231, 253 3: 38 6: 38 2: 102, 166
295 3: 39, 103, 167, 231, 280, 295 metaphor, 1: 216, 217L, 217P, 231, 237, similes, 1: 216, 231, 237, 242, 253
4: 39, 103, 167, 231, 295 5: 39, 167, 242, 246, 249, 253 4: 230 4: 230
231, 295 6: 39, 103, 167, 231, 295 strategies, 1: 24, 88, 152, 216, 280
morphology, 1: S28, 39, 103, 167, 231,
domain-specific words, 1: 54, 118, 182, 295 2: 39, 103, 167, 231, 295 3: 39, 2: 24, 88, 152, 216, 280 3: 24, 88,
246, 310, 328 2: 54, 118, 182, 246, 103, 167, 231, 295 4: 39, 103, 167, 152, 216, 280 4: 24, 88, 152, 216, 280
310, 328 3: 54, 118, 182, 246, 310, 231, 295 5: 39, 103, 167, 231, 295 5: 24, 88, 152, 216, 280 6: 24, 88,
328 4: 54, 118, 182, 246, 310 5: 54, 6: 39, 103, 167, 231, 295 152, 216, 280
118, 182, 246, 310, 328 6: 54, 118, suffixes, 1: S17 2: 216, 231, 237, 242,
multiple-meaning words, 1: S27
182, 246, 310 246, 253 3: 38, 152, 173, 182, 189,
3: 88–89 4: 217J 5: 25D, 217J 6: 25H,
example sentences, 1: S16 6: 216 25J 306 4: 294 6: 38
for English Language Learners. On Level Options for. See On Level synonyms, 1: S15, S16 3: 280, 294, 301,
See English Language Learners: Options: vocabulary. 310, 317 4: 102
vocabulary. teach words, 1: 14, 38–39, 60, 78,
personification, 2: 280, 301, 306, 310,
glossary, using, 1: S27, 186, 250, 314 313, 317 4: 38 102–103, 124, 142, 166–167, 188,
2: 28, 122 3: 186, 250, 314 4: 122 206, 230–231, 252, 270, 294–295,
prefixes, 1: S17 2: 88, 103, 109, 114,
5: 186, 220, 250, 314 6: 28, 122, 186, 316 2: 14, 38–39, 60, 78, 102–103,
118, 125 3: 102, 152, 153J, 153N,
250 124, 142, 166–167, 188, 206, 230–
173, 182, 185 4: 294
Greek prefixes, 1: S28 2: 88, 89F, 89L, 231, 252, 270, 294–295, 316 3: 14,
preteaching, 1: 14, 60, 78, 124, 142, 38–39, 60, 78, 102–103, 124, 142,
103, 109, 114, 118, 121, 125, 358 188, 206, 252, 270, 316 2: 14, 60,
3: 102 166–167, 188, 206, 230–231, 252,
78, 124, 142, 188, 206, 252, 270, 316 270, 294–295, 316 4: 14, 38–39, 60,
Greek roots, 1: S28, 152, 153I, 153R, 3: 14, 60, 78, 124, 142, 188, 206, 252, 78, 102–103, 124, 142, 166–167, 188,
167, 173, 182, 185, 189, 313 2: 38 270, 316 4: 14, 60, 78, 124, 142, 188, 206, 230–231, 252, 270, 294–295,
6: 166, 216, 217O, 217R, 231, 237, 206, 252, 270, 316 5: 14, 60, 78, 124, 316 5: 14, 38–39, 60, 78, 102–103,
242, 246, 249, 253 142, 188, 206, 252, 270, 316 6: 14, 124, 142, 166–167, 188, 206,
Greek suffixes, 1: S28 2: 216, 217H, 60, 78, 124, 142, 188, 206, 252, 270, 230–231, 252, 270, 294–295, 316
217K, 217R, 231, 237, 242, 246, 249, 316 6: 14, 38–39, 60, 78, 102–103, 124,
253 3: 38 6: 38 pronunciation and meaning, 1: S27 142, 166–167, 188, 206, 230–231,
high-frequency words, 1: 44, 60, 61, proverbs, 5: 88, 89G, 89R, 103, 109, 252, 270, 294–295, 316
108, 125, 172, 189, 236, 300 2: 44, 114, 118, 121, 125 6: 88, 89B, 89R, thesaurus, 1: S16 2: 167 3: 152, 166,
61, 108, 125, 172, 188, 189, 236, 253, 103, 109, 114, 118, 121, 125 231, 280 5: 166 6: 167
INDEX BM31
tiers of words, 1: S8 Write About Vocabulary, 1: 39, 103,
unfamiliar words, 1: S28
using resources to acquire, 1: S7,
S8. See also Language: reference
W 167, 231, 295 2: 39, 103, 167, 231, 295
3: 39, 103, 167, 231, 295 4: 39, 103, 167,
231, 295 5: 39, 103, 167, 231, 295 6: 39,
Weekly contract, 1: 4, 68, 132, 196, 260 103, 167, 231, 295
materials.
2: 4, 68, 132, 196, 260 3: 4, 68, 132, 196, Write to Sources, See Write About
vocabulary words, 1: 14, 38, 44, 50, 54, 260 4: 4, 68, 132, 196, 260 5: 4, 68, 132, Reading.
60, 78, 102, 108, 114, 118, 124, 142, 196, 260 6: 4, 68, 132, 196, 260 Writer’s checklist, 1: 33, 97, 161, 225,
166, 172, 178, 182, 188, 206, 230, Weekly projects, 1: T1, 28, 92, 156, 220, 289, 347, 353 2: 33, 97, 161, 225, 289,
236, 242, 246, 252, 270, 294, 300, 284 2: T1, 28, 92, 156, 220, 284 3: T1, 28, 347, 353 3: 33, 97, 161, 225, 289, 347,
306, 310, 316 2: 14, 38, 44, 50, 54, 92, 156, 220, 284 4: T1, 28, 92, 156, 220, 353 4: 33, 97, 161, 225, 289, 347, 353
60, 78, 102, 108, 114, 118, 124, 142, 284 5: T1, 28, 92, 156, 220, 284 6: T1, 28, 5: 33, 97, 161, 225, 289, 347, 353 6: 33,
166, 172, 178, 182, 188, 206, 230, 92, 156, 220, 284 97, 161, 225, 289, 347, 353
236, 242, 246, 252, 270, 294, 300, Word origins. See Phonics/Word Study; Writer’s Craft. See also Writing traits.
306, 310, 316 3: 14, 38, 44, 50, 54, Vocabulary. beginning, middle, end, 1: 345
60, 78, 102, 108, 114, 118, 124, 142, Word sorts. See Spelling: word sorts. capitalization, 4: 25I
166, 172, 178, 182, 188, 206, 230,
236, 242, 246, 252, 270, 294, 300,
Word study. See Leveled Workstation character development, 4: 158,
Activity Cards. 160–161, 346, 351
306, 310, 316 4: 14, 38, 44, 50, 54, 60,
78, 102, 108, 114, 118, 124, 142, 166, Write About Reading, 1: T1, S14, S24, content words, 2: 347 5: 286, 288–289,
172, 178, 182, 188, 206, 230, 236, S36, 20, 25P, 25R, 25S, 29, 39, 41, 49, 53, 318, 352 6: 347
246, 252, 270, 295, 300, 306, 310, 59, 84, 89R, 93, 103, 105, 113, 117, 123, denotation and connotation, 6: 286,
148, 153R, 153U, 157, 167, 169, 177, 288–289, 318
316 5: 14, 38, 44, 50, 54, 60, 78, 102,
181, 187, 212, 217P, 217R, 217S, 221,
108, 114, 118, 124, 142, 166, 172, details, 1: S33, 347, 352 2: 30, 32–33,
231, 233, 241, 245, 251, 276, 281D, 285,
178, 182, 188, 206, 230, 236, 242, 62,126
295, 297, 305, 309, 315, 329, 339 2: T1,
246, 252, 270, 294, 300, 306, 310, 20, 25P, 29, 39, 41, 49, 53, 59, 84, 89L, develop the topic, 2: 345
316 6: 14, 38, 44, 50, 54, 60, 78, 102, 89N, 93, 103, 105, 113, 117, 123, 148, dialogue, 1: 352 4: 190
108, 114, 118, 124, 142, 166, 172, 153R, 157, 167, 169, 177, 181, 187, 212, figurative language, 4: 353
178, 182, 188, 206, 230, 236, 242, 217R, 217T, 217U, 221, 231, 233, 241,
246, 252, 270, 294, 300, 306, 310, focus,
245, 251, 276, 281D, 285, 297, 305, 309,
316. See also Approaching Level 315, 329, 339 3: T1, 20, 25N, 29, 39, 41, on a single object, 1: 158
Options: vocabulary; Beyond Level 44, 49, 53, 59, 84, 89N, 89P, 93, 103, 105, on a topic, 1: 158, 160–161 5: 345
Options: vocabulary; On Level 113, 117, 123, 148, 153N, 153P, 153Q, on setting, 1: 30 4: 222
Options: vocabulary; Vocabulary: 157, 167, 169, 177, 181, 187, 212, 217S, on showing, 4: 158 6: 222
content. 221, 231, 233, 241, 245, 251, 276, 285,
295, 297, 305, 309, 315, 329, 339 4: T1, formal and informal language, 2: 353
word origins, 1: S27, S28 5: 24, 39, 45, 3: 353
20, 25R, 29, 39, 41, 49, 53, 59, 84, 89N,
50, 54, 61, 102 linking words, 2: 346
89P, 89Q, 93, 103, 105, 113, 117, 123,
word parts, 1: 295 148, 153L, 153N, 153O, 157, 167, 169, logical order, 3: 345 5: 158, 160–161,
word squares, 1: 39, 103, 167, 231, 295 177, 181, 187, 212, 217L, 217O, 221, 351 6: 345, 351
2: 39, 103, 167, 231, 295 3: 39, 103, 231, 233, 241, 245, 251, 276, 281D, 285, opposing claims and
167, 231, 295 4: 39, 103, 167, 231, 295, 297, 305, 309, 315, 329, 339 5: 20, counterarguments, 3: 286, 288–
295 5: 39, 103, 167, 231, 295 6: 39, 25R, 25T, 25U, 29, 41, 49, 53, 59, 84, 89R, 289, 318
103, 167, 231, 295 89T, 89U, 93, 105, 113, 117, 123, 148,
plot development, 4: 222, 224–225,
153N, 153P, 153Q, 157, 169, 177, 181,
word study notebook, 1: 38, 39, 102, 254
187, 212, 217P, 217R, 217S, 233, 241,
103, 166, 167, 230, 231, 294, 295 245, 251, 276, 285, 297, 305, 309, 315, precise language, 2: 286, 288–289,
2: 38, 39, 102, 103, 166, 167, 230, 329, 339 6: T1, 20, 25R, 25T, 25U, 29, 318, 347, 352
231, 294, 295 3: 38, 39, 102, 103, 39, 41, 49, 53, 59, 84, 89R, 93, 103, 105, relevant evidence, 3: 158, 160–161,
166, 167, 230, 231, 294, 295 4: 38, 113, 117, 123, 148, 153R, 153T, 153U, 190, 346 6: 346
39, 102, 103, 166, 167, 230, 231, 294, 157, 167, 169, 177, 181, 187, 212, 217R, relevant information, 5: 346
295 5: 38, 39, 102, 103, 166, 167, 217T, 217U, 231, 233, 241, 245, 251,
sensory detail, 4: 286, 288–289, 318,
230, 231, 294, 295 6: 38, 39, 102, 276, 281D, 285, 295, 297, 305, 309, 315, 353
103, 166, 167, 230, 231, 294, 295 329, 339
sentence structure variation, 5: 353
word wall, 1: S8 analyze, 1: 276 2: 84, 148, 153R, 212, 6: 30, 32–33, 62
word webs, 1: 39, 167, 231, 295 2: 39, 276 3: 89N, 212 4: 20, 25R, 84, 148,
153L, 212, 276, 281D 5: 20, 276 sequence, 1: 351 4: 30, 32–33, 62
167, 231 3: 103, 167, 231, 295 4: 39, 6: 158, 160–161, 190
6: 217R
103, 167, 231, 295 5: 39, 103, 295 showing, 4:158 6: 222
6: 39, 167, 231 summarize, 1: S14, S24, 84, 148, 153R,
212, 217P 2: 20, 89L 3: 20, 84, 148, strong conclusions, 2: 158, 160–161
Vocabulary acquisition. See Language: 153N, 276 4: 217L 5: 84, 89R, 212, 3: 94, 96–97, 126, 352 5: 347
Vocabulary acquisition. 217P 6: 20, 84, 148, 153R, 212, 276, strong openings, 1: 30, 32–33, 62
281D 4: 345
BM32 INDEX
INDEX
strong paragraphs, 5: 222, 224–225, informative/explanatory, 1: S34, 158, 225, 288, 289, 6: 32, 33, 96, 97, 160,
254 222, 286 2: 30, 94, 286, 344–349, 161, 224, 225, 288, 289, 346, 349,
strong verbs, 3: 86 350–355 5: 158, 222, 286, 344–349, 352, 355
350–355 6: 158, 222 topic, 1: 158–161, 345, 351 2: 94–97,
strong words, 1: 94, 96–97, 126 5: 94,
96–97, 126 literary devices in, 1: 351. See also 345, 351 3: 345, 351 4: 345, 351
Literary devices. 5: 345, 351 6: 345, 351
style and tone, 1: 222, 224–225, 254
3: 222, 224–225, 254 6: 94, 96–97, logical order, 3: 345 5: 158–161, 351 using graphic organizers for, 1: 33, 62,
352 6: 158 97, 126, 161, 190, 254, 318, 345, 351
minilessons, 1: 32, 62, 96, 126, 160, 2: 33, 62, 97, 126, 161, 190, 225, 254,
time-order words, 6: 222, 224–225
190, 224, 254, 288, 318, 345, 346, 289, 318, 345, 351 3: 33, 62, 97, 126,
topic development, 1: 190 2: 94, 96–97 161, 190, 225, 289, 318, 345, 351
347, 351, 352, 353 2: 32, 96, 126,
topic sentence, 2: 345 5: 254 160, 190, 224, 254, 288, 318, 345, 4: 33, 62, 97, 126, 161, 190, 225, 254,
transitions, 1: 286, 288–289, 318, 346 346, 347, 351, 352, 353 3: 32, 62, 96, 289, 345, 351 5: 33, 62, 161, 190,
2: 222, 224–225 3: 30, 32–33 4: 94, 126, 160, 190, 224, 254, 288, 318, 225, 254, 289, 345, 351 6: 33, 62, 97,
96–97 5: 30, 32–33 345, 346, 347, 351, 352, 353 4: 32, 126, 161, 190, 225, 254, 289, 318,
62, 96, 126, 160, 190, 224, 254, 288, 345, 351
clarify ideas and relationships,
3: 347, 351 5: 353 6: 353 318, 345, 346, 347, 351, 352, 353 workstation activity cards. See Leveled
5: 32, 62, 96, 126, 160, 190, 224, 254, Workstation Activity Cards.
convey sequence, 1: 318, 346, 351 288, 318, 345, 346, 347, 351, 352,
2: 254 3: 62 4: 126 5: 62 6: 254 Writing forms
353 6: 32, 62, 96, 126, 160, 190, 224,
phrases and clauses, 6: 353 254, 288, 318, 345, 346, 347, 351, argument essay, 3: T1, 350–355 6: T1,
voice, 6: 353 352, 353 344–349
Writer’s Notebooks, 1: S33, 35, 44, 99, narrative, 1: S34 article, 5: 348, 354 6: 331
108, 163, 172, 227, 236, 291, 300, 345, fiction (imagined), 1: 30, 94 2: 158 autobiography, 1: 344–349
351 2: 31, 35, 44, 95, 99, 108, 159, 163, 3: 30, 94 4: 158, 222, 286 5: 30, 94 bibliography, 4: 28 5: 92, 330, 348, 354
172, 223, 227, 236, 287, 291, 300, 345, personal (real), 3: 94, 222, 344–349, 6: 331
351 3: 35, 44, 99, 108, 163, 172, 227, 350–355 5: 94 descriptive/expressive writing, 1: S33
236, 291, 300, 345, 351 4: 35, 44, 99,
108, 163, 172, 227, 236, 291, 300, 345, peer conference, 1: S34, 33, 97, 161, dialogue, 4: 158, 160, 190
351 5: 35, 44, 99, 108, 163, 172, 227, 225, 289, 347, 353 2: 33, 97, 161,
directions, 2: 344, 350 6: 158
236, 291, 300, 345, 351 6: 31, 35, 44, 95, 225, 289, 347, 353 3: 33, 97, 161,
225, 289, 347, 353 4: 33, 97, 161, essay, 2: 344–349 3: 350–355
99, 108, 159, 163, 172, 223, 227, 236,
287, 291, 300, 345, 351 225, 289, 347, 353 5: 33, 97, 161, explanatory writing, 2: T1, 344–349
225, 289, 347, 353 6: 33, 97, 161, expository writing, 6: 247
Writing. See also Leveled Workstation 225, 289, 347, 353
Activity Cards; Scoring rubrics: fictional narrative, 1: 30 4: T1, 344–349
writing; Write About Reading; Writer’s present, 1: S33, 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354 how-to, 2: 344
checklist; Writer’s Craft; Writing forms;
6: 348, 354 interview, 2: 92 4: 156 6: 284, 331
Writing process; Writing traits.
purpose, 1: 222, 223, 224, 345, 351 journal entry, 1: 348, 354. See also
argument, 1: S34 3: 286, 344–349,
2: 345, 351 3: 222, 345, 351 4: 345, Writer’s notebook.
350–355 6: 344–349, 350–355
351 5: xii, 345, 351 6: 94, 286, 345, letters
audience and purpose, 1: 345, 351 351
2: 345, 351 3: 345, 351 4: 345, 351 business, 2: 35, 350
5: xii, 345, 351 6: 345, 351 Reading/Writing Connection. See
formal, 2: 350–355
Write About Reading.
character development, 4: 158–161, to editor, 3: 354 6: 348
190 5: 89M showing. See Writer’s Craft: showing.
news or magazine article, 1: 331
daily, 1: T1 2: T1 3: T1 4: T1 5: T1 6: T1 Student Model, Using, 1: 30, 94, 158,
222, 286, 346, 347, 348, 352, 353, personal narrative, 1: T1, 350–355
Expert Model, using, 1: S33, 30, 62, 94, 354 2: 30, 94, 158, 222, 286, 346, persuasive
126, 158, 190, 222, 254, 286, 318, 347, 348, 352, 353, 354 3: 30, 94,
344, 350 2: 30, 62, 94, 126, 158, 190, advertisements, 3: 220 5: 156 6: 330
158, 222, 286, 346, 347, 348, 352,
222, 254, 286, 318, 344, 350 3: 30, 353, 354 4: 30, 94, 158, 222, 286, essay, 3: 350–355
62, 94, 126, 158, 190, 222, 254, 286, 346, 347, 348, 352, 353, 354 5: 30, play, scene, 4: 158
318, 344, 350 4: 30, 62, 94, 126, 158, 94, 158, 222, 286, 346, 347, 348, 352, poem/poetry, 2: 286 4: 286, 350–355
190, 222, 254, 286, 318, 344, 350 353, 354 6: 30, 94, 158, 222, 286, 6: 286
5: 30, 62, 94, 126, 158, 190, 222, 254, 346, 347, 348, 352, 353, 354
286, 318, 344, 350 6: 30, 62, 94, 126, poster, 1: 291, 331 4: 331 6: 331
teacher conference, 1: S33, S34, 32, 33,
158, 190, 222, 254, 286, 318, 344, research reports, 5: 344–349, 350–355
96, 97, 160, 161, 224, 225, 288, 289,
350 response to literature. See Literary
346, 349, 352, 355 2: 32, 33, 96, 97,
features of, 1: 344, 350 2: 344, 350 160, 161, 224, 225, 288, 289, 346, response.
3: 344, 350 4: 344, 350 5: 344, 350 349, 352, 355 3: 32, 33, 96, 97, 160, review, 3: T1, 344–349 6: T1, 350–355
6: 344, 350 161, 224, 225, 288, 289, 346, 349,
short story, 5: 62
feedback and comments on, See 352, 355 4: 32, 33, 96, 97, 160, 161,
Writing: peer conference, teacher 224, 225, 288, 289, 346, 349, 352, summary, 5: 28
conference. 355 5: 32, 33, 96, 97, 160, 161, 224, survey, 4: 331 6: 284
INDEX BM33
Writing portfolio, 1: 335 2: 335 3: 335 340, 341 3: 32, 33, 96, 97, 160, 161, 224,
4: 335 5: 335 6: 335 225, 288, 289, 340, 341 4: 32, 33, 96, 97,
Writing process, 1: T1, 344–349, 160, 161, 224, 225, 288, 289, 340, 341
350–355 2: T1, 344–349, 350–355 3: T1, 5: 32, 33, 96, 97, 160, 161, 224, 225, 288,
344–349, 350–355 4: T1, 344–349, 289, 340 6: 32, 33, 96, 97, 160, 161, 224,
350–355 5: T1, 344–349, 350–355 6: T1, 225, 288, 289, 340, 341
344–349, 350–355 diagnostic, 1: S38
draft, 1: S33, 32, 33, 96, 97, 160, 161, Writing traits, 1: S33. See also Writer’s
224, 225, 288, 289, 346, 352 2: 32, checklist; Writer’s Craft.
33, 96, 97, 160, 161, 224, 225, 288, conventions, 1: S33, S34
289, 346, 352 3: 32, 33, 96, 97, 160,
ideas and content, 1: S33, S34, 158,
161, 224, 225, 288, 289, 346, 352
160–161, 190 2: 30, 32–33, 62, 94,
4: 32, 33, 96, 97, 160, 161, 224, 225,
96–97, 126 3: 158, 160–161, 190,
288, 289, 346, 352 5: 32, 33, 96, 97,
286, 288–289 4: 158, 160–161, 190,
160, 161, 224, 225, 288, 289, 346,
222, 224–225, 254
352 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 346, 352 organization, 1: S33, S34, 30, 32–33,
62 2: 158, 160–161, 190, 351 3: 94,
edit, 1: 32, 33, 96, 97, 160, 161, 224,
96–97, 126, 351 4: 30, 32–33, 62
225, 288, 289, 348, 354 2: 32, 33, 96,
5: 190, 222, 224–225, 254 6: 190
97, 160, 161, 224, 225, 288, 289, 348,
354 3: 32, 33, 96, 97, 160, 161, 224, sentence fluency, 1: S33, S34, 286,
225, 288, 289, 348, 354 4: 32, 33, 96, 288–289, 318 2: 222, 224–225, 254
97, 160, 161, 224, 225, 288, 289, 348, 3: 30, 32–33, 62 4: 94, 96–97, 126
354 5: 32, 33, 96, 97, 160, 161, 224, 5: 30, 32–33, 62 6: 30, 32–33, 62
225, 288, 289, 348, 354 6: 32, 33, 96, voice, 1: S33, S34, 222, 224–225, 254
97, 160, 161, 224, 225, 288, 289, 348, 3: 222, 224–225, 254 6: 94, 96–97,
354 126
planning/prewriting, 1: 32, 33, 96, 97, word choice, 1: S33, S34, 94, 96–97,
160, 161, 224, 225, 288, 289, 345, 126 2: 286, 288–289, 318 4: 286,
351 2: 32, 33, 96, 97, 160, 161, 224, 288–289, 318 5: 94, 96–97, 126, 158,
225, 288, 289, 345, 351 3: 32, 33, 96, 160–161, 286, 288,–289, 318 6: 158,
97, 160, 161, 224, 225, 288, 289, 345, 160–161, 222, 224–225, 254, 286,
351 4: 32, 33, 96, 97, 160, 161, 224, 288–289, 318
225, 288, 289, 345, 351 5: 32, 33, 96,
97, 160, 161, 224, 225, 288, 289, 345,
351 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 345, 351
proofread, 1: 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354
6: 334, 348, 354
publishing, 1: 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354
6: 348, 354
revising, 1: S33, S34, 32, 33, 96, 97, 160,
161, 224, 225, 288, 289, 347, 353
2: 32, 33, 96, 97, 160, 161, 224, 225,
288, 289, 347, 353 3: 32, 33, 96, 97,
160, 161, 224, 225, 288, 289, 347,
353 4: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 347, 353 5: 32, 33, 96,
97, 160, 161, 224, 225, 288, 289, 347,
353 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 347, 353
revision assignments, 1: S33, S34, 347,
353 2: 347, 353 3: 347, 353 4: 347,
353 5: 347, 353 6: 347, 353
unit writing, 1: 344–349, 350–355
2: 344–349, 350–355 3: 344–349,
350–355 4: 344–349, 350–355
5: 344–349, 350–355 6: 344–349,
350–355
Writing prompts, 1: 32, 33, 96, 97, 160,
161, 224, 225, 288, 289, 340, 341 2: 32,
33, 96, 97, 160, 161, 224, 225, 288, 289,
BM34 INDEX
Common Core State Standards Correlations
Common Core State Standards
Correlations
• English Language Arts
• Literacy in History/Social Studies,
Science, and Technical Subjects
CCSS1
College and Career Readiness
Anchor Standards for
READING
The grades 6–12 standards on the following pages define what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The CCR
and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define
the skills and understandings that all students must demonstrate.
Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS2
C
English Language Arts
CORRELATIONS
Grade 6
Each standard is coded in the following manner:
Strand Grade Level Standard

RL 6 1
Reading Standards for Literature

Key Ideas and Details McGraw-Hill Reading Wonders
RL.6.1 Cite textual evidence to support analysis READING/WRITING WORKSHOP: Unit 1: 26, 27, 28, 40, 41, 42, 43 Unit 2: 126, 129, 140,
141, 142, 155 Unit 3: 170, 171, 172, 184, 185 Unit 4: 270, 271, 284, 285, 299, 301 Unit 5: 314,
of what the text says explicitly as well as
315, 328, 329, 330, 331 Unit 6: 442, 443, 444, 445
inferences drawn from the text. LITERATURE ANTHOLOGY: Unit 1: 47 Unit 2: 133, 137, 141, 157, 161, 165 Unit 3: 183, 189,
193, 200, 207 Unit 4: 303, 319, 331 Unit 5: 335, 337, 343, 349, 366, 371 Unit 6: 441
LEVELED READERS: Unit 1, Week 1: Call Me Max (O, ELL) Unit 2, Week 3: The Ambassador
(O, ELL) Unit 3, Week 1: Making Things Happen (O, ELL) Unit 4, Week 3: The Missing Swimsuit
(O, ELL) Unit 5, Week 1: Thor’s Journey to Utgard (O, ELL) Unit 6, Week 5: Liv’s Vacation (O, ELL)
YOUR TURN PRACTICE BOOK: 9, 19
READING WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: S14, 16, 18, 41, 48, 82, 112, 327 Unit 2: 144, 146, 153G, 176,
204, 208, 217J, 272 Unit 3: 16, 25I, 40, 49, 80, 82, 89D, 112 Unit 4: 144, 153D, 208, 240, 272,
296, 308 Unit 5: 16, 25H, 41, 48, 80, 82, 89F, 112 Unit 6: 272, 274, 281F, 285, 305, 308, 313,
326
RL.6.2 Determine a theme or central idea of READING/WRITING WORKSHOP: Unit 1: 39, 41 Unit 2: 155 Unit 3: 171, 185 Unit 4: 270,
271, 284, 285 Unit 6: 443
a text and how it is conveyed through
LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 2: 147, 169, 177 Unit 3: 193, 209 Unit 4: 301,
particular details; provide a summary of 305, 312, 316, 321 Unit 5: 349, 371 Unit 6: 509
the text distinct from personal opinions or LEVELED READERS: Unit 2, Week 5: Just Like Pizarro (A), Nat’s Treasure (O, ELL), Digging In (B)
judgments. Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home the Circus
(B) Unit 3, Week 2: Bear Country (A), Think Hard, Think Fast (O, ELL), The Yard Sale (B) Unit 4,
Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL), Something Fishy (B) Unit 4, Week
4: Treasures from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 6, Week
5: Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
YOUR TURN PRACTICE BOOK: 19, 92–94, 102–105, 112–115, 172–175, 182–185, 292–294
TEACHER’S EDITION: Unit 1: xii, S13, S14, 327 Unit 2: 276, 302–303, 307, 311, 313
Unit 3: 20, 25C, 47, 49, 84, 89D, 111, 113 Unit 4: 146, 148, 175, 176, 210, 212, 217C, 239,
240 Unit 5: 25N, 89R, 327 Unit 6: 276, 281B, 296–297, 303, 304–305, 307, 308–309, 311,
314–315
CCSS CORRELATIONS CCSS3

RL.6.3 Describe how a particular story’s or drama’s READING/WRITING WORKSHOP: Unit 1: 27, 41 Unit 3: 171,185, 213 Unit 4: 270, 271, 272,
274, 284 Unit 5: 315, 329
plot unfolds in a series of episodes as well
LITERATURE ANTHOLOGY: Unit 1: 25, 29, 47, 49 Unit 3: 209, 211 Unit 4: 305, 321, 325
as how the characters respond or change Unit 5: 349, 371, 413
as the plot moves toward a resolution. LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O, ELL), In the Lion’s Den
(B) Unit 1, Week 2: The Sit-In (A), Judy’s Dream (O, ELL), Change the World, Step by Step (B)
Unit 4, Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL), Something Fishy (B)
Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to Utgard (O, ELL), The Hero Twins (B)
Unit 5, Week 2: Making Some News (A), The Secret Room (O, ELL), The Promised Land (B)
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: S11, S12, 20, 25D, 48, 84, 89H, 110–111 Unit 2: 146, 148, 153D,
214 Unit 3: 18, 20, 25B, 47, 82, 84, 110 Unit 4: 146, 153E, 176, 180, 238, 243, 247 Unit 5: 20,
25D, 84, 89I, 112, 120–121
Craft and Structure McGraw-Hill Reading Wonders

RL.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 26, 40, 44 Unit 2: 129, 157 Unit 4: 301 Unit 5:
332 Unit 6: 444, 445
phrases as they are used in a text, including
LITERATURE ANTHOLOGY: Unit 1: 46 Unit 2: 147,169 Unit 3: 190, 192, 204 Unit 4: 320, 329
figurative and connotative meanings; Unit 5: 370, 371 Unit 6: 509
analyze the impact of a specific word LEVELED READERS: Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL),
choice on meaning and tone. Bringing Home the Circus (B) Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The
Hardest Lesson (B) Unit 5, Week 2: Making Some News (A), The Secret Room (O, ELL), The
Promised Land (B) Unit 6, Week 5: Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
WRITING WORKSTATION ACTVITY CARDS: 15
TEACHER’S EDITION: Unit 1: 18, 24, 25G, 57, 82, 89D, 125 Unit 2: 145, 152, 153H, 153O, 182,
280, 301, 317 Unit 3: 25C, 25F, 25G, 86, 89C, 89J Unit 4: 153C, 189, 217B, 217H, 280 Unit 5:
86, 88, 89C, 89G, 109, 113, 114 Unit 6: 280, 281C, 281D, 295, 301, 306, 310, 317
RL.6.5 Analyze how a particular sentence, chapter, READING/WRITING WORKSHOP: Unit 1: 26, 27 42 Unit 2: 128, 155 Unit 3: 172 Unit 4:
271, 272, 285, 286 Unit 5: 315, 329 Unit 6: 442, 443, 444
scene, or stanza fits into the overall
LITERATURE ANTHOLOGY: Unit 1: 13, 38, 47 Unit 2: 168, 169, 177 Unit 3: 193, 208, 209
structure of a text and contributes to the Unit 4: 305, 321 Unit 5: 349
development of the theme, setting, or plot. LEVELED READERS: Unit 1, Week 1: Silver Linings (A) Unit 1, Week 2: The Sit-In (A), Judy’s
Dream (O, ELL), Change the World, Step by Step (B) Unit 2, Week 5: Just Like Pizarro (A), Digging
In (B) Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home
the Circus (B) Unit 3, Week 2: Bear Country (A) Unit 4, Week 3: The Missing Swimsuit (O, ELL),
Something Fishy (B) Unit 4, Week 4: So Many Stars (O) Unit 6, Week 5: Chill Out (A), Liv’s
Vacation (O, ELL)
YOUR TURN PRACTICE BOOK: 9, 12, 19, 92
WRITING WORKSTATION ACTIVITY CARDS: 7, 9
TEACHER’S EDITION: Unit 1: S11, 20, 25D, 84, 86, 89O Unit 2: 150, 153B, 153O, 176, 274,
278, 281B Unit 3: xii, 22, 25B, 89G, 89K Unit 4: 148, 150, 153E, 153G, 212, 214, 217G, 274
Unit 5: 20, 40, 48, 51, 52, 55, 58, 84 Unit 6: 274, 278, 281B, 313
RL.6.6 Explain how an author develops the point READING/WRITING WORKSHOP: Unit 1: 28 Unit 2: 127,141 Unit 3: 186 Unit 4: 299
LITERATURE ANTHOLOGY: Unit 2: 147, 169 Unit 4: 329
of view of the narrator or speaker in a text.
LEVELED READERS: Unit 2, Week 3: The Toolmaker (A), The Ambassador (O, ELL), Chihul’s
Secret (B) Unit 2, Week 4: Wrought by Fire (A), The Little Golden Llama (O, ELL), The Mark (B)
Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B)
YOUR TURN PRACTICE BOOK: 72–75, 82–85, 192–195
TEACHER’S EDITION: Unit 1: S13, S14, 22, 52–53 Unit 2: 148, 153C, 176, 179, 183, 185, 212,
217D, 239, 243, 247, 249 Unit 3: 86 Unit 4: 217D, 276, 281B, 296–297, 303, 304–305, 307,
308–309, 311, 313, 314–315 Unit 5: 89C, 89Q, 89T Unit 6: xii
CCSS4
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
RL.6.7 Compare and contrast the experience of READING/WRITING WORKSHOP: Unit 6: 444
LITERATURE ANTHOLOGY: Unit 1: 10–23, 30–45 Unit 2: 130–145, 152–167, 174–177
reading a story, drama, or poem to listening
Unit 3: 180–191, 196–207 Unit 4: 294–303, 310–319, 326–329 Unit 5: 332–347, 354–369
to or viewing an audio, video, or live Unit 6: 506–509
version of the text, including contrasting READING WORKSTATION ACTIVITY CARDS: 7, 21
what they “see” and “hear” when reading TEACHER’S EDITION: Unit 1: 327 Unit 2: 326 Unit 4: 326 Unit 6: 326
the text to what they perceive when they www.connected.mcgraw-hill.com: RESOURCES
MEDIA: LISTENING LIBRARY: Unit 1, Week 1: Little Blog on the Prairie Unit 1, Week 2:
listen or watch. The Mostly True Adventure of Homer P. Figg Unit 2, Week 3: Roman Diary Unit 2, Week 4: A
Single Shard Unit 2, Week 5: “Majestic,” “Mummy,” “Clay” Unit 3, Week 1: How Tía Lola Came
to Visit Stay Unit 3, Week 2: Lizzie Bright and the Buckminster Boy Unit 4, Week 3: The Case of
the Magic Marker Mischief Maker: A Mickey Rangel Mystery Unit 4, Week 4: Home of the Brave
Unit 4, Week 5: “This Is Just to Say,”“to Mrs. Garcia, in the Office,”“to Thomas” Unit 5, Week 1:
The Hero and the Minotaur Unit 5, Week 2: Elijah of Buxton Unit 6, Week 5: “To You,”“Ode to
Pablo’s Tennis Shoes”
STUDENT PRACTICE: READER’S THEATER: Unit 1: “Recycling: Taming the Plastic Monster!”
Unit 2: “The Case of the Uncooked Eggs” Unit 3: “A Visit from an Ancient Pharaoh” Unit 4:
“Tennessee Tornado” Unit 5: “Samantha Smith: Ambassador of Goodwill” Unit 6: “A Steel
Drivin’ Man”
RL.6.8 (Not applicable to literature) (Not applicable to literature)

RL.6.9 Compare and contrast texts in different LITERATURE ANTHOLOGY: Unit 1: 49 Unit 2: 173 Unit 3: 195, 211, 229 Unit 5: 353, 375
LEVELED READERS: Unit 1, Week 1: Silver Linings (A), In the Lion’s Den (B) Unit 2, Week 3:
forms or genres (e.g., stories and poems;
The Toolmaker (A), The Ambassador (O, ELL), Chihul’s Secret (B) Unit 3, Week 1: Common Ground
historical novels and fantasy stories) in (A), Making Things Happen (O, ELL), Bringing Home the Circus (B), Unit 4, Week 4: Treasures
terms of their approaches to similar themes from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 5, Week 1: Crow
and topics. Brings Daylight (A), Thor’s Journey to Utgard (O, ELL), The Hero Twins (B)
READING WORKSTATION ACTIVITY CARDS: 8, 16
TEACHER’S EDITION: Unit 1: 25R, 41, 49, 53, 59, 89S, 93, 105, 113, 117, 123 Unit 2: 157,
217T, 221, 233, 241, 245, 251 Unit 3: 29, 41, 49, 53, 59, 105, 113, 117, 123 Unit 4: 153A–153B,
221, 233, 241, 245, 251, 285 Unit 5: 29, 41, 49, 53, 59, 89T, 93, 105, 113, 117, 123 Unit 6: 25V,
217V, 285
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RL.6.10 By the end of the year, read and READING/WRITING WORKSHOP: These Units reflect the range of text complexity found
throughout the book.
comprehend literature, including stories,
Unit 2, Week 5: “Ozymandias” and “Lifelong Friends,” 151–153 Unit 4, Week 3: “Treasure in the
dramas, and poems, in the grades 6–8 Attic,” 266 Unit 5, Week 1: “Thunder Helper,” 310 Unit 5, Week 2: “Journey to Freedom,” 324
text complexity band proficiently, with LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
scaffolding as needed at the high end of the book.
Unit 2, Week 5: “Majestic,”“Mummy,” and “Clay,” 174–177 Unit 4, Week 3: The Case of the
the range. Magic Marker Mischief Maker: A Mickey Rangel Mystery, 294 Unit 5, Week 1: The Hero and the
Minotaur, 332 Unit 5, Week 2: Elijah of Buxton, 354
LEVELED READERS: Unit 2, Week 5: Digging In (B) Unit 4, Week 3: Something Fishy (B)
Unit 5, Week 1: The Hero Twins (B) Unit 5, Week 2: The Promised Land (B)
YOUR TURN PRACTICE BOOK: 93, 173, 174, 203, 204, 213, 214
READING WORKSTATION ACTIVITY CARDS: 8, 19, 21, 22, 30
TEACHER’S EDITION: Unit 1: 16–17, 25A–25P, 80–81, 89A–89R Unit 2: 144–145,
153A–153R, 208–209, 217A–217R, 272–273, 281A–281D Unit 3: 16–17, 25A–25N, 80–81,
89A–89N Unit 4: 144–145, 153A–153L, 208–209, 217A–217L, 272–273, 281A–281D Unit 5:
16–17, 25A–25R, 80–81, 89A–89R Unit 6: 272–273, 281A–281D, 281E–281F

Reading Standards for Informational Text
RI.6.1 Cite textual evidence to support analysis READING/WRITING WORKSHOP: Unit 1: 53, 54–55, 56, 67, 68–69, 70–71, 82, 83, 84, 85
Unit 2: 98, 99, 100, 101, 105, 113, 114 Unit 3: 197, 198, 199, 200, 201, 211, 212, 213, 214,
of what the text says explicitly as well as
215, 227, 228, 229 Unit 4: 242, 243, 244, 245, 256, 257, 258, 259 Unit 5: 342, 343, 344, 345,
inferences drawn from the text. 356, 357, 358, 359, 370, 371, 372, 373 Unit 6: 386, 387, 388, 389, 400, 401, 402, 403, 414,
415, 416, 417, 429, 430, 431
LITERATURE ANTHOLOGY: Unit 1: 55, 67, 74 Unit 2: 101, 105, 113, 119, 123 Unit 3: 222
225, 241, 255 Unit 4: 263, 269, 280, 284 Unit 5: 383, 386, 389, 400, 403, 406, 417 Unit 6: 430,
456, 459, 474, 499, 501
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
Time (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 4, Week 1:
Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the
World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 32, 39, 52, 62, 122, 123,132, 142, 152, 162, 222, 232, 243
252, 272
READING WORKSTATION ACTIVITY CARDS: 17, 18, 20,
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 8, 11, 16, 17, 26, 28
TEACHER’S EDITION: Unit 1: S24, 146, 153G, 210, 217T, 274, 285 Unit 2: 18, 20, 48, 89G,
112, 153G Unit 3: 217G, 217R, 274, 285, 304 Unit 4: 17, 18, 25L, 82, 89F Unit 5: 146, 153H,
210, 217G, 285 Unit 6: 18, 25E, 82, 89E, 153K, 217G
RI.6.2 Determine a central idea of a text and how READING/WRITING WORKSHOP: Unit 1: 55, 69 Unit 2: 99, 113, 114 Unit 3: 198, 212, 227
Unit 5: 370 Unit 6: 387, 400, 414, 415, 428
it is conveyed through particular details;
LITERATURE ANTHOLOGY: Unit 1: 67, 87, 91 Unit 2: 113, 127 Unit 3: 215, 219, 225, 237,
provide a summary of the text distinct from 240, 245, 253 Unit 4: 273, 289 Unit 5: 389, 415 Unit 6: 433, 437, 459, 465, 467, 479, 488,
personal opinions or judgments. 495, 501
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 1, Week 4:
Exploring the Deep (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B)
Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL,
B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O,
ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 32, 39, 52, 62, 122, 132, 142, 152, 162, 222, 232, 252, 272
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 9. 10, 16, 17, 27
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: S23, S24, 148, 177, 212, 241, 243 Unit 2: 25L, 25P, 89L, Unit 3:
146, 210, 276, 281C, 307 Unit 4: 12, 25R, 89N Unit 5: 274, 281B, 304, 307 Unit 6: 20, 25D, 146,
148, 153C, 177, 179, 210
RI.6.3 Analyze in detail how a key individual, READING/WRITING WORKSHOP: Unit 2: 113 Unit 3: 198, 213, 214, 228 Unit 4: 243, 244,
256, 258, 274 Unit 5: 343, 344 Unit 6: 372, 386, 388, 401, 402, 428, 429
event, or idea is introduced, illustrated, and
LITERATURE ANTHOLOGY: Unit 1: 67, 79, 87 Unit 2: 127 Unit 3: 245, 249, 251 Unit 4: 289
elaborated in a text (e.g., through examples Unit 6: 437, 445, 457, 478, 479
or anecdotes). LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4,
Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the
Odds (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6,
Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
READING WORKSTATION ACTIVITY CARDS: 9, 10, 11, 12, 13, 14
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 6, 7, 15, 16
TEACHER’S EDITION: Unit 1: 144, 208, 274, 305 Unit 2: 84, 89L, 93, 111, 120 Unit 3: 146,
212, 217C Unit 4: 20, 25K, 82, 84, 112 Unit 5: 148, 184, 209, 217K, 278 Unit 6: 18, 22, 84, 150,
212
CCSS6
CORRELATIONS
RI.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 71, 75 Unit 3: 215 Unit 4: 259 Unit 5: 359, 373
Unit 6: 403
LITERATURE ANTHOLOGY: Unit 1: 67 Unit 2: 112, 113 Unit 4: 289 Unit 5: 417 Unit 6: 459,
figurative, connotative, and technical 501
meanings. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 4, Week 2: Against
the Odds (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
Unit 5, Week 5: A Microscopic World (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 197
WRITING WORKSTATION ACTIVITY CARDS: 20
TEACHER’S EDITION: Unit 1: 153R, 216, 217L, 232 Unit 2: 24, 25C, 89I, Unit 3: 153E, 216,
249, 253 Unit 4: 25P, 61, 88, 89B, 89C, 89H Unit 5: 153C, 216, 217C, 280, 301, 306 Unit 6: 24,
89N, 125, 189, 253
RI.6.5 Analyze how a particular sentence, READING/WRITING WORKSHOP: Unit 1: 84 Unit 2: 99, 113 Unit 3: 213 Unit 5: 346, 356,
357 Unit 6: 388, 416, 429
paragraph, chapter, or section fits into the
LITERATURE ANTHOLOGY: Unit 1: 87 Unit 2: 113, 127 Unit 3: 225 Unit 4: 272, 273 Unit 5:
overall structure of a text and contributes 389, 411 Unit 6: 459
to the development of the ideas. LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 1, Week 5:
Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 3,
Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1: Aground! The Story of the Exxon Valdez
(A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the
Ice (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: S21, S23, 153U, 217E Unit 2: 20, 25G, 48, 84, 89L, 112 Unit 3:
148, 153F, 176, 179, 212, 217J, 233, 243 Unit 4: 25D, 25K, 25Q, 89D, 89H, 89P, 120 Unit 5: 148,
153G, 176, 179, 212, 217C, 243, 249 Unit 6: 84, 89C, 112, 115, 212, 217C, 243, 249
RI.6.6 Determine an author’s point of view or READING/WRITING WORKSHOP: Unit 1: 83 Unit 2: 113 Unit 3: 200 Unit 4: 242, 257
Unit 5: 358, 371 Unit 6: 404
purpose in a text and explain how it is
LITERATURE ANTHOLOGY: Unit 1: 66, 86, 87, 95 Unit 2: 112, 126 Unit 3: 224, 244 Unit 4:
conveyed in the text. 272, 273, 288, 289 Unit 5: 388, 417 Unit 6: 436, 458, 478, 500
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 4, Week 1: Aground! The Story of the Exxon Valdez (A, O,
ELL, B) Unit 4, Week 2: Against the Odds (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (A,
O, ELL, B)
YOUR TURN PRACTICE BOOK: 42, 45, 152, 162, 242
TEACHER’S EDITION: Unit 1: S25, 276, 281E, 304, 307 Unit 2: 25I, 89K Unit 3: 89O, 150, 151,
176 Unit 4: 20, 21, 25D, 48, 51, 84, 89C, 112, 115 Unit 5: 276, 277, 304, 307 Unit 6: 89Q, 209,
328, 350

RI.6.7 Integrate information presented in READING/WRITING WORKSHOP: Unit 1: 56, 70, 84 Unit 2: 100, 104, 105, 113, 114 Unit 3:
228 Unit 4: 244, 258 Unit 5: 344, 358, 372 Unit 6: 388, 402, 416, 430
different media or formats (e.g., visually,
LITERATURE ANTHOLOGY: Unit 1: 74 Unit 2: 113 Unit 3: 224, 253 Unit 4: 272 Unit 5: 388
quantitatively) as well as in words to Unit 6: 436
develop a coherent understanding of a LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL,B) Unit 1, Week 4: Exploring
topic or issue. the Deep (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 5,
Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6, Week 1: The Spice Trade
(A, O, ELL, B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6,
Week 4: The Ancient City of Ur (A, O, ELL, B)
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 3, 10, 16
TEACHER’S EDITION: Unit 1: 150, 153D, 214, 217I, 278, 304 Unit 2: 22, 25C, 86, 329, 330
Unit 3: 153B, 153I, 278, 328, 329 Unit 4: 22, 25K, 48, 86, 89D, 112, 122 Unit 5: 150, 214, 217K,
278 Unit 6: 22, 25C, 49, 150, 153I, 214 217F
www.connected.mcgraw-hill.com: RESOURCES
MEDIA: VIDEOS: Unit 1, Week 3: Living Environments Unit 1, Week 4: Surface Changes
Unit 1, Week 5: Money Matters Unit 2, Week 1: Cradles of Civilization Unit 2, Week 2:
Democratic Concepts Unit 3, Week 3: Inspired Work Unit 3, Week 4: Being the First Unit 3,
Week 5: Green Means Clean Unit 4, Week 1: Responding to Disaster Unit 4, Week 2: Rising
to the Challenge Unit 5, Week 3: The Importance of Innovation Unit 5, Week 4: Breakthrough
Discoveries Unit 5, Week 5: Better Ways to Explore Unit 6, Week 1: Relying on Nature Unit 6,
Week 2: Gateways to History Unit 6, Week 3: Scientific Adventures Unit 6, Week 4: Astonishing
Discoveries
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 2: “Who Owns History?”
Unit 3: “Elephant Camp” Unit 4: “Revved Up” Unit 5: “Eye on the Sky” Unit 6: “World Wonders
in Danger”
RI.6.8 Trace and evaluate the argument and READING/WRITING WORKSHOP: Unit 1: 83 Unit 4: 243, 257 Unit 5: 371, 372
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 4: 289
specific claims in a text, distinguishing
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B)
claims that are supported by reasons and READING WORKSTATION ACTIVITY CARDS: 18, 25
evidence from claims that are not. WRITING WORKSTATION ACTIVITY CARDS: 5
TEACHER’S EDITION: Unit 1: S26, 276, 307, 329 Unit 2: 328, 329 Unit 3: 93, 305, 313,
328, 329, 350 Unit 4: xii, 25M, 89P, 328, 329 Unit 5: 153P, 274, 276, 302, 303 Unit 6: 153M,
328, 329, 344
RI.6.9 Compare and contrast one author’s LITERATURE ANTHOLOGY: Unit 1: 98 Unit 2: 129 Unit 4: 309 Unit 6: 461
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 5, Week 5: A
presentation of events with that of another
Microscopic World (A, O, ELL, B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O,
(e.g., a memoir written by and a biography ELL, B)
on the same person). READING WORKSTATION ACTIVITY CARDS: 16
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 16
TEACHER’S EDITION: Unit 1: S25, S26, 29,157, 221, 241, 245, 251F Unit 2: 29, 93, 328, 329
Unit 3: 93, 157, 221, 251F, 285 Unit 4: 27S, 25T, 29, 157, 285, 329 Unit 5: 157, 251F, 284, 285,
329 Unit 6: 29, 89S–89T, 93, 157, 221
CCSS8
CORRELATIONS
RI.6.10 By the end of the year, read and READING/WRITING WORKSHOP: These Units reflect the range of text complexity found
throughout the book.
comprehend literary nonfiction in
Unit 3, Week 4: “Marian Anderson: Struggles and Triumphs,” 208 Unit 4, Week 2: “She Had to
the grades 6–8 text complexity band Walk Before She Could Run,” 252 Unit 5, Week 4: “Light Detectives,” 352 Unit 6, Week 2: “The
proficiently, with scaffolding as needed at Great Fire of London,” 396 Unit 6, Week 3: “Researcher to the Rescue,” 410
the high end of the range. LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
the book.
Unit 3, Week 4: Major Taylor: Champion Cyclist, 230 Unit 4, Week 2: Seeing Things His Own
Way, 276 Unit 5, Week 4: Planet Hunter, 394 Unit 6, Week 2: The Great Fire, 442 Unit 6,
Week 3: Extreme Scientists, 462
LEVELED READERS: Unit 3, Week 4: Beyond Expectations (B) Unit 4, Week 2: Against the
Odds (B) Unit 5, Week 4: Looking Further: The Hubble Telescope (B) Unit 6, Week 2: Blown
Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 33–34, 43–44, 53–54, 63–64, 123–124, 133–134, 143–144,
153–154, 163–164, 223–224, 233–234, 243–244, 253–254, 263–264, 273–274, 283–284
TEACHER’S EDITION: Unit 1: 144–145, 153A–153R, 208–209, 217A–217P, 272–273,
281A–281D Unit 2: 16–17, 25A–25P, 80–81, 89A–89L Unit 3: 144–145, 153A–153N,
208–209, 217A–217P, 272–273, 281A–281D Unit 4: 16–17, 25A–25R, 80–81, 89A–89N
Unit 5: 144–145, 153A–153N, 208–209, 217A–217P, 272–273, 281A–281D Unit 6: 16–17,
25A–25R, 80–81, 89A–89R, 144–145, 153A–153R, 208–209, 217A–217P
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 2: “Who Owns History?”
Unit 3: “Elephant Camp” Unit 4: “Revved Up” Unit 5: “Eye on the Sky”

WRITING
Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCSS10
C
CORRELATIONS
Grade 6

W 6 1
Writing Standards
Text Types and Purposes McGraw-Hill Reading Wonders
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a Introduce claim(s) and organize the reasons READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
and evidence clearly.
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 13, 20
TEACHER’S EDITION: Unit 1: 221 Unit 2: 221 Unit 3: 29, 93, 288–289, 318, 329, 344–345,
350–351 Unit 4: 32–33, 221 Unit 5: 160–161, 222, 224, 225 Unit 6: 93, 345, 351
W.6.1b Support claim(s) with clear reasons and READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
relevant evidence, using credible sources
and demonstrating an understanding of WRITING WORKSTATION ACTIVITY CARDS: 5, 14, 18, 27, 28
the topic or text. TEACHER’S EDITION: Unit 1: 221 Unit 3: 29, 93, 329, 346 Unit 5: 29 Unit 6: 29, 285, 346
W.6.1c Use words, phrases, and clauses to clarify READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
the relationships among claim(s) and
TEACHER’S EDITION: Unit 1: 286, 288, 289 Unit 3: 347, 351, 353 Unit 4: 94, 96, 221 Unit 5:
reasons. 158–160, 161 Unit 6: 160–161, 345, 352, 353

Writing Standards
W.6.1d Establish and maintain a formal style. READING WORKSTATION ACTIVITY CARDS: 27
TEACHER’S EDITION: Unit 3: 224, 348, 353 Unit 6: 352
W.6.1e Provide a concluding statement or section READING/WRITING WORKSHOP: Unit 4: 247 Unit 5: 361
that follows from the argument presented.
TEACHER’S EDITION: Unit 3: 329, 352 Unit 6: 345
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W.6.2a Introduce a topic; organize ideas, concepts, READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 116–117 Unit 5: 346–347 Unit 6:
418–419
and information, using strategies such
as definition, classification, comparison/ READING WORKSTATION ACTIVITY CARDS: 11
contrast, and cause/effect; include SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 6, 7, 8, 10, 11, 12,
formatting (e.g., headings), graphics (e.g., 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 10, 12, 23, 25, 26, 30
charts, tables), and multimedia when useful TEACHER’S EDITION: Unit 1: 158, 160–161, 190, 285 Unit 2: 345, 351 Unit 4: 156, 157
to aiding comprehension. Unit 5: 345, 351 Unit 6: 160–161, 190
W.6.2b Develop the topic with relevant facts, READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 102–103, 116–117 Unit 3:
202–203
definitions, concrete details, quotations, or
other information and examples. SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 8, 9, 11, 13, 14, 19, 21, 22,
24, 27, 29
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 12, 13, 23, 25, 26, 30
TEACHER’S EDITION: Unit 1: 160–161 Unit 2: 32–33, 62, 93, 96–97, 126, 345, 351 Unit 3:
160–161, 285 Unit 5: 346, 351, 352 Unit 6: 221
W.6.2c Use appropriate transitions to clarify the READING/WRITING WORKSHOP: Unit 1: 86–87 Unit 6: 432–433
YOUR TURN PRACTICE BOOK: 50, 170, 290
relationships among ideas and concepts.
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11,
12, 15, 18, 23, 24, 29
WRITING WORKSTATION ACTIVITY CARDS: 10, 11, 12, 13, 19, 23, 25
TEACHER’S EDITION: Unit 2: 346 Unit 4: 285 Unit 5: 353 Unit 6: 224–225, 254
W.6.2.d Use precise language and domain-specific READING/WRITING WORKSHOP: Unit 2: 158–159 Unit 5: 374–375
vocabulary to inform about or explain the
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
topic. 12, 13, 15, 16, 17, 18, 22, 23, 24, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 12, 16, 18, 20, 25, 30
TEACHER’S EDITION: Unit 2: 288, 289, 318, 345, 347, 352 Unit 5: 93, 352, 353
CCSS12
Writing Standards
CORRELATIONS
W.6.2e Establish and maintain a formal style. READING/WRITING WORKSHOP: Unit 1: 72
TEACHER’S EDITION: Unit 1: 224–225 Unit 2: 29, 353 Unit 5: 349, 354 Unit 6: 94, 95, 96, 97
W.6.2f Provide a concluding statement or section YOUR TURN PRACTICE BOOK: 29, 39, 269
that follows from the information or
explanation presented. TEACHER’S EDITION: Unit 1: 93 Unit 2: 157, 346 Unit 5: 347, 349
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W.6.3a Engage and orient the reader by READING/WRITING WORKSHOP: Unit 1: 30–31 Unit 4: 288–289
establishing a context and introducing a
narrator and/or characters; organize an WRITING WORKSTATION ACTIVITY CARDS: 6, 7, 8, 11, 15, 16, 19, 24, 29
event sequence that unfolds naturally and TEACHER’S EDITION: Unit 1: 32–33, 62, 345, 351 Unit 4: 62, 224, 225, 347, 352
logically.
W.6.3b Use narrative techniques, such as dialogue, READING/WRITING WORKSHOP: Unit 1: 44–45 Unit 4: 274–275
pacing, and description, to develop
experiences, events, and/or characters. WRITING WORKSTATION ACTIVITY CARDS: 6, 7, 16, 21, 24, 29
TEACHER’S EDITION: Unit 1: 346, 347, 352 Unit 4: 160–161, 190, 346, 351
W.6.3c Use a variety of transition words, phrases, READING/WRITING WORKSHOP: Unit 2: 144–145 Unit 3: 174–175 Unit 5: 318–319
and clauses to convey sequence and signal
WRITING WORKSTATION ACTIVITY CARDS: 11, 23, 29
shifts from one time frame or setting to TEACHER’S EDITION: Unit 1: 318, 346, 347, 351 Unit 2: 224, 225, 254 Unit 3: 32–33, 62
another. Unit 4: 348 Unit 5: 32–33, 62
W.6.3d Use precise words and phrases, relevant READING/WRITING WORKSHOP: Unit 1: 44–45 Unit 5: 332–333
YOUR TURN PRACTICE BOOK: 20, 70, 90, 100, 140, 160, 170, 200, 220, 300
descriptive details, and sensory language
WRITING WORKSTATION ACTIVITY CARDS: 8, 9, 15, 16, 17, 24, 29
to convey experiences and events. TEACHER’S EDITION: Unit 1: 96–97, 126, 352 Unit 4: 318, 352, 353 Unit 5: 96–97,126
W.6.3e Provide a conclusion that follows from the READING/WRITING WORKSHOP: Unit 2: 130–131 Unit 3: 188–189
narrated experiences or events.
TEACHER’S EDITION: Unit 1: 345, 353 Unit 2: 160, 161 Unit 3: 96–97, 126 Unit 4: 346

Writing Standards
Production and Distribution of Writing McGraw-Hill Reading Wonders
W.6.4 Produce clear and coherent writing in READING/WRITING WORKSHOP: Unit 1: 31, 45, 59, 73, 87 Unit 2: 103, 117, 131, 145, 159
Unit 3: 175, 189, 203, 217, 231 Unit 4: 247, 261, 275, 289, 303 Unit 5: 319, 333, 347, 360,
which the development, organization, and
361, 375 Unit 6: 391, 405, 419, 433, 447
style are appropriate to task, purpose, and YOUR TURN PRACTICE BOOK: 9,19, 29, 39, 49, 59, 69, 79, 89, 99, 109, 119, 129, 139, 149,
audience. (Grade-specific expectations for 159, 169, 179, 189, 199, 209, 219, 229, 239, 249, 259, 269, 279, 289, 299
writing types are defined in standards 1–3 SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 4, 6, 7, 8, 9, 11, 12, 13, 14,
15, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29
above.) WRITING WORKSTATION ACTIVITY CARDS: 2, 3, 4, 6, 7, 10, 12, 14, 15, 16, 19, 21, 22, 23,
24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S33, 160–161, 331, 344–349, 350–355 Unit 2: 32–33, 156,
157, 224–225, 344–349, 350–355 Unit 3: 254, 344–349, 350–355 Unit 4: 32–33, 224–225,
331, 344–349, 350–355 Unit 5: 92, 93, 160–161, 254, 331, 344–349, 350–355 Unit 6:
94–95, 126, 224–225, 331, 344–349, 350–355
W.6.5 With some guidance and support from READING/WRITING WORKSHOP: Unit 1: 31, 45, 59, 73, 87 Unit 2: 103, 117, 131, 145, 159
Unit 3: 175, 189, 203, 217, 231 Unit 4: 247, 261, 275, 289, 303 Unit 5: 319, 333, 347, 360,
peers and adults, develop and strengthen
361, 375 Unit 6: 391, 405, 419, 433, 447
writing as needed by planning, revising, YOUR TURN PRACTICE BOOK: 10, 20, 30, 40, 60, 70, 80, 90, 100, 110, 120, 130, 140, 160,
editing, rewriting, or trying a new 170, 180, 190, 200, 210, 220, 230, 240, 250, 260, 270, 278, 290, 300
approach. (Editing for conventions should WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 17, 18,
19, 20, 21, 23, 24, 25, 26, 27, 28, 29, 30
demonstrate command of Language TEACHER’S EDITION: Unit 1: 32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352,
standards 1–3 up to and including grade 6.) 353, 354 Unit 2: 32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 3:
32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 4: 32–33, 96–97,
160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 5: 32–33, 96–97, 160–161,
224–225, 345–347, 348, 351, 352, 353, 354 Unit 6: 32–33, 96–97, 160–161, 224–225,
345–347, 348, 351, 352, 353, 354
W.6.6 Use technology, including the Internet, TEACHER’S EDITION: Unit 1: 330–333, 348, 354 Unit 2: 330–333, 348, 354 Unit 3:
330–333, 348, 354 Unit 4: 330–333, 348, 354 Unit 5: 220, 330–333, 348, 354 Unit 6:
to produce and publish writing as well as
330–333, 348, 354
to interact and collaborate with others; www.connected.mcgraw-hill.com: RESOURCES
demonstrate sufficient command of WRITER’S WORKSPACE: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6
keyboarding skills to type a minimum of
three pages in a single sitting.
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
W.6.7 Conduct short research projects to answer READING WORKSTATION ACTIVITY CARDS: 29
a question, drawing on several sources and
15, 18, 22, 26, 27, 28, 29, 30
refocusing the inquiry when appropriate. WRITING WORKSTATION ACTIVITY CARDS: 30
TEACHER’S EDITION: Unit 1: S35, 92, 156, 220, 329, 330–333 Unit 2: 28, 92, 156, 220, 284,
329, 330–333 Unit 3: 28, 92, 156, 220, 284, 330–333 Unit 4: 28, 92, 220, 284, 329, 330–333
Unit 5: 92, 156, 284, 330–333, 344–349, 350–355 Unit 6: 28, 92, 156, 220, 284, 330–333
TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2
CCSS14
Writing Standards
CORRELATIONS
W.6.8 Gather relevant information from multiple SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 6, 7, 9, 10, 11, 14, 15, 16, 17,
18, 19, 21, 22, 23, 24, 26, 27, 28, 29, 30
print and digital sources; assess the
TEACHER’S EDITION: Unit 1: 28, 156, 220, 332, 333 Unit 2: 28, 92, 156, 220, 284, 330, 332
credibility of each source; and quote or Unit 3: 28, 92, 156, 220, 284, 328, 329, 330 Unit 4: 28, 92, 220, 284, 329, 332 Unit 5: 28, 92,
paraphrase the data and conclusions of 156, 220, 284, 328, 330, 346 Unit 6: 28, 92, 156, 220, 329, 332
others while avoiding plagiarism and www.connected.mcgraw-hill.com: RESOURCES
providing basic bibliographic information TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 3, Unit 4, Unit 5,
Unit 6
for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9a Apply grade 6 Reading standards to LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 2: 147, 169 Unit 3: 193, 209 Unit 4: 305, 321
Unit 5: 349, 371
literature (e.g., “Compare and contrast texts
LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O,ELL), Into the Lion’s
in different forms or genres [e.g., stories Den (B) Unit 2, Week 3: The Toolmaker (A), The Ambassador (O, ELL), Chihul’s Secret (B) Unit 3,
and poems; historical novels and fantasy Week 2: Bear Country (A), Think Hard, Think Fast (O, ELL), The Yard Sale (B) Unit 4, Week 4:
stories] in terms of their approaches to Treasures from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 6, Week 5:
Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
similar themes and topics”). YOUR TURN PRACTICE BOOK: 9, 19, 29, 49, 79, 89, 99, 109, 119, 179, 189, 199, 209, 219, 299
TEACHER’S EDITION: Unit 1: 29, 84, 93 Unit 2: 148, 217R, 221, 276 Unit 3: 20, 25N, 29, 84,
93 Unit 4: 148, 157, 214, 221, 276, 285 Unit 5: 20, 28, 29, 84, 93 Unit 6: 276
W.6.9b Apply grade 6 Reading standards to literary LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
nonfiction (e.g., “Trace and evaluate the
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
argument and specific claims in a text, Time (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 4, Week 2: Against
distinguishing claims that are supported the Odds (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (A, O, ELL, B) Unit 6, Week 1: The
by reasons and evidence from claims that Spice Trade (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 39, 59, 69, 129, 139, 149, 159, 169, 229, 239, 249, 259, 269,
are not”). 279, 289
TEACHER’S EDITION: Unit 1: 148, 157, 212, 221, 276, 285 Unit 2: 20, 29, 84, 89L, 93 Unit 3:
148, 157, 212, 221, 276, 285 Unit 4: 20, 29, 86, 93 Unit 5: 148, 212, 221, 276, 285 Unit 6: 20,
93, 148, 157, 221
Range of Writing McGraw-Hill Reading Wonders

W.6.10 Write routinely over extended time frames LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O,ELL), Into the Lion’s Den
(B) Unit 2, Week 1: Lost in Time (A, O, ELL, B) Unit 3, Week 1: Common Ground (A), Making
(time for research, reflection, and revision)
Things Happen (O, ELL), Bringing Home the Circus (B) Unit 4, Week 1: Aground! The Story of the
and shorter time frames (a single sitting Exxon Valdez (A, O, ELL, B) Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to Utgard
or a day or two) for a range of discipline- (O, ELL), The Hero Twins (B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B)
specific tasks, purposes, and audiences. YOUR TURN PRACTICE BOOK: 9, 19, 29, 39, 49, 59, 69, 79, 89, 99, 109, 119, 129, 139, 149,
159, 169, 179, 189, 199, 209, 219, 229, 239, 249, 259, 269, 279, 289, 299
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 5, 12, 16, 17, 20, 22, 23, 29
READING WORKSTATION ACTIVITY CARDS: 1, 3, 8, 11, 12, 13, 14, 16, 18, 19, 21, 22, 25,
27, 30
15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 14, 15, 16, 17, 18,
19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S33, S36, 32–33, 220–221, 344–349, 350–355 Unit 2: 190,
224–225, 346, 347, 348, 352, 353, 354 Unit 3: 89N, 96–97, 157, 346, 347, 348, 352, 353, 354
Unit 4: 28, 89Q, 93, 288–289, 329, 346–348, 352–354 Unit 5: 32–33, 156, 217S, 285, 330,
346, 347, 348, 352, 353, 354 Unit 6: 25R, 93, 96–97, 330–333, 346, 347, 348, 352, 353, 354

SPEAKING AND LISTENING
Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.
CCSS16
C
CORRELATIONS
Grade 6

SL 6 1
Speaking and Listening Standards

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
SL.6.1a Come to discussions prepared, having READING/WRITING WORKSHOP: Unit 1: 18–19, 32–33, 74–75 Unit 2: 91 Unit 3:
162–163, 176–177, 190–191 Unit 4: 234–235, 248–249
read or studied required material; explicitly
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, B) Unit 2, Week 3: The
draw on that preparation by referring Toolmaker (A), The Ambassador (O), Chihul’s Secret (B) Unit 3, Week 2: Bear Country (A), Think
to evidence on the topic, text, or issue Hard, Think Fast (O), The Yard Sale (B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B)
to probe and reflect on ideas under Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 4, Week 4: Treasures from Tonga (A),
So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 5, Week 3: How Horses Changed the
discussion. World (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (ELL)
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 7, 8, 10, 11, 13, 16, 19, 21, 25
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22
TEACHER’S EDITION: Unit 1: 169, 177, 181, 221, 268, 284–285 Unit 2: 12, 29, 41, 49, 53,
332 Unit 3: 76, 93, 105, 113, 117, 285, 327, 332 Unit 4: 140, 157, 169, 177, 181, 327, 332
Unit 5: 204, 221, 233, 241, 245, 285, 327, 332 Unit 6: 268, 285, 297, 305, 309, 328, 332
SL.6.1b Follow rules for collegial discussions, set LEVELED READERS: Unit 3, Week 2: Bear Country (A), Think Hard, Think Fast (O), The Yard
Sale (B)
specific goals and deadlines, and define
individual roles as needed. TEACHER’S EDITION: Unit 1: S6, S20, 74, 266, 332 Unit 2: 10, 74, 138, 202, 266, 332 Unit 3:
10, 202, 266, 332 Unit 4: 74, 266, 332 Unit 5: 10, 74, 138, 202, 266, 332 Unit 6: 10, 74, 138, 202,
266, 332

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.6.1c Pose and respond to specific questions READING/WRITING WORKSHOP: Unit 1: 18, 35, 46, 49, 60, 63, 78, 81 Unit 2: 94, 97, 98,
112, 118, 122, 125 132, 136, 139, 146, 150, 153, Unit 3: 161 , 162, 176, 190, 204, 218, 226,
with elaboration and detail by making
233 Unit 4: 234, 241, 248, 255, 262, 276, 290 Unit 5: 306, 310, 320, 324, 327, 334, 338, 341,
comments that contribute to the topic, 348, 352, 355, 362 Unit 6: 378, 386, 392, 396, 399, 400, 406, 410, 413, 420, 423, 424, 427,
text, or issue under discussion. 434, 438, 441
LEVELED READERS: Unit 3, Week 3: Coming Together for Change (A, O, B) Unit 5, Week 4:
Looking Further: The Hubble Telescope (A, O, B)
YOUR TURN PRACTICE BOOK: 5, 6, 7, 15, 16, 17, 25, 26, 27, 35, 36, 37, 45, 46, 47, 55, 56, 57,
65, 66, 67, 75, 76, 77, 85, 86, 87, 94, 95, 96, 97, 105, 106, 107, 115, 116, 117, 125, 126, 127,
135, 136, 137, 145, 146, 147, 155, 156, 157, 165, 166, 167, 175, 176, 177, 185, 186, 187, 195,
196, 197, 205, 206, 207, 215, 216, 217, 225, 226, 227, 235, 236, 237, 245, 246, 247, 255, 256,
257, 265, 266, 267, 275, 276, 277, 285, 286, 287, 295, 296, 297
TEACHER’S EDITION: Unit 1: S20, 10, 138, 266 Unit 2: xii, 18, 74, 82, 92, 335 Unit 3: 74, 138,
266, 274, 335 Unit 4: 10, 138, 266, 274, 335 Unit 5: xii, 10, 138, 202 Unit 6: 18, 74, 82, 138,
266, 335
SL.6.1d Review the key ideas expressed and READING/WRITING WORKSHOP: Unit 1: 18, 32–33, 46–47, 60–61, 78, 81 Unit 2: 94, 97,
98, 99, 112, 113, 119, 122, 125, 132–133, 136, 139, 146–147, 150, 153 Unit 3: 161 , 162–163,
demonstrate understanding of multiple
169, 176–177, 183, 190–191, 204–205, 211, 218–219, 226 Unit 4: 233, 234–235, 241,
perspectives through reflection and 248–249, 255, 262–263, 269, 276–277, 283, 290–291 Unit 5: 306, 310, 320–321, 324, 327,
paraphrasing. 334–335, 338, 341, 348–349, 352, 355, 363 Unit 6: 378–379, 386, 392–393, 396, 399, 400,
406, 410, 413, 420, 424, 427, 434–435, 438, 441
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, B) Unit 2, Week 3: The
Toolmaker (A), The Ambassador (O, ELL)
TEACHER’S EDITION: Unit 1: S35, 29, 93, 157, 202, 221, 285, 329 Unit 2: 29, 93, 138, 157,
202, 221, 285 Unit 3: 10, 29, 93, 157, 221, 285, 335 Unit 4: 29, 93, 138, 157, 202, 221, 285
Unit 5: xii, 93, 157, 221, 285, 332, 335 Unit 6: 29, 93, 157, 221, 285
SL.6.2 Interpret information presented in READING/WRITING WORKSHOP: Unit 1: 18, 32–33, 46–47, 50, 60–61, 80–81 Unit 3:
162–163, 176–177, 190–191, 204–205 Unit 4: 234–235, 248–249, 262–263, 276–277
diverse media and formats (e.g., visually,
LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 2, Week 1: Lost in
quantitatively, orally) and explain how it Time (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, B)
contributes to a topic, text, or issue under TEACHER’S EDITION: Unit 1: 10, 12, 74, 76, 104, 140, 180, 204 Unit 2: 10, 12, 74, 76, 140,
study. 202, 204, 328 Unit 3: xii, 74, 76, 138, 140, 202, 204, 328 Unit 4: 10, 12, 74, 76, 138, 140, 202,
328 Unit 5: 10, 12, 74, 76, 140, 202, 204 Unit 6: 10, 12, 74, 76, 138, 140, 204, 268, 328
SL.6.3 Delineate a speaker’s argument and TEACHER’S EDITION: Unit 1: 221 Unit 2: 221 Unit 3: 29, 93, 221, 335 Unit 4: 221 Unit 5: 29,
221 Unit 6: 93, 285, 335, 344
specific claims, distinguishing claims that
are supported by reasons and evidence
from claims that are not.
CCSS18
Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
SL.6.4 Present claims and findings, sequencing READING WORKSTATION ACTIVITY CARDS: 29
ideas logically and using pertinent
TEACHER’S EDITION: Unit 1: 28, 93, 156, 220, 334 Unit 2: 220, 284, 329, 334 Unit 3: 329,
descriptions, facts, and details to 334 Unit 4: 156, 220, 284, 329, 333, 334 Unit 5: 28, 92, 156, 220, 284, 334 Unit 6: 28, 284,
accentuate main ideas or themes; use 329, 330, 334
appropriate eye contact, adequate volume, www.connected.mcgraw-hill.com: RESOURCES
and clear pronunciation. TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2, Unit 3,
Unit 4, Unit 5, Unit 6
SL.6.5 Include multimedia components (e.g., SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: 28, 92, 156, 220, 331, 334, 354 Unit 2: 28, 157, 329, 332, 334,
graphics, images, music, sound) and
354 Unit 3: 92, 156, 332, 334, 354 Unit 4: 156, 284, 329, 332, 334, 353 Unit 5: 93, 156, 157,
visual displays in presentations to clarify 332, 334, 348, 354, 360 Unit 6: 156, 330, 331, 332, 334, 348, 354
information. www.connected.mcgraw-hill.com: RESOURCES
TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2, Unit 3,
Unit 4, Unit 5, Unit 6
TIME FOR KIDS ONLINE ARTICLES: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6
SL.6.6 Adapt speech to a variety of contexts and SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 17
TEACHER’S EDITION: Unit 1: 92 Unit 2: 284 Unit 3: 329 Unit 4: 156, 220 Unit 6: 284, 330
tasks, demonstrating command of formal
English when indicated or appropriate. (See
grade 6 Language standards 1 and 3 for
specific expectations.)

LANGUAGE
Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
CCSS20
C
CORRELATIONS
Grade 6

L 6 1
Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.6.1a Ensure that pronouns are in the proper case READING/WRITING WORKSHOP: Unit 4: 261, 275 GH: 462, 463
TEACHER’S EDITION: Unit 4: 98–99, 127, 162–163, 191
(subjective, objective, possessive).
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 81, 82, 83, 84, 85, 86,
87, 89, 90
L.6.1b Use intensive pronouns (e.g., myself, READING/WRITING WORKSHOP: GH: 463
TEACHER’S EDITION: Unit 2: 177 Unit 4: 93, 98–99, 127
ourselves).
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 81, 84
L.6.1c Recognize and correct inappropriate shifts READING/WRITING WORKSHOP: Unit 4: 247 GH: 462
TEACHER’S EDITION: Unit 4: 34–35, 98, 99, 255, 290, 291
in pronoun number and person.
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 79

Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.6.1d Recognize and correct vague pronouns READING/WRITING WORKSHOP: GH: 462
TEACHER’S EDITION: Unit 4: 29, 34–35, 63
(i.e., ones with unclear or ambiguous
antecedents). TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 78
L.6.1e Recognize variations from standard English READING/WRITING WORKSHOP: Unit 4: 261, 289
TEACHER’S EDITION: Unit 1: 127, 290–291 Unit 2: 34, 35, 98, 99, 163, 227, 290–291 Unit 3:
in their own and others’ writing and
34–35, 226–227, 290–291 Unit 4: 291 Unit 5: 34, 98, 99, Unit 6: 99
speaking, and identify and use strategies
to improve expression in conventional
language.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.6.2a Use punctuation (commas, parentheses, READING/WRITING WORKSHOP: GH: 456, 476, 478
TEACHER’S EDITION: Unit 1: 25C Unit 2: 290–291 Unit 3: 336, 337 Unit 4: 337 Unit 6: 227,
dashes) to set off nonrestrictive/
336
parenthetical elements. www.connected.mcgraw-hill.com: RESOURCES
L.6.2b Spell correctly. PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 18, 20, 21, 27, 28
TEACHER’S EDITION: Unit 1: 36–37, 100–101, 164–165, 228–229, 292–293 Unit 2:
36–37, 100–101, 164–165, 228–229, 292–293 Unit 3: 36–37, 100–101, 164–165, 228–229,
292–293 Unit 4: 36–37, 100–101, 164–165, 228–229, 292–293 Unit 5: 36–37, 100–101,
164–165, 228–229, 292–293 Unit 6: 36–37, 100–101, 164–165, 228–229, 292–293
CCSS22
Language Standards
Knowledge of Language McGraw-Hill Reading Wonders
CORRELATIONS
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3a Vary sentence patterns for meaning, READING/WRITING WORKSHOP: Unit 1: 59 Unit 6: 390–391
reader/listener interest, and style.
TEACHER’S EDITION: Unit 1: 162, 226–227 Unit 6: 30–31, 32–33, 62
L.6.3b Maintain consistency in style and tone. READING/WRITING WORKSHOP: Unit 3: 216–217
TEACHER’S EDITION: Unit 1: 222–223, 224–225, 254 Unit 3: 222–223, 224–225, 254
Unit 6: 94–95, 96–97
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4a Use context (e.g., the overall meaning of a READING/WRITING WORKSHOP: Unit 1: 29, 43, 85 Unit 2: 92, 93, 106, 107 Unit 3: 173,
187, 215 Unit 4: 245, 259, 273, 287 Unit 5: 317, 331, 345, 359 Unit 6: 417
sentence or paragraph; a word’s position
LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 3: 193, 209, 245 Unit 4: 273, 305 Unit 5: 389,
or function in a sentence) as a clue to the 409 Unit 6: 479
meaning of a word or phrase. LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O, ELL), Into the Lion’s
Den (B) Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home
the Circus (B) Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B)
Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 3: Adventure Under
the Ice (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 7, 17, 57, 107, 117, 137, 147, 157, 177, 187, 227, 237, 277
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 10, 12, 14, 15
TEACHER’S EDITION: Unit 1: S15, 24, 50, 54, 61, 88, 230 Unit 2: 89I, 102, 145 Unit 3: 24,
25G, 88, 216, 338 Unit 4: 24, 25E, 45, 152, 178, 189, 216, 336 Unit 5: 25C, 88, 152, 182, 216,
337 Unit 6: 109, 152, 167, 182, 189, 338
L.6.4b Use common, grade-appropriate Greek READING/WRITING WORKSHOP: Unit 1: 57, 85 Unit 2: 101, 115, 143 Unit 3: 201 Unit 5:
317 Unit 6: 389, 431
or Latin affixes and roots as clues to the
LITERATURE ANTHOLOGY: Unit 1: 67 Unit 2: 113, 127, 167 Unit 5: 349 Unit 6: 437, 501
meaning of a word (e.g., audience, auditory, LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
audible). Time (A, O, ELL, B) Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 2, Week 4: Wrought by
Fire (A), The Little Golden Llama (O, ELL), The Mark (B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 27, 47, 57, 67, 87, 248, 257, 258, 268, 278, 287, 288
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 8, 11, 23, 27, 28, 29
TEACHER’S EDITION: Unit 1: S28, 152, 182, 189, 280, 301 Unit 2: 24, 39, 50, 88, 89F, 102,
216, 246, 253 Unit 3: 152, 153J, 153N, 182, 189 Unit 4: 218, 235, 233, 294 Unit 5: 24, 45, 50,
54, 61 Unit 6: 24, 38, 39, 216, 237, 242, 253

Language Standards
L.6.4c Consult reference materials (e.g., PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 7, 8, 10, 11, 12, 13,
14, 15, 25, 26, 27, 29, 30
dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation WRITING WORKSTATION ACTIVITY CARDS: 20
of a word or determine or clarify its precise TEACHER’S EDITION: Unit 1: S27, 24, 39, 118, 152 Unit 2: 25C, 37, 38, 39, 58, 59, 152, 217
meaning or its part of speech. Unit 3: 336, 337, 338 Unit 4: 39, 58, 152, 167, 216 Unit 5: 24, 39, 150, 336, 337 Unit 6: 39,
167, 216, 231
L.6.4d Verify the preliminary determination of READING/WRITING WORKSHOP: Unit 1: 43 Unit 3: 187 Unit 4: 245, 259
LEVELED READERS: Unit 3, Week 4: Beyond Expectations (A, O, ELL, B)
the meaning of a word or phrase (e.g., by
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 8, 10, 12, 14, 15, 25, 26
checking the inferred meaning in context TEACHER’S EDITION: Unit 1: S27, 24, 39, 88, 102–103 Unit 2: 37–39, 152 Unit 3: 166–167,
or in a dictionary). 280 Unit 4: 152, 182, 216, 230–231, 253 Unit 5: 24, 109, 114 Unit 6: 24, 88–89, 114, 118, 216
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.6.5a Interpret figures of speech (e.g., READING/WRITING WORKSHOP: Unit 1: 71 Unit 2: 157 Unit 4: 259, 301 Unit 5: 333
Unit 6: 445
personification) in context.
LITERATURE ANTHOLOGY: Unit 1: 86 Unit 2: 177 Unit 4: 289, 329 Unit 5: 371 Unit 6: 509
LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 2, Week 5: Just
Like Pizarro (A), Nat’s Treasure (O, ELL), Digging In (B) Unit 3, Week 1: Common Ground (A),
Making Things Happen (O, ELL) Unit 4, Week 2: Against the Odds (A, O, ELL, B) Unit 4, Week 5:
The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B) Unit 6, Week 5: Chill Out (A),
Liv’s Vacation (O, ELL), Vasca’s Log
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 3, 9, 13
TEACHER’S EDITION: Unit 1: 216–217, 237, 242, 246, 317 Unit 2: 280–281, 301, 306, 310,
317 Unit 3: 25F, 89C, 217H Unit 4: 88, 109, 114, 280, 301, 306, 310, 317 Unit 5: 88–89, 109,
114 Unit 6: 88–89, 109, 114, 280–281, 317
L.6.5b Use the relationship between particular LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B)
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 12
words (e.g., cause/effect, part/whole, item/
category) to better understand each of the TEACHER’S EDITION: Unit 1: 39, 165 Unit 3: 280, 301, 306, 310, 317 Unit 5: 152, 173, 178,
words. 182 Unit 6: 152, 173, 178, 182, 295
CCSS24
Language Standards
CORRELATIONS
L.6.5c Distinguish among the connotations READING/WRITING WORKSHOP: Unit 2: 129 Unit 5: 333
(associations) of words with similar
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 7
denotations (definitions) (e.g., stingy, WRITING WORKSTATION ACTIVITY CARDS: 20
scrimping, economical, unwasteful, thrifty). TEACHER’S EDITION: Unit 1: S16, 39, 109, 173, 217H, 237 Unit 2: 152–153, 167, 173, 178,
182, 189, 317 Unit 4: 182, 280 Unit 5: 26, 39, 88, 295, 280–281, 301, 306 Unit 6: 89N, 286,
288
L.6.6 Acquire and use accurately grade- READING/WRITING WORKSHOP: Unit 1: 20–21, 34–35, 48–49, 62–63, 76–77 Unit 2:
92–93, 106–107, 120–121, 129, 134–135, 148–149 Unit 3: 164–165, 178–179, 192–193,
appropriate general academic and
201, 206–207, 219–221 Unit 4: 236–237, 250–251, 264–265, 278–279, 292–293 Unit 5:
domain-specific words and phrases; 308–309, 317, 322–323, 331, 336–337, 350–351, 364–365, 374 Unit 6: 380–381, 394–395,
gather vocabulary knowledge when 408, 409, 442–443, 436, 437
considering a word or phrase important to LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL,B) Unit 2, Week 2:
Everybody Counts (A, O, ELL, B) Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to
comprehension or expression. Utgard (O, ELL), The Hero Twins (B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 1, 11, 21, 31, 41, 51, 61, 71, 81, 91, 101, 111, 121, 131, 141,
151, 161, 171, 181, 191, 201, 211, 221, 231, 241
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 7, 8, 26
TEACHER’S EDITION: Unit 1: S6, S7, S8, 14, 78, 142, 206, 270 Unit 2: 14, 78, 108–109,
142, 206, 270, 328 Unit 3: 14, 78, 142, 172–173, 206, 270, 326–327 Unit 4: 14, 78, 142, 206,
236–237, 270, 326–327 Unit 5: 14, 78, 142, 206, 270, 300–301, 328 Unit 6: 14, 44–45, 78,
142, 206, 270, 326–327
CARDS: VISUAL VOCABULARY CARDS: Unit 1: 1–8, 9–16, 17–24, 25–32, 33–40 Unit 2:
41–48, 49–56, 57–64, 65–72, 73–76 Unit 3: 77–84, 85–92, 93–100, 101–108, 109–116
Unit 4: 117–123, 124–132, 133–140, 141–148, 149–152 Unit 5: 153–160, 161–168,
169–176, 177–184, 185–192 Unit 6: 193–200, 201–208, 209–216, 217–224, 225–228

Language Progressive Skills
Below are the grade 3–5 Language standards indicated by CCSS to be particularly
likely to require continued attention in grade 6 as they are applied to increasingly
sophisticated writing and speaking.
Language Progressive Skills

Standard McGraw-Hill Reading Wonders
L.3.1f Ensure subject-verb and pronoun- READING/WRITING WORKSHOP: Unit 4: 247, 289 GH: 458
TEACHER’S EDITION: Unit 3: 98–99, 153G Unit 4: 34–35, 226, 255, 291, 354
antecedent agreement.
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 57, 58, 77, 79
L.3.3a Choose words and phrases for effect. TEACHER’S EDITION: Unit 1: 96–97, 222 Unit 2: 286, 287
L.4.1f Produce complete sentences, recognizing READING/WRITING WORKSHOP: Unit 1: 45 GH: 450, 453
TEACHER’S EDITION: Unit 1: 34–35, 63, 98–99, 290–291
and correcting inappropriate fragments
and runons. TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 1, 4, 5, 8, 9
L.4.1g Correctly use frequently confused words LEVELED READERS: Unit 4, Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL),
Something Fishy (B) Unit 4, Week 4: Treasures from Tonga (A), So Many Stars (O, ELL), The Best
(e.g. to/too/two; there/their)
Friends’ Birthdays (B)
TEACHER’S EDITION: Unit 3: 154–155, 164–165 Unit 4: 227
L.4.3a Choose words and phrases to convey ideas READING/WRITING WORKSHOP: Unit 2: 158 Unit 4: 302 Unit 6: 446
TEACHER’S EDITION: Unit 1: 94–97 Unit 2: 286–289, 318, 352 Unit 4: 286–289 Unit 5:
precisely.
286–289
L.4.3b Choose punctuation for effect. TEACHER’S EDITION: Unit 1: 25C, 35 Unit 4: 163 Unit 6: 89A, 336–337
L.5.1d Recognize and correct inappropriate shifts READING/WRITING WORKSHOP: Unit 3: 189, 203 GH: 458
TEACHER’S EDITION: Unit 3: 98–99, 163, 348
in verb tense.
L.5.2a Use punctuation to separate items in a READING/WRITING WORKSHOP: GH: 478

TEACHER’S EDITION: Unit 2: 99, 348 Unit 5: 99
series.
CCSS26
Reading Standards for Literacy in History/Social Studies
CORRELATIONS
RH.6.1 Cite specific textual evidence to support READING/WRITING WORKSHOP: Unit 1: 82, 83, 84 Unit 2: 98, 100, 112, 114 Unit 3: 198,
200, 212, 214 Unit 4: 242, 244 Unit 5: 342, 344 Unit 6: 386, 388, 400, 402
analysis of primary and secondary sources.
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 2: 113, 127, 150 Unit 3: 222, 225, 245 Unit 4:
263, 269, 273 Unit 5: 383, 389, 393 Unit 6: 437, 445, 458, 459
LEVELED READERS: Unit 1, Week 5: Money Changes (A, ELL, O, B) Unit 2, Week 1: Lost in
Time (A, O, ELL, B) Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 5,
Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 45, 49, 55, 59, 65, 69, 125, 129, 135, 139, 155, 159, 225, 229,
255, 259, 265, 269
TEACHER’S EDITION: Unit 1: 273, 275, 281D, 304, 305 Unit 2: 16, 25G, 29, 93 Unit 3: 145,
157, 177, 181, 210, 217P Unit 4: 18 25E, 25L, 25M, 25O, 330–331 Unit 5: 144, 176, 177, 186
Unit 6: 17, 18, 49, 82, 89H, 208
RH.6.2 Determine the central ideas or information READING/WRITING WORKSHOP: Unit 2: 99 Unit 3: 198, 212 Unit 4: 242, 244 Unit 4: 242,
244 Unit 6: 387, 400
of a primary or secondary source; provide
LITERATURE ANTHOLOGY: Unit 2: 113, 127 Unit 3: 215, 219, 225, 237, 240, 245 Unit 4: 275
an accurate summary of the source distinct Unit 5: 389 Unit 6: 437, 459
from prior knowledge or opinions. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 1: Lost in
Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 276, 281D, 311 Unit 2: 20, 25P, 80, 82, 89L, 94 Unit 3: 146,
153G, 153N, 177, 210, 217D, 249 Unit 4: 18, 19, 22, 25H Unit 5: 153N Unit 6: 20, 25R, 48, 85,
89R, 217D, 232
RH.6.3 Identify key steps in a text’s description of READING/WRITING WORKSHOP: Unit 3: 197
a process related to history/social studies
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 5, 6, 7, 9, 10, 11, 23, 29
(e.g., how a bill becomes law, how interest TEACHER’S EDITION: Unit 1: 281F Unit 2: 89N Unit 6: 25M, 41
rates are raised or lowered).

RH.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 85 Unit 2: 101, 115 Unit 3: 215 Unit 4: 245
Unit 5: 345 Unit 6: 389, 403, 431
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273 Unit 5:
vocabulary specific to domains related to 389
history/social studies. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 2: Everybody
Counts (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 6, Week 1: The
Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 47, 57, 67, 127, 137, 227, 257, 267, 287
TEACHER’S EDITION: Unit 1: 280, 281, 305 Unit 2: 24, 25C–25D, 40, 88, 89F, 89I Unit 3: 152,
153E, 185, 217, 217M, 242, 253 Unit 4: 24, 25, 25F, 45, 53 Unit 5: 152, 153, 153P, 168, 178
Unit 6: 24, 25C, 53, 88, 89M, 121, 217O
RH.6.5 Describe how a text presents information READING/WRITING WORKSHOP: Unit 2: 9, 113 Unit 3: 199, 213 Unit 4: 242, 246–247
Unit 5: 343 Unit 6: 401, 429
(e.g., sequentially, comparatively, causally).
LITERATURE ANTHOLOGY: Unit 2: 127 Unit 3: 225, 245 Unit 5: 389
LEVELED READERS: Unit 2, Week 1: Lost in Time (A, O, ELL, B) Unit 2, Week 2: Everybody
Counts (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 3, Week
4: Beyond Expectations (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the World (A, O, ELL,
B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6, Week 4: The
Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 55, 65, 125, 135, 157, 225, 285
TEACHER’S EDITION: Unit 1: 84, 112, 273, 281A–281B, 281C Unit 2: 17, 29, 84, 89C, 113,
115, 153S–153T Unit 4: 18
RH.6.6 Identify aspects of a text that reveal an READING/WRITING WORKSHOP: Unit 1: 83 Unit 3: 200, 216 Unit 4: 243
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 4: 272, 273
author’s point of view or purpose (e.g.,
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B)
loaded language, inclusion or avoidance of YOUR TURN PRACTICE BOOK: 45, 126, 155, 156
particular facts). READING WORKSTATION ACTIVITY CARDS: 18, 25, 27, 30
TEACHER’S EDITION: Unit 1: 276–277, 281C, 281E–281F, 285, 304 Unit 3: 150, 153D
Unit 4: 20, 25E, 25G, 25I, 25K, 25M, 250, 47 Unit 5: 145
CCSS28
CORRELATIONS
RH.6.7 Integrate visual information (e.g., in charts, READING/WRITING WORKSHOP: Unit 1: 84 Unit 2: 100, 114 Unit 5: 344 Unit 6: 388, 430
LITERATURE ANTHOLOGY: Unit 1: 97 Unit 2: 114 Unit 5: 388
graphs, photographs, videos, or maps) with
LEVELED READERS: Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6,
other information in print and digital texts. Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 46, 56, 286
READING WORKSTATION ACTIVITY CARDS: 14, 15, 30
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 5, 9, 10, 12, 16, 17, 21, 25, 26
TEACHER’S EDITION: Unit 1: 150, 153O, 278, 279, 296, 304 Unit 2: 25C, 57, 87, 116 Unit 4:
25D, 25K, 40 Unit 5: 150, 151, 153L, 177, 181 Unit 6: 22, 23, 25K, 41, 214, 215, 217F
MEDIA: VIDEOS: Unit 1, Week 5: Money Matters Unit 2, Week 1: Cradles of Civilization
Unit 2, Week 2: Democratic Concepts Unit 3, Week 3: Inspired Work Unit 3, Week 4: Being
the First Unit 4, Week 1: Responding to Disaster Unit 5, Week 3: The Importance of Innovation
Unit 6, Week 1: Relying on Nature Unit 6, Week 2: Gateways to History Unit 6, Week 4:
Astonishing Discoveries
TIME FOR KIDS ONLINE ARTICLES: Unit 2: “Who Owns History?” Unit 3: “Elephant Camp”
Unit 6: “World Wonders in Danger”
RH.6.8 Distinguish among fact, opinion, and READING/WRITING WORKSHOP: Unit 4: 243
reasoned judgment in a text.
TEACHER’S EDITION: Unit 1: 276, 281E, 281F, 309 Unit 4: 25G, 25K, 25M, 25N
RH.6.9 Analyze the relationship between a primary READING/WRITING WORKSHOP: Unit 4: 244 Unit 6: 402
LITERATURE ANTHOLOGY: Unit 4: 273
and secondary source on the same topic.
LEVELED READERS: Unit 16, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B)
TEACHER’S EDITION: Unit 4: 22, 23, 25I, 25K, 25L, 25O, 92, 330 Unit 6: 86, 87, 89H, 89L,
112, 116

RH.6.10 By the end of grade 8, read and READING/WRITING WORKSHOP: Unit 1: 244 Unit 6: 402
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 1: Lost in
comprehend history/social studies texts
in the grades 6–8 text complexity band Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 5,
independently and proficiently. Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 274, 281B, 303, 307, 311 Unit 2: 47, 51, 55, 111, 115, 119
Unit 3: 150, 175, 179, 183, 214, 239, 243, 247 Unit 4: 47, 51, 55, 86 Unit 5: 150, 175, 179
Unit 6: 47, 51, 55, 111, 115, 119, 239, 243, 247
TIME FOR KIDS ONLINE ARTICLES: Unit 2: “Who Owns History?” Unit 3: “Elephant Camp”

Reading Standards for Literacy in Science and Technical Subjects
RST.6.1 Cite specific textual evidence to support READING/WRITING WORKSHOP: Unit 1: 53, 54, 56, 67, 68, 70 Unit 3: 225, 226, 228, 229
Unit 4: 255, 256, 259 Unit 5: 355, 356, 357, 358, 369, 370 Unit 6: 414, 415
analysis of science and technical texts.
LITERATURE ANTHOLOGY: Unit 1: 67, 71, 91 Unit 3: 251, 255 Unit 5: 400, 403, 406, 415,
417
Exploring the Deep (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1:
Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds (A, O,
ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 5, Week 5: A
Microscopic World (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
279
READING WORKSTATION ACTIVITY CARDS: 9, 10, 11, 12, 13, 14, 15, 17, 18, 20, 28, 30
TEACHER’S EDITION: Unit 1: 144, 145, 157, 209, 221 Unit 3: 272, 273, 274, 275, 281F, 296,
297, 315 Unit 4: 89I, 89Q, 89R, 121 Unit 5: 210, 211, 217G, 272, 273, 274, 275 Unit 6: 144,
145, 146, 147, 153T, 153U, 186
RST.6.2 Determine the central ideas or conclusions READING/WRITING WORKSHOP: Unit 1: 55, 69 Unit 5: 370 Unit 6: 414, 415
LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 3: 253 Unit 5: 409, 415
of a text; provide an accurate summary of
the text distinct from prior knowledge or Exploring the Deep (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4,
opinions. Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds
(A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 148, 153N, 153P, 153R, 212, 217F, 217P, 241 Unit 3: 276, 277,
281C, 308, 309, 311, 315 Unit 4: 89K, 112 Unit 5: 212, 217P, 274, 304, 305 Unit 6: 147, 153C,
153L, 153P, 183, 185
RST.6.3 Follow precisely a multistep procedure READING/WRITING WORKSHOP: Unit 5: 354, 358
when carrying out experiments, taking
LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1: Aground!
measurements, or performing technical The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds (A, O, ELL, B)
tasks. Unit 5, Week 5: A Microscopic World (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice
(A, O, ELL, B)
TEACHER’S EDITION: Unit 5: 209, 249 Unit 6: 153U–153V
CCSS30
CORRELATIONS
RST.6.4 Determine the meaning of symbols, key READING/WRITING WORKSHOP: Unit 1: 54, 57 Unit 5: 359 Unit 6: 417
terms, and other domain-specific words
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 5, Week 4: Looking
and phrases as they are used in a specific Further: The Hubble Telescope (A, O, ELL, B)
scientific or technical context relevant to YOUR TURN PRACTICE BOOK: 27, 237, 247, 276
grades 6–8 texts and topics. READING WORKSTATION ACTIVITY CARDS: 14, 26, 28, 30
TEACHER’S EDITION: Unit 1: 145, 152, 153G, 153I, 176, 180, 182, 185 Unit 3: 281A–281B,
281C–281D, 304 Unit 4: 89C Unit 5: 152, 153, 216, 217, 240, 281 Unit 6: 150, 152, 153G, 182,
185
RST.6.5 Analyze the structure an author uses to READING/WRITING WORKSHOP: Unit 5: 357
organize a text, including how the major
LEVELED READERS: Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
sections contribute to the whole and to an Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
understanding of the topic. YOUR TURN PRACTICE BOOK: 235, 236
TEACHER’S EDITION: Unit 1: 153F, 153K, 153M, 168 Unit 4: 89D, 104 Unit 5: 209, 212, 217N,
281A–281B
RST.6.6 Analyze the author’s purpose in providing READING/WRITING WORKSHOP: Unit 1: 54, 68 Unit 3: 226 Unit 4: 256 Unit 5: 356–358,
370, 372 Unit 6: 414, 416
an explanation, describing a procedure, or
LITERATURE ANTHOLOGY: Unit 1: 66, 86 Unit 5: 417
discussing an experiment in a text. LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 215, 217O, 217Q–217R Unit 3: 273, 309 Unit 4: 89E Unit 5:
217A Unit 6: 153Q

RST.6.7 Integrate quantitative or technical READING/WRITING WORKSHOP: Unit 1: 56, 70 Unit 3: 225, 228 Unit 4: 258 Unit 5: 358,
372 Unit 6: 416
information expressed in words in a
LITERATURE ANTHOLOGY: Unit 1: 53, 60, 74, 75, 81
text with a version of that information LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 5, Week 4: Looking
expressed visually (e.g., in a flowchart, Further: The Hubble Telescope (A, O, ELL, B)
diagram, model, graph, or table). YOUR TURN PRACTICE BOOK: 26, 146, 166, 236
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 3, 12, 15, 17, 25, 30
TEACHER’S EDITION: Unit 1: 150, 151, 153D, 153K, 214, 217D, 217I, 232 Unit 3: 278, 305,
309, 313, 315 Unit 4: 105 Unit 5: 150, 214, 215, 217J, 233, 250, 281B Unit 6: 150
RST.6.8 Distinguish among facts, reasoned READING/WRITING WORKSHOP: Unit 4: 257 Unit 5: 371
judgment based on research findings, and
speculation in a text. TEACHER’S EDITION: Unit 4: 89O–89P Unit 5: 303, 307
RST.6.9 Compare and contrast the information LEVELED READERS: Unit 4, Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B)
gained from experiments, simulations,
TEACHER’S EDITION: Unit 1: 329
video, or multimedia sources with that www.connected.mcgraw-hill.com: RESOURCES
gained from reading a text on the same MEDIA: VIDEOS: Unit 1, Week 3: Living Environments Unit 1, Week 4: Surface Changes
topic. Unit 3, Week 5: Green Means Clean Unit 4, Week 2: Rising to the Challenge Unit 5, Week 4:
Breakthrough Discoveries Unit 5, Week 5: Better Ways to Explore Unit 6, Week 3: Scientific
Adventures
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 4: “Revved Up” Unit 5: “Eye
on the Sky”

RST.6.10 By the end of grade 8, read and READING/WRITING WORKSHOP: Unit 1: 54, 68
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (O, B) Unit 1, Week 4: Exploring
comprehend science/technical texts in
the Deep (O, B) Unit 3, Week 5: A World of Water (O, B) Unit 4, Week 1: Aground! The Story
the grades 6–8 text complexity band of the Exxon Valdez (O, B) Unit 4, Week 2: Against the Odds (O, B) Unit 5, Week 4: Looking
independently and proficiently. Further: The Hubble Telescope (O, B) Unit 5, Week 5: A Microscopic World (O, B) Unit 6, Week 3:
Adventure Under the Ice (O, B)
YOUR TURN PRACTICE BOOK: 25, 29, 35, 39, 145, 149, 165, 169, 235, 239, 245, 249, 275, 279
TEACHER’S EDITION: Unit 1: 175, 179, 183, 239, 243, 247 Unit 3: 311 Unit 4: 111, 115, 119
Unit 5: 239, 243, 247, 303, 307, 311 Unit 6: 175, 179, 183
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 4: “Revved Up” Unit 5:
“Eye on the Sky”
CCSS32
Writing Standards for Literacy in History/Social Studies, Science, and
Technical Subjects
CORRELATIONS
WHST. Write arguments focused on discipline-specific content.
6.1
WHST. Introduce claim(s) about a topic or issue, READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1a acknowledge and distinguish the claim(s)
from alternate or opposing claims, and TEACHER’S EDITION: Unit 3: 288–289 Unit 4: 32–33 Unit 5: 224–225 Unit 6: 345, 349
organize the reasons and evidence
logically.
WHST. Support claim(s) with logical reasoning and READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1b relevant, accurate data and evidence that
demonstrate an understanding of the topic WRITING WORKSTATION ACTIVITY CARDS: 5, 22, 28
or text, using credible sources. TEACHER’S EDITION: Unit 1: 289 Unit 3: 288–289 Unit 5: 224–225, 288–289 Unit 6: 335,
345, 346–347, 349
WHST. Use words, phrases, and clauses to create READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1c cohesion and clarify the relationships
among claim(s), counterclaims, reasons, WRITING WORKSTATION ACTIVITY CARDS: 5, 22, 28
and evidence. TEACHER’S EDITION: Unit 1: 288–289 Unit 4: 96–97 Unit 5: 160–161 Unit 6: 345, 349
WHST. Establish and maintain a formal style. TEACHER’S EDITION: Unit 1: 224–225 Unit 5: 286–289 Unit 6: 335, 347, 349
6.1d
WHST. Provide a concluding statement or section READING/WRITING WORKSHOP: Unit 4: 247 Unit 5: 361
TEACHER’S EDITION: Unit 5: 224 Unit 6: 335, 347, 349
6.1e that follows from and supports the
argument presented.

Technical Subjects
WHST. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
6.2 experiments, or technical processes.
WHST. Introduce a topic clearly, previewing what READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 116–117 Unit 5: 346–347 Unit 6:
418–419
6.2a is to follow; organize ideas, concepts, and
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 7, 8, 9, 11, 12, 15, 17, 22,
information into broader categories as 23, 24, 25, 26, 28, 29
appropriate to achieving purpose; include WRITING WORKSTATION ACTIVITY CARDS: 1, 30
formatting (e.g., headings), graphics (e.g., TEACHER’S EDITION: Unit 1: 158–161 Unit 5: 335, 345, 347, 351, 354, 355
charts, tables), and multimedia when useful
to aiding comprehension.
WHST. Develop the topic with relevant, well- READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 102–103, 116–117 Unit 3: 202–203
6.2b chosen facts, definitions, concrete details,
quotations, or other information and WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 30
examples. TEACHER’S EDITION: Unit 1: 158–161 Unit 2: 30–33, 94–97 Unit 5: 346–347, 349, 351,
355
WHST. Use appropriate and varied transitions READING/WRITING WORKSHOP: Unit 1: 86–87 Unit 6: 432–433
6.2c to create cohesion and clarify the
TEACHER’S EDITION: Unit 5: 335, 349, 352–353, 355
relationships among ideas and concepts.
WHST. Use precise language and domain-specific READING/WRITING WORKSHOP: Unit 2: 158–159 Unit 5: 374–375
6.2d vocabulary to inform about or explain the
17, 18, 21, 23, 24, 26, 28, 29, 30
topic. WRITING WORKSTATION ACTIVITY CARDS: 18, 30
TEACHER’S EDITION: Unit 1: 222–225 Unit 5: 335, 349, 352–353, 355
WHST. Establish and maintain a formal style and READING/WRITING WORKSHOP: Unit 1: 72–73
6.2e objective tone.
TEACHER’S EDITION: Unit 1: 222–225 Unit 5: 345, 347, 354, 355 Unit 6: 94–97
WHST. Provide a concluding statement or section SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2
6.2f that follows from and supports the
TEACHER’S EDITION: Unit 5: 335, 346–347, 349, 353, 355
information or explanation presented.
WHST. (not applicable as a separate requirement) (not applicable as a separate requirement)
6.3
CCSS34
Technical Subjects
CORRELATIONS
Production and Distribution of Writing McGraw-Hill Reading Wonders
WHST. Produce clear and coherent writing in SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 7, 8, 9, 11, 12, 15, 20, 22, 23,
24, 25, 26, 29
6.4 which the development, organization, and
style are appropriate to task, purpose, and TEACHER’S EDITION: Unit 1: 212, 221, 224–225, 233, 241, 245, 251 Unit 2: 89L, 96–97,
audience. 105, 113, 117, 123, 126 Unit 3: 212, 221, 233, 241, 245, 251 Unit 4: 20, 29, 32–33, 41, 49, 53,
59 Unit 5: 212, 221, 224–225, 233, 241, 245, 251, 345, 351 Unit 6: 157
WHST. With some guidance and support from READING/WRITING WORKSHOP: Unit 2: 117 Unit 3: 231 Unit 4: 247 Unit 5: 347, 361, 375
Unit 6: 391, 405
6.5 peers and adults, develop and strengthen
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 5, 18, 30
writing as needed by planning, revising, TEACHER’S EDITION: Unit 1: 160–161 Unit 2: 96–97 Unit 3: 288–289 Unit 4: 32–33
editing, rewriting, or trying a new Unit 5: 288–289, 345–349, 351–355 Unit 6: 32–33, 345–349
approach, focusing on how well purpose
and audience have been addressed.
WHST. Use technology, including the Internet, to TEACHER’S EDITION: Unit 5: 220, 348, 354 Unit 6: 348
6.6 produce and publish writing and present
TIME FOR KIDS ONLINE ARTICLES: Unit 2, Unit 3, Unit 5, Unit 6
the relationships between information and WRITER’S WORKSPACE: Unit 5, Unit 6
ideas clearly and efficiently.

Technical Subjects
WHST. Conduct short research projects to answer SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 6, 7, 9, 11, 12, 15, 16, 17,
21, 22, 23, 24, 26, 28, 29, 30
6.7 a question (including a self-generated
question), drawing on several sources and TEACHER’S EDITION: Unit 1: 28, 92, 330–333 Unit 2: 28, 92, 329, 330–333 Unit 3: 284, 329
generating additional related, focused Unit 4: 330–333 Unit 5: 330–333, 344–349, 350–355 Unit 6: 28, 92, 329, 330–333
questions that allow for multiple avenues
of exploration.
WHST. Gather relevant information from multiple READING WORKSTATION ACTIVITY CARDS: 15
6.8 print and digital sources, using search
TEACHER’S EDITION: Unit 1: 28, 92, 156, 220, 284, 330–333 Unit 2: 28, 92, 328–329,
terms effectively; assess the credibility 330–333 Unit 3: 284, 328–329, 330–333 Unit 4: 28, 92, 330–333 Unit 5: 156, 220, 284,
and accuracy of each source; and quote 328–329, 330–333, 348, 352, 354 Unit 6: 28, 92, 156, 220, 328–329, 330–333
or paraphrase the data and conclusions
of others while avoiding plagiarism and
following a standard format for citation.
WHST. Draw evidence from informational texts to LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
6.9 support analysis, reflection, and research.
LEVELED READERS: Unit 1, Week3: Rain Forest Riches (A, O, ELL, B) Unit 1, Week 4: Exploring
the Deep (A, O, ELL, B) Unit 1, Week 5: Money Changes (A,O, ELL, B) Unit 2, Week 2: Everybody
Counts (ELL) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6,
Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
259, 269, 279, 289
26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: 157, 217S, 221, 285 Unit 2: 29, 53, 93 Unit 3: 157, 217R, 221,
285 Unit 4: 29, 93 Unit 5: 153P, 153Q, 157, 221, 285 Unit 6: 29, 93, 157
Range of Writing McGraw-Hill Reading Wonders

WHST. Write routinely over extended time frames LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
6.10 (time for reflection and revision) and
shorter time frames (a single sitting or a Exploring the Deep (A, O, ELL, B) Unit 1, Week 5: Money Changes (A,O, ELL, B) Unit 2, Week 2:
day or two) for a range of discipline-specific Everybody Counts (ELL) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
tasks, purposes, and audiences. Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 29, 30, 39, 40, 49, 50, 59, 60, 69, 70, 129, 130, 139, 140, 149,
150, 159, 160, 169, 170, 229, 230, 239, 240, 249, 250, 259, 260, 269, 270, 279, 280, 289, 290
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 6, 7, 8, 9, 11, 12, 14, 15,
20, 22, 24, 26, 27, 28, 29
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 5, 18, 30
TEACHER’S EDITION: Unit 1: 276, 285, 288–289, 297, 305, 309, 315 Unit 2: 20, 25P, 29,
32–33, 41, 53, 62 Unit 3: 148, 157, 169, 177, 181, 183, 187, 190 Unit 4: 93, 96–97, 105, 113,
117, 123, 126 Unit 5: 212, 221, 224–225, 233, 241, 245, 251, 350–355, 356–361 Unit 6: 212,
221, 224–225, 233, 241, 245, 251
CCSS36

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Bothell,

Bothell, WAWA • Chicago,

Copyright © 2014 by The McGraw-Hill Companies, Inc.

All rights reserved. No part of this publication may be

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Printed in the United States of America.

Common Core State Standards© Copyright 2010. National

Dr. Jana Echevarria Dr. Jay McTighe

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

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

Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

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

Marjorie J. Archer David P. Frydman LaVita Johnson Spears Eddie Thompson

Whitney Augustine Fran Gregory Randall B. Kincaid Patricia Vasseur Sosa

Weekly Concept How do life forms vary in

Grade Appropriate SScientists

Topics, including Science The top, or emergent, layer hosts primates

Eric Baccega/AGE Fotostock; Wayne Lynch/All Canada Photos/Corbis;

Pictures/Arco Images GmbH/Alamy

046_047_CR14_SI6_U1W3_WO_118711.indd 46 12/24/11 046_047_CR14_SI6_U1W3_WO_118711.indd

Strategies and Skills

Genre common trogloxenes. Hanging

maneuvering through the dim light. Small gray birds called

Grammar Handbook 050_053_CR14_SI6_U1W3_MR_118711.indd 50

Genre • Expository Text

Anchor Texts • e Books

galaxy, the massive jellyfish hovers in ocean for hundreds of thousands

Extended Complex Texts

Application of Essential Question

environments? deep sea. percent of Earth’s surface. On average,

Strategies and Skills

Read how animals in the world’s oceans

Research Institute who discovered it solar system.

• Leveled Reader Search

Grade 6 Grade 6 Grade 6

TEACHING WITH READING WONDERS vii

Reading/Writing Literature Teacher Editions

PAIRED Discovering Huber

Leveled Readers Classroom

Sound- High-Frequency Response Board Weekly U i

Plan Assess Professional My To Do List

Teach Collaborate Additional Online Resources Read

Week 2 Alliances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66

Week 3 Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130

Week 4 Dynamic Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194

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

Week 1 Week 2 Week 3

Writing Writing Writing

W.6.10 W.6.10 W.6.10

Writinsgs Genre Writing: Narrative Autobiographical Sketch T344–T349

Writing Writing Writing

Writinsgs Genre Writing: Narrative Personal Narrative T350–T355

The tide rises, the tide falls,

Darkness settles on roofs and walls,

— Henry Wadsworth Longfellow

During this time, use the Placement

Close Reading of Literature

Use Text Evidence to understand:

Close Reading of Informational Text

Deserts and People ut plants to h through nts have dif

Use Text Evidence to understand:

• Genre: Informational Text

• Author’s Point of View 0000_0000_

DAYS 12 DAYS 34