MHE RDG Wonders Teachers Edition Grade3 Unit1

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Bothell, WA • Chicago, IL • Columbus, OH • New York, NY
Cover and Title Pages: Nathan Love
www.mheonline.com/readingwonders B
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:

McGraw-Hill Education
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Printed in the United States of America.
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
m
Program Authors
Dr. Diane August Dr. Jan Hasbrouck
Managing Director, Educational Consultant
American Institutes for Research and Researcher
Washington, D.C. J.H. Consulting
Vancouver, Washington
Dr. Donald Bear Gibson Hasbrouck and Associates
Iowa State University Wellesley, Massachusetts
Ames, Iowa
Margaret Kilgo
Dr. Janice A. Dole Educational Consultant
University of Utah Kilgo Consulting, Inc.
Salt Lake City, Utah Austin, Texas
Dr. Jana Echevarria Dr. Jay McTighe

California State University, Long Beach Educational Consultant
Long Beach, California 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
Educational Consultant
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
Weekly Concept
Grade Appropriate
Topics, including Science
and Social Studies
• Videos
• Photographs
• Interactive Graphic
Organizers
Reading/Writing Workshop
TEACH
Close Reading
Short Complex Texts
Minilessons
Comprehension
Strategies and Skills
Genre • Visual Glossary
Vocabulary Strategies • Interactive Minilessons
Writing Traits • Interactive Graphic
Organizers
Grammar Handbook
APPLY
Close Reading
Anchor Texts • e Books
Extended Complex Texts • Interactive Texts
Application of • Listening Library
Strategies and Skills • English/Spanish
Summaries
Literature Anthology
vi
Master the Common Core State Standards!
M
DIFFERENTIATE
Leveled Readers
Small Group Instruction
with Differentiated Texts
• e Books
• Interactive Texts
• Leveled Reader Search
• Listening Library
• Interactive Activities
Leveled Readers
INTEGRATE
Research and Inquiry
Short and Sustained Research
Projects
Text Connections
• Online Research Reading Across Texts
• Writer’s Workspace
• Interactive Group Ana
Analytical
A
W
Writing Write About Reading
W
Projects Analytical Writing
A
Collection of Texts
ASSESS
Weekly Assessment
Unit Assessment
• Online Assessment
• Test Generator Benchmark Assessment
• Reports
Weekly Unit Benchmark
Assessment Assessment Assessment
TEACHING WITH READING WONDERS vii

PROGRAM COMPONENTS
“Benjamin Banneker: Pioneer Scientist,” by Ginger Wadsworth and illustrated by Craig Orback. Text copyright © 2003 by Ginger Wadsworth. Illustrations copyright © 2003 by Craig Orback. Reprinted with the permission of Millbrook Press, 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.; “Book Cover”, copyright © 2001 by Random House Children’s Books, from BEN FRANKLIN AND THE MAGIC SQUARES by Frank Murphy, illustrated by Richard Walz. Used by
permission of Random House Children’s Books, a division of Random House, Inc.; “Book Cover”, copyright © 1986 by Alfred A. Knopf, from MORE STORIES JULIAN TELLS by Ann Cameron. Used by permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc.
Reading/Writing Literature Teacher Editions

Workshop Anthology
behavior
behavior
Leveled Readers Classroom Library Y

Your T
Turn Visual Vocabulary Leveled Workstation Activity Cards
Tradebooks Practice Book Cards
Assessing the Common Core State Standards
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 M

My To Do List W
Words to Know
Customizable Online Assessments Development A
Assignments Build Vocabulary
B
Lesson Plans Reports and Scoring Lesson and CCSS A
Assessment
Videos
Teach Collaborate Additional Online Resources RRead P

Play
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 Storytime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Week 2 Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T68
Week 3 Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T134
Week 4 Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T200
Week 5 Landmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T266
Week 6 Review and Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T330
Writin
Proces
g
s Genre Writing: Narrative Text
Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T352
Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T358
Moden
Lesso
l
Extended Complex Text
Close Reading Routine
Close Reading Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T364
(t to b) Douglas Todd/DK Stock/Getty Images; AlaskaStock/Masterfile; Philip Scalia/Alamy;
Use the Literary Anthology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T365

Use Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T368
Mike Powell/Corbis; Ronnie James/Alamy
Program Information
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
GROWING AND LEARNING ix
UNIT OVERVIEW
Growing and Learning
Week 1 Week 2 Week 3

STORYTIME TRADITIONS COMMUNITIES
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION
READING
What can stories teach you? What can traditions teach you How do people from different
about cultures? cultures contribute to a community?
Build Background
Build Background Build Background
Vocabulary
L.3.6
ached, concentrate, discovery, Vocabulary Vocabulary
L.3.6 L.3.6
educated, effort, improved, inspired, celebrate, courage, disappointment, admires, classmate, community,
satisfied precious, pride, remind, symbols, contribute, practicing, pronounce,
Synonyms traditions scared, tumbled
Context Clues Compound Words
Comprehension
RL.3.3
Strategy: Visualize Comprehension Comprehension
RL.3.3 RI.3.8
Skill: Character, Setting, Plot: Strategy: Visualize Strategy: Ask and Answer Questions
Character Skill: Character, Setting, Plot: Skill: Text Structure: Sequence
Genre: Fantasy Sequence Genre: Narrative Nonfiction
Ana
Analytical
An
W
Writing W
Write About Reading Genre: Realistic Fiction Ana
Analytical
A
An
W
Writing W
Write About Reading
Anal
Analytical
A
An
Writing
W W
Write About Reading
Phonics Phonics
RF.3.3c
Short Vowels a and i, Word Families Phonics RF.3.3c
Final e, Inflectional Endings: Drop
RF.3.3c
Short Vowels e, o, and u, Inflectional Final e
Fluency Endings
RF.3.4b
Expression Fluency
Fluency RF.3.4a
Rate
RF.3.4b
Phrasing and Intonation
(l to r) Douglas Todd/DK Stock/Getty Images; AlaskaStock/Masterfile; Philip Scalia/Alamy; Mike Powell/Corbis; Ronnie James/Alamy
Writing Writing Writing
LANGUAGE ARTS
W.3.3a W.3.3c W.3.3c

Trait: Ideas Trait: Word Choice Trait: Organization
Grammar Grammar Grammar
L.3.1i L.3.1i L.3.1i
Sentences and Fragments Commands and Exclamations Subjects
Spelling Spelling Spelling
L.3.2f L.3.2f L.3.2f
Short Vowels a and i Short Vowels e, o, and u Final e
Vocabulary Vocabulary Vocabulary
L.3.4a L.3.4a L.3.4a
Build Vocabulary Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Narrative Friendly Letter T352–T357

G
Proce
x UNIT 1
UNIT 1
Review
and
Assess
Week 4 Week 5 Week 6
INVENTIONS LANDMARKS
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
How can problem solving lead to How do landmarks help us RF.3.4b
Focus on Vocabulary
new ideas? understand our country’s story?
Fluency: Accuracy, Rate, and
Build Background Build Background Prosody
Vocabulary Vocabulary Reading Digitally

SL.3.2
L.3.6
design, ecouraged, examine, RI.3.4
carved, clues, grand, landmark, Notetaking
investigation, quality, simple, massive, monument, national, traces Skimming and Scanning
solution, substitutes Multiple-Meaning Words Navigating Links
Metaphors
Comprehension Research and Inquiry
Comprehension RI.3.2
Strategy: Ask and Answer Questions W.3.7
Choosing a Research Topic
RI.3.8
Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Unit Projects
Skill: Text Structure: Cause and Genre: Expository Text Presentation of Ideas
Effect Ana
Analytical
A
An
W
Writing W
Write About Reading
Genre: Biography
Anal
Analytical
A
An
W
Writing W
Write About Reading Phonics Unit 1 Assessment
RF.3.3c
Long o, Compound Words
Phonics Unit Assessment Book
RF.3.3c
Long a, Plurals -s and -es Fluency pages 1–25
RF.3.4c
Accuracy and Phrasing Fluency Assessment
Fluency
RF.3.4b pages 122–131
Phrasing and Rate
Writing Writing Writing

W.3.3c W.3.10 W.3.3a
Trait: Word Choice Trait: Sentence Fluency Publishing Celebrations
Portfolio Choice
Grammar Grammar
L.3.1i L.3.1h
Predicates Simple and Compound Sentences
Spelling Spelling
L.3.2f L.3.2f
Long a Long o
Vocabulary Vocabulary
L.3.5a L.3.5a
Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Narrative Personal Narrative T358–T363

G
Proce
UNIT OVERVIEW xi
UNIT OPENER
The
Big Idea
How can learning
Hammond
mond
owers) Stockdisc/PunchStock; (bkgd) Design Pics/Don Hammo
help us grow?
The More I Know
The more I know
know,
The more I grow.
It’s an easy equation to solve if I try,

Asking and learning help me understand WHY.
(flowers)
(flo
The more I know,

Reading/Writing The more I WANT to know.
Workshop It’s an easy equation without a doubt,
Wondering and learning help me figure things out.
— George Samos
(c) Drew Myers/Corbis

16 17
READING/WRITING WORKSHOP, pp. 16–17

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The Big Idea How can learning help us grow?
COLLABORATE
Talk About It Read the Poem: “The More I Know”
Have students read the Big Idea aloud. Ask Read aloud “The More I Know.” Ask students
students to identify things they have learned questions to explore the theme.
that have helped them grow somehow. Students ‡ What does the narrator want to do?
may list skills that have enabled them to go new
‡ What can wondering and learning do?
places or engage in new activities, such as riding
a bicycle or reading. They may also list facts about ‡ How can learning help you grow?
the world that have made them more curious. Rhyme Scheme Have students read the poem
Ask: How can learning make you want to learn aloud. Ask students: Which words in each line
more? Have students discuss with partners or in sound like one another? (the last words) Then
groups, then share their ideas with the class. explain that lines rhyme when they end with
similar sounding words. We can use letters to
Music Links Introduce a song at the start of
show which lines rhyme. This is called a rhyme
the unit. Go to www.connected.mcgraw-hill.com
scheme. Show students that the rhyme scheme of
Resources Media: Music to find audio
this poem is AA BB CC DD.
recordings, song lyrics, and activities.
xii UNIT 1
UNIT 1
RESEARCH AND INQUIRY WRITING
Weekly Projects Each week students will Ana
Analytical
A W
Write About Reading As students read and
W
Writing
produce a project related to the Essential rreread for close reading of text, students will take
Question. They will then develop one of these notes, cite evidence to support their ideas and
projects more fully for the Unit Research Project. opinions, write summaries of text, or develop
Through their research, students will focus their character sketches.
attention on:
‡ gathering information from print and digital Writing Every Day: Focus on Writing Traits
resources. Each week, students will focus on a writing trait.
‡ using graphic organizers. After analyzing an expert and a student model,
students will draft and revise shorter writing
Shared Research Board You may wish to develop entries in their writer’s notebook applying the
a Shared Research Board. Students can post trait to their writing.
questions, ideas, and information about the unit
theme. Students can post articles, illustrations, or Writing Process: Focus on Writing Traits
information they gather as they do their research.
Over the course of the unit, students will develop
They can also post questions they have as they
one or two longer narrative texts. Students will
read throughout the unit. Encourage students to
work through the various stages of the writing
research and post the answers to their questions.
process, allowing them time to continue revising
their writing, conferencing with peers and
WEEKLY PROJECTS teacher.
Students work in pairs or small groups.
Week 1 Fable Story Map, T30
WEEKLY WRITING TRAITS
Week 2 Culture Web, T96
Week 1 Ideas, T32
Week 3 Community Travel Brochure, T162
Week 2 Word Choice, T98
Week 4 Action Plan, T228
Week 3 Organization, T164
Week 5 Landmark Informative Report, T292
Week 4 Word Choice, T230
WEEK 6 Week 5 Sentence Fluency, T294
Students work in small groups to complete and
present one of the following projects. GENRE WRITING: NARRATIVE TEXT
‡ Fable Play Choose one or complete both 2–3 week writing
process lessons over the course of the unit.
‡ Travel Brochure
Friendly Letter, T352–T357
‡ Community Time Line
Personal Narrative, T358–T363
‡ Formal Letter
‡ Time Line of Historical Landmarks
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 Board. support.
Go Digital! www.connected.mcgraw-hill.com
UNIT 1 OPENER xiii
OVERVIEW
Start Smart
Help your students 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
An African
mob of me
Kaffa’s Di
scover
Folktale
erkats. Their
y
leader, An
nie, was
ul brother
Literature
START SMART
of Bo tsw ana lived a ver , An nie’s boastf
ins vival. Ho we
On the pla st about sur
knew the mo der should
be.
the oldest and who the lea ter Mandi
one
idea about younger sis
a different ,” he told his lly do that
Kaffa had r lea der
ow wh y Annie is ou tan t. Sh e doesn’t rea
“I don’t kn more impor
er, but I am
may be old threat, he
day. “Annie
much!”
Kaffa wa
yelled, “Run
s the mo b’s lookout.
for your liv
He
es!”. The me
kept watch
erkats wo
told them it
for danger.
uld dis app
was safe. “I
If he saw a
ear into the
am the one
ir burrows.
who Close Reading of Literature
Cl
when Kaffa the leader.”
reappeared “I should be
They only boa ste d. h hav e an
mob of dan
ger,” he i. “We eac
warns the eaked Mand d Annie tea
ches
portant!” squ s to eat. An
the most im best insect
“You are not
important
job. I kn ow
meerkats how
wh ere to dig
to dig and
for the
make burro
ws . Sh e giv es the res t of us
definitely
Kaffa’s Discovery
the young der” what I do is
e is a great lea d Kaffa. “But
Use Text Evidence to understand:

adv ice. Sh ful ,” sai
and An nie do is use
“What you upted
bark interr
den, a loud
more impor
tant.” . All of a sud ely inside,
and argued meerkats. Saf
Kaffa argued h the other
anies, Inc.
Mandi and rro ws wit

to the bu
them. Dange
r! They ran
• Genre: Folktale
aw-Hill Comp
.
red at Kaffa
nie. She sta
they saw An
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• Story Structure
Start Smart
1
• Theme
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STSM_d_XX
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Informatio
nal Text
Desert M eerkats
Meerkats liv
e in the des
pointed fac erts and pra
es and tiny iries of sou
ears. thwest Afric
adorable litt Bla ck patches a. They hav
le creatures of hair sur e cute
. Some peo round their
to kill rodent ple even tam eyes. They
s. Most me e the m. are
erkats live Th ey keep the
It can be ver in the wild, m as pets
y hot in the though.
way to avo places where
id the heat. meerkats liv
They burro e. But they
claws to dig w tunnels in have a smart
the tunnels. the ground.
They use the
Jus ir strong
t One of the
Close Reading of Informational Text A group of

gang goes
together to
Gang
meerkats is
out in search
called a “m
of food. Me
ob” or a “ga
erkats are ver
ng”. In the
morning, the
find food. y social ani
They like to mals. They
While search eat insects. work
ing for foo The insect
are in danger d, the meerk s can be fou
ats are out nd in rocks.
of being hu in the open.
Desert Meerkats birds can sw

up. Jackals
oop down
can sneak
nted. Large
and snatch
up and attack
them
This means
they
But some me the m.

erkats are sen
Use Text Evidence to understand: as guards.

food to eat
sentinel sta
First, the sen
. It eats un
tinels. They
tinel finds
til it is full.
some
Next, the
act
nds up on its
can look out hind legs so
• Genre: Informational Text

it
Copyright
for enemies.
to sneak up If anything
tries
© The McGr
on them, the
loudly. This sentinel shr
tells the res iek s
perStock
aw-Hill Comp
run and hid t of the gan
e. Then the g to
rton-Lee/Su
• Text Structure the next pla gang moves
on to
anies, Inc.
ce to search
for more foo
John Warbu
is a very sm These adu
art system. d. It wei lt meerkats
are about
gh about 12 inches
2 pounds
. tall and
• Main Idea and Key Details

6 Start Smart
• Author’s Point of View 0001-0008_
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• Cross-Text Comparisons 28/03/12
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Grades K-6
Placement
Pl
Pla
l and Diagnostic Assessment
Placement c
Assessment
• Fluency
d Diagnosti Go
an • Comprehension Digital
Assessment • Phonics
• Vocabulary
• Spelling
• Writing
PLATE
PRINT TEM
all materials provided online
Suggested Lesson Plan
• Introduce key instructional routines
• Establish classroom procedures
DAYS 1–2 DAYS 3–4
Collaborative Conversations Close Reading of Literature

Procedures for participating in Reread “Kaffa’s Discovery”
class discussions Use Text Evidence to Understand
• Take Turns Talking • Genre
• Listen Carefully • Story Structure
• Add New Ideas • Theme
• Point of View
Vocabulary
• Cross-Text Comparisons
Define/Example/Ask Routine
Write About Reading
Word Walls
Vocabulary
Close Reading of Literature
Context Clues
Shared Reading of
Thesaurus
“Kaffa’s Discovery”
Genre: Folktale Phonics and Decoding
Multisyllabic Words
Start Smart 1–2, 3 Name
Kaffa’s Discove
ry
An African Folktale
Literature
Start Smart 1–2, 4, 5 Name
Kaffa’s Discove
An African
ry
Folktale
Literature
On the plains On the plains

of Botswana
PDF Online PDF Online

lived a mob of Botswana
the oldest and of meerkats. the oldest and lived a mob
knew the most Their leader, knew the most of meerkats.
about survival. Annie, was Their leader,
Kaffa had a Kaffa had a about survival. Annie, was
different idea However, Annie’s different idea However, Annie’s
about who the boastful brother about who the boastful brother
“I don’t know leader should “I don’t know leader should
why Annie is be. why Annie is be.
day. “Annie our leader,” day. “Annie our leader,”
may be older, he told his younger may be older, he told his younger
but I am more sister Mandi but I am more sister Mandi
much!” important. She one much!” important. She one
doesn’t really doesn’t really
Kaffa was the do that Kaffa was the do that
mob’s lookout. mob’s lookout.
yelled, “Run He kept watch yelled, “Run He kept watch
for your lives!”. for danger. If for your lives!”. for danger. If
The meerkats he saw a threat, The meerkats he saw a threat,
They only reappeare would disappear he They only reappeare would disappear he
d when Kaffa into their burrows. d when Kaffa into their burrows.
warns the mob told them it was warns the mob told them it was
Grades K-6
of danger,” he safe. “I am the of danger,” he safe. “I am the
boasted. “I should one who boasted. “I should one who
“You are not be the leader.” “You are not be the leader.”
the most importan the most importan
important job. t!” squeaked important job. t!” squeaked
I know where Mandi. “We each have I know where Mandi. “We each have
the young meerkats to dig for the an to dig for the an
best insects the young meerkats best insects
how to dig and to eat. And Annie how to dig and to eat. And Annie
advice. She is make burrows. teaches advice. She is make burrows. teaches
a great leader” She gives the a great leader” She gives the
rest of us rest of us
“What you and “What you and
Annie do is Annie do is
more importan useful,” said more importan useful,” said
Kaffa. “But Kaffa. “But
Inc.
t.”
Inc.
what I do is t.” what I do is

definitely
Companies,
definitely
Companies,
Mandi and Kaffa Mandi and Kaffa

argued and argued. argued and argued.
them. Danger! All of a sudden, them. Danger! All of a sudden,
The McGraw-Hill
The McGraw-Hill
They ran to a loud bark interrupte They ran to a loud bark interrupte
they saw Annie. the burrows the burrows
with the other d they saw Annie. with the other d
She stared at meerkats. Safely She stared at meerkats. Safely
Kaffa. inside, Kaffa. inside,
Copyright ©
Copyright ©
nt
Placeme stic
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PM PM
ent
Assessm
Administer Placement and Diagnostic Assessment
LATE
PRINT TEMP
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 “Desert Meerkats”
• 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
Write About Reading Integrate Ideas
Informational Text
Shared Reading of Vocabulary
“Desert Meerkats” 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
Meerkats live
pointed faces
in the deserts
Desert Meerka
and prairies
ts
Informational
Text
Start Smart 4–8 Name
Meerkats live
in the deserts
Desert Meerka
and prairies
ts
Informational
Text
Start Smart 1–2, 6–7
7 Name
Decoding Strat
egy Char t
Phonics Word
Study
and tiny ears. of southwest pointed faces of southwest Step

Africa. They and tiny ears. Africa. They
PDF Online PDF Online PDF Online

Black patches have cute Black patches -PPLGPSXPSEQBSUT
adorable little
creatures. Some
people even
of hair surround
their eyes. They
adorable little
creatures. Some of hair surround have cute
their eyes. They 1 UIFXPSE QSFGJYFT
BUUIFC
FHJOOJOHPG
to kill rodents. tame them. They are to kill rodents. people even are
Most meerkats Most meerkats tame them. They
live in the wild, keep them as live in the wild, keep them as
It can be very though. pets It can be very pets
hot in the places hot in the places though. Step
way to avoid where meerkats way to avoid where meerkats
claws to dig
the heat. They
burrow tunnels
live. But they
have a smart
claws to dig
the heat. They
burrow tunnels
live. But they
have a smart 2 -PPLGPSXPSEQBSUT
TVGGJYFT
BUUIFF
the tunnels. in the ground. the tunnels. in the ground. OEPGUIFXPSE
They use their They use their
strong strong
Just One of Just One of
the Gang the Gang Step *OUIFCBTFXPSE MP
5IJOLBCPVUUIFT PLGPSGBNJMJBSTQFMM
A group of meerkats
is called a “mob”
A group of meerkats
is called a “mob” 3 MFBSOFE JYTZMMBCMFTQFMMJOH JOHQBUUFSOT
gang goes out or a “gang”. gang goes out or a “gang”. QBUUFSOTZPVIBWF
in search of In the morning, in search of In the morning,
together to find food. Meerkats the food. Meerkats the
are very social together to find are very social
food. They like animals. They food. They like animals. They Step
While searching to eat insects. work to eat insects. work
While searching
4
for food, the The insects can The insects can 4PVOEPVUBOECMFO
meerkats are be found in rocks. for food, the be found in rocks. EUPHFUIFSUIFXPS
are in danger out in the open. are in danger meerkats are
of being hunted. of being hunted. out in the open. EQBSUT
Large This means Large This means
birds can swoop they birds can swoop they
down and snatch down and snatch 4BZUIFXP
up. Jackals can them up. Jackals can them Step SEQBSUTG
BTOFFEFE"TLZP BTU"EKVTUZPVSQSPOVODJB
sneak up and sneak up and
But some meerkats attack them.
are sentinels.
But some meerkats attack them. 5 CFGPSF u5IFOSF VSTFMGi*TUIJTBXPSE*IBWF UJPO
BEUIFXPSEJOUIF
They act are sentinels. i%PFTJUNBLFTFOT IFBSE
Inc.
as guards. First, as guards. First, They act TFOUFODFBOEBTL

FJOUIJTTFOUFODF
Companies,
the sentinel finds the sentinel finds

food to eat. It some food to eat. It some u
eats until it is eats until it is
full. Next, the full. Next, the
The McGraw-Hill
sentinel stands sentinel stands

up on its hind up on its hind
Copyright ©
legs so it
Copyright ©
can look out can look out legs so it

for enemies. for enemies.
If anything tries If anything tries
Copyright ©
to sneak up on to sneak up on
The McGraw-Hill
The McGraw-Hill
them, the sentinel them, the sentinel

loudly. This shrieks shrieks
erStock
loudly. This
erStock
tells the rest tells the rest

of the gang to of the gang to
John Warburton-Lee/Sup
John Warburton-Lee/Sup
run and hide.

Companies,
run and hide.

Companies,
Then the gang Then the gang

the next place moves on to moves on to
to search for the next place
to search for
Inc.
Inc.
is a very smart more food. It These adult meerkats more food. It These adult meerkats
system. weigh about are about
12 inches
is a very smart weigh about are about
2 pounds. tall and system. 2 pounds. 12 inches
tall and
6 Start Smart 6 Start Smart
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28/03/12 11:08
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PM PM
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
Author’s
explicitly draw on that weekly concept will be presented in the form of an Essential Question Perspective
preparation and other

at the beginning of each week. Each selection they read during the
information known
about the topic to week will help them gain a deeper understanding of the weekly Organizer
explore ideas under concept so they can answer the essential question.
discussion. SL.3.1a
Write the Essential Question on the board and read it aloud. Show
a picture from a textbook or magazine that shows people or animals
ACADEMIC working together. Explain that when people cooperate, they work
LANGUAGE together toward the same goal. Discuss the topic of discoveries. Focus
• cooperate,
accomplish on what people can accomplish, or do, when they work together and
• Cognate: cooperar what they might discover about themselves or others.
‡ One person alone may not be able to solve a problem or accomplish
a goal.
‡ When people cooperate and share their ideas and individual talents,
they make a strong team.
‡ Teamwork can lead to new discoveries and help people accomplish
things they could not do alone.
Talk About It
Explain that after students discuss the Essential Question, they will have
the chance to Talk About It. In these activities, they will use concept
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: Why is cooperating with others on a team a good way to accomplish
a goal? Have students discuss in pairs or groups. Encourage them to use
the concept words cooperate and accomplish in their discussions.
S5
START SMART
‡ Distribute copies of Graphic Organizer 61 Online PDF. Model
Why It Matters
using the Concept Web 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 Concept Webs,
begin using academic language. By
generating 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 Online PDF. Explain that there are certain Avril Coxhead’s list of High-Incidence
Academic Words, Andrew Biemiller’s
discussion guidelines students should follow to make sure they are
Words Worth Teaching, Robert J.
being a respectful and active participant and listener. Marzano’s Building Background
Take Turns Talking Remind students to take turns speaking. As Knowledge for Academic Achievement,
Albert J. Harris and Milton D.
they engage in partner, small-group, and whole-class discussions,
Jacobson’s Basic Reading Vocabularies,
encourage them to follow these discussion rules. They should and The Educator’s Word Frequency
‡ wait for speaker to finish before they speak. They should not Guide by Susan M. Zeno et al.
speak over others. • Use academic words as you discuss
images with students, explaining
‡ quietly raise their hand to let others know they would like to
meanings. Display the words as you
speak. introduce them.
‡ ask others to tell their opinions so that all have a chance to • Encourage students to use words in
share. sentences as they discuss the image.
• Continue using academic language
Listen Carefully Remind students to listen carefully to speakers. words throughout the week as
They should students discuss their reading.
‡ always look at the person who is speaking,
‡ respect others by not interrupting them,
‡ repeat peers’ ideas to check understanding. GRAPHIC ORGANIZER 61 Online PDF
Add New Ideas Encourage students to add new ideas to their
conversations. They should
‡ stay on topic,
‡ connect their own ideas to what their peers have said,
‡ look for ways to connect their personal experiences or prior
knowledge to the conversation.
Author’s
Circulate and monitor students’ conversations. Ask students to Perspective
evaluate their discussions. Is their conversation staying on topic?
Are they listening carefully and connecting their ideas with those of
their peers? Are they taking turns talking?
START SMART S6
S TA R T S M A R T
Vocabulary
Kaffa’s Discovery
LESS O
An African Folktale
IN I
M
N
On the plains of Botswana lived a mob of meerkats. Their leader, Annie, was
the oldest and knew the most about survival. However, Annie’s boastful brother
Kaffa had a different idea about who the leader should be.
10 Vocabulary Routine
“I don’t know why Annie is our leader,” he told his younger sister Mandi one
day. “Annie may be older, but I am more important. She doesn’t really do that
much!”
Mins
Go
Digital
Kaffa was the mob’s lookout. He kept watch for danger. If he saw a threat, he
yelled, “Run for your lives!”. The meerkats would disappear into their burrows.
They only reappeared when Kaffa told them it was safe. “I am the one who
warns the mob of danger,” he boasted. “I should be the leader.”
“You are not the most important!” squeaked Mandi. “We each have an
Tell students that throughout the year you will be introducing them to
important job. I know where to dig for the best insects to eat. And Annie teaches
the young meerkats how to dig and make burrows. She gives the rest of us new words that will appear in many texts they read. When introducing
advice. She is a great leader”
“What you and Annie do is useful,” said Kaffa. “But what I do is definitely
more important.”
conversational and general academic Tier 2 and Tier 3 words, use the
Mandi and Kaffa argued and argued. All of a sudden, a loud bark interrupted
them. Danger! They ran to the burrows with the other meerkats. Safely inside,
they saw Annie. She stared at Kaffa.
Define/Example/Ask routine. Describe the routine to students. Kaffa’s Discovery
An African Folktale
of Botswana lived a mob of meerkats. Their lea

ew the most about survival. However, Annie’s b
rent idea about who the leader should be.
Define You will tell them the meaning of the word using student why Annie is our leader,” he told his younger si
be older, but I am more important. She doesn’t
Online PDF friendly language—words they already know. (Example: The word Kaffa’s
enormous means “very big.”) Discovery
0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1 OBJECTIVES 28/03/12 11:08 PM

Example You will give them an example of how the word is used,
Identify real-life using their own common experiences. (Example: Our school has an
connections between
enormous gym. It is bigger than any other room in the school.)
words and their use
(e.g. describe people Ask You will ask them a question to help connect the word to known
who are friendly or words and to use the word in speaking. (Example: What have you seen
helpful.) L.3.5b
that is enormous? What words mean the same, or nearly the same, as
Acquire and use enormous? What words mean the opposite of enormous?)
accurately grade- 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1
appropriate
Always have students pronounce the words multiple times throughout
conversational
general academic and the instruction. In addition, compare words that sound almost the
domain specific words same to help students avoid confusion. For example, when teaching
and phrases, including carnivore, write the words carnivore and carnival on the board, one
those that signal above the other. Pronounce each slowly, and have students repeat.
spatial and temporal
relationships. L.3.6 Then help students compare the spellings. Ask: What’s the same in both
words? What’s different?
Vocabulary Routine
Define: To adapt means to change.
Example: We had to adapt to our new class schedule when reading
class was moved to the afternoon.
Ask: What have you had to adapt to? What words mean the same as
adapt?
Define: To succeed means to achieve a goal.
Example: We all succeeded in passing this year’s spelling test.
Ask: How do you feel when you succeed at doing something?
S7
START SMART
Why It Matters
Three Tiers of Words
IN I
LESS O Tier 1 words are those commonly
M
N
used in speech, such as mom, table,

10
Mins
Building Vocabulary and book. In Grades 3–6, these words
mainly appear in the high-frequency
word review in Approaching Level
Words Walls Word walls are an interactive tool for teaching spelling, Small Group instruction.
vocabulary, and reading to students and can be used to help students: Tier 2 words are conversational
‡ learn about words and how they work. or academic words and phrases
found in many sources that have
‡ understand and use words in their reading, writing, and speaking. wide applicability, such as compare,
‡ recognize connections between words and identify common enormous, and vital. Not knowing
characteristics, such as words that are synonyms, words that have these words can severely hinder
comprehension of text. Most
prefixes or suffixes, or words that have Greek or Latin roots. vocabulary words are Tier 2 words.
‡ expand their vocabularies and word usage. Tier 3 words are those content-
How to Set Up a Word Wall To set up word walls, use a bulletin board specific domain words that do not
appear in many sources and can be
or chart, or even the side of a file cabinet to set up a main word wall
taught at point of use, such as lava,
and/or two or three smaller word walls. bipartisan, and Louisiana Purchase.
‡ Choose words from students’ reading, including vocabulary, science, Tier 3 words are covered mainly
through Access Complex Text features
social studies words, and words that show temporal and spatial
on domain-specific vocabulary.
relationships. As you read “Kaffa’s Discovery,” on Start Smart Online
1–2 PDF, select five words to display on the word wall.
‡ Handwrite or type the word on a separate piece of paper and place it
on the word wall.
Routine
Periodic Vocabulary Review
‡ Introduce between five and ten new words each week. Try to include
Repeated exposures are critical for
useful words that students might use in writing and speaking. Words
learning new vocabulary. When
can also be added to the wall as students encounter them. vocabulary words are introduced,
‡ Point out the new words, read them, and then have students spell students encounter the words in
multiple contexts. The words are
them letter by letter.
always reviewed the next week in
‡ As words become part of the student’s active vocabulary, move them Build Vocabulary. In addition, you
to a review board. Every few weeks, remove mastered words but should do a periodic cumulative
review of vocabulary words about
retain ones that still need to be practiced.
twice per unit.
‡ Provide enough practice so that words are read and spelled 1. Review the words using the Word
automatically. Make sure that word-wall words are always spelled Lists Online PDF.
correctly in the student’s daily writing. 2. Have students write sentences
Word walls with a focus are also useful. Words can be grouped as using the words. Then have
high frequency words, vivid verbs, colorful adjectives, homonyms, partners discuss each other’s work.
contractions, synonyms and antonyms, science and social studies 3. As needed, students can check
words, words with Greek and Latin roots, or irregularly spelled words. the meanings or pronunciations
of words using the Glossary on
Use the word wall daily. Incorporate a variety of activities such as Literature Anthology pages
identifying related words, playing the guessing game “What word am I?” 552–568.
and using domain-specific words to generate semantic maps.
START SMART S8
S TA R T S M A R T
Shared Reading
Kaffa’s Discovery
An African Folktale
LESS O
IN I
On the plains of Botswana lived a mob of meerkats. Their leader, Annie, was M
N
Literature: Kaffa’s Discovery
“I don’t know why Annie is our leader,” he told his younger sister Mandi one 10
much!”
Mins
Go
Each week students will read a short literature or informational text. Digital
the young meerkats how to dig and make burrows. She gives the rest of us
First you will read it together to understand what the author has to say.
more important.” During the first reading of literature, students can take notes on words
Mandi and Kaffa argued and argued. All of a sudden, a loud bark interrupted
they do not know or ideas or plot points that are not clear. Kaffa’s Discovery
An African Folktale
Distribute the folktale “Kaffa’s Discovery” on Start Smart 1–2 Online ew the most about survival. However, Annie’s b
why Annie is our leader,” he told his younger si
PDFs. Read the story with students. Discuss the purpose and genre of be older, but I am more important. She doesn’t
Online PDF the selection, using these literature elements to analyze the text. Kaffa’s
Discovery
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OBJECTIVES 28/03/12 11:08 PM
Recount stories,
including fables,
A C T Access Complex Text
folktales, and myths
from diverse cultures; Purpose and Genre
determine the central
Explain that folktales are tales passed down from parents to
message, lesson, or
moral and explain children. They often help readers understand the teller’s culture.
how it is conveyed Tell students that the purpose of folktales is usually to teach a 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1
through key details in lesson. The lesson, or what the characters learn, is often stated at
the text. RL.3.2 the end of the story.
By the end of the year, Remind students that the purpose of the folktale “Kaffa’s
read and comprehend
Discovery” is to teach a lesson about teamwork. Readers can
literature, including
stories, dramas, and identify important details in the story that support the theme.
poetry, at the high ‡ Why does Kaffa think he should be the leader instead of Annie?
end of the grades 2–3
(He thinks he has the most important job.)
text complexity band
independently and ‡ What happens when Kaffa and his sister Mandi argue about who
proficiently. RL.3.10 should be leader? (Kaffa does not do his job and Annie must
save the mob.)
ACADEMIC ‡ What does Annie tell Kaffa? (Everyone in the mob is important.
LANGUAGE
They need each other for food and protection.)
complex text, genre
‡ What does Kaffa learn? (Everyone is important on a team and
each team member must do his or her part.)
S9
START SMART
Main
A C TextT Access Complex Text Routine
Main Text_Runin Main Text_Runin
Close Reading
‡ MainIntroduce
Text Bulleted
Types of Complex Text 1. Students read the story once
‡ Main Text Bulleted
Tell students that this year they will encounter complex texts carefully, paying attention to what
happens in the plot.
that Text
‡ Main require them to read carefully and think deeply. They will
Bulleted
need to read paragraph by paragraph, determine the meaning 2. Students reread the story and
Main Text_Runin Main Text_Runin identify details that help them
of unfamiliar words, and connect and make inferences about
‡ Main Text Bulleted identify character traits and
information and ideas as they go. You may need to provide determine how the traits affect the
additional scaffolding to help students understand these sequence of events in the story.
complex texts. They may need to reread more
than once to understand it.
Purpose The purpose of a fiction text may be more complicated
3. Students write about what they
than simply to entertain. Students will need to decide whether
have read. They may analyze how
to focus on the characters, the setting, or the plot. As they read, the characters’ actions affect the
they will also need to recognize the story narrator’s or main plot or write an opinion about
character’s perspective about events and other characters. They some aspect of the story. Remind
should also notice whether the author is more sympathetic to them that they need to support
their ideas with text evidence.
some characters than others.
Genre Different genres incorporate literary elements and
devices. Readers need to attend to these in order to fully
comprehend the text. Students need to understand the “rules” for
fictional genres. For example, they should recognize that folktales
have a message and the characters’ actions lead to that message.
Organization Students need to understand how a text is
organized in order to find evidence within the text. Most
narratives at the Grade 3 level have a linear structure in which
the plot events, beginning, middle, and end are presented in
sequence. Literature narratives also have settings and characters.
Connection of Ideas When reading complex fictional texts, START SMART 1–2 Online PDF
students need to make inferences and synthesize information Kaffa’s Discovery
An African Folktale
throughout the text. They must recognize that in fiction, the On the plains of Botswana lived a mob of meerkats. Their leader, Annie, was
characters’ actions may be implied rather than explicit. the oldest and knew the most about survival. However, Annie’s boastful brother
Sentence Structure Complex sentence structures, such as day. “Annie may be older, but I am more important. She doesn’t really do that
much!”
dialogue or formal and informal language, may be challenging Kaffa was the mob’s lookout. He kept watch for danger. If he saw a threat, he
for students and require close reading. They only reappeared when Kaffa told them it was safe. “I am the one who
Specific Vocabulary Fiction texts may include idioms, similes, “You are not the most important!” squeaked Mandi. “We each have an
metaphors, and concept words that may require students to use the young meerkats how to dig and make burrows. She gives the rest of us
a dictionary, context clues, or knowledge of word parts. “What you and Annie do is useful,” said Kaffa. “But what I do is definitely
more important.”
Prior Knowledge Complex fiction texts may assume a level of Mandi and Kaffa argued and argued. All of a sudden, a loud bark interrupted
prior knowledge that students may not have. Students may need they saw Annie. She stared at Kaffa.
additional cultural/historic background.
START SMART S10

0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1 28/
S TA R T S M A R T
Comprehension
Kaffa’s Discovery
LESS O
An African Folktale
IN I
M
N
10 Genre and Story Structure
much!”
Mins
Go
Digital
1 Explain
Genre Tell students that throughout the year they will be learning
more important.”
Mandi and Kaffa argued and argued. All of a sudden, a loud bark interrupted more about different story genres. Knowing the characteristics of Kaffa’s Discovery
a genre will help them predict kinds of information the author will of Botswana lived a mob of meerkats. Their lea
An African Folktale
provide as they read. This year third graders will learn the structural rent idea about who the leader should be.
elements of fantasies, fables, myths, legends, and fairy tales, as well be older, but I am more important. She doesn’t
Online PDF as realistic fiction. Students will also compare and contrast story Kaffa’s
Discovery
elements, including setting and plot, in stories from a series written
OBJECTIVES
by the same author in which the characters are the same or similar.
0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1 28/03/12 11:08 PM
Name
Genres
Ask and answer

Type Key Characteristics Examples
Adventure
Drama (Play)
Fable
Distribute the Genres chart on Start Smart 3 Online PDF. Review

Fairy Tale
Fantasy
questions to Folktale
Historical Fiction
Legend
Myth
Poetry
demonstrate names of fiction genres; help students list key characteristics for
Realistic Fiction
Science Fiction
Autobiography
Copyright © The McGraw-Hill Companies, Inc.

Biography
Expository
Narrative Nonfiction
understanding of
Technical/Procedural
each. Tell students that as they read new stories, they will record Genre
a text, referring
explicitly to the text
examples of each genre type and add to the list of characteristics. 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 3 28/03/12 11:08 PM
as the basis for the Story Structure Tell the students that story structure refers to the
answers. RL.3.1 way the author has organized the events in the plot using the story 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1
Describe characters elements character, setting, plot. When analyzing story structure,
in a story (e.g., their readers focus on the following elements:
traits, motivations,
or feelings) and
‡ Character A character is a person or animal in a story. To
explain how their understand a character, readers must pay attention to what the
actions contribute author directly states about the character, the character’s traits
to the sequence of and what the character does, says, and thinks, and how the
events. RL.3.3
character reacts to other characters. Tell students that this year
they will pay special attention to character’s traits and how their
ACADEMIC actions contribute to the sequence of events in the plot.
LANGUAGE
genre, character, ‡ Setting The setting is where and when the story takes place.
setting, plot Readers analyze the setting to see how it affects the way
characters behave and how it can influence or limit plot events.
This year, students will compare and contrast settings in series
books with the same characters.
‡ 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 identifying the
sequence of events in stories and identifying how characters’
actions contribute to those events. They will also compare plots
of stories written by the same author about the same characters.
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 the details. The purpose of close reading is not just to summarize Students are expected to read text
or find the theme or lesson in a story. Close reading requires readers more closely in order to accurately
to analyze and evaluate what they read to make decisions about the comprehend and gain knowledge
from it. Asking and responding to
genre and the story’s structure. text-dependent questions focuses
Make Inferences Explain that authors do not always tell readers students on details and information
everything that takes place in a story so readers must put together in the text. Close reading requires
that students reread to locate
details to figure out what happens. The reader makes inferences evidence in the text to support
about what is not stated in the text using the details as clues. any inferences or predictions they
Cite Text Evidence Tell students that citing text evidence is make while reading and to evaluate
arguments.. Students need many
using evidence or examples from the text to support answers and opportunities to practice the thinking
inferences. Explain that as students answer questions, they will required to locate relevant and
be asked to directly quote the section of the text that they used accurate text evidence to support
to answer the question or to make an inference. In a literature their answers in both discussions and
in writing. Students need to be able
text, they might use a character’s words or actions or an author’s
to show that they can find the details
description as text evidence. Point out that students must do close of what is explicitly stated and can
reading to cite evidence directly from the text. make logical inferences beyond what
is explicitly stated in the text.
3 Guided Practice of Close Reading
Genre Reread the literature passage “Kaffa’s Discovery” on Start
Smart 1, 2 Online PDF. Help students identify two characteristics
that show “Kaffa’s Discovery” is a folktale and write them on the
Genre Chart.
Character, Setting, and Plot Reread paragraph 1. Ask: What
problem does Kaffa have? Model close reading and citing text
evidence.
START SMART 3 Online PDF
Think Aloud To answer this question, I read closely, paying
attention to details about Kaffa. His problem is that he thinks he Genres
should be the mob’s leader. This sentence is evidence that shows Adventure
me the problem: “However, Annie’s boastful brother Kaffa had a Drama (Play)
Fable
different idea about who the leader should be.” And a few lines later, Fairy Tale
he says, “I should be the leader.” This text evidence shows that Kaffa’s Fantasy
Folktale
problem is that he wants to be the leader instead of Annie. Historical Fiction
Legend
Reread Reread paragraphs 2 and 3 with students. Ask: What do Myth
Kaffa’s words and actions tell you about his character? Make an Poetry
Realistic Fiction
inference. (Answer: Kaffa is boastful and thinks highly of himself. He Science Fiction
Autobiography
says, “Annie may be older, but I am more important. She doesn’t really Biography
do that much.” He thinks he is more valuable to the mob than Annie.) Expository
Continue close reading of the story; help students identify more Technical/Procedural
character actions and key events. Guide students to read closely to

make inferences about the characters and events using text evidence.
START SMART S12

0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 3 28/03/
S TA R T S M A R T
Comprehension
Kaffa’s Discovery
LESS O
An African Folktale
IN I
M
N
10 Theme and Point of View
much!”
Mins
Go
Digital
1 Explain
Tell the students that as good readers read narrative texts, they go
more important.”
Mandi and Kaffa argued and argued. All of a sudden, a loud bark interrupted beyond the character, setting, and plot to analyze the theme and Kaffa’s Discovery
point of view. Explain that focusing on these skills helps students An African Folktale

read more closely and deepens their understanding of the story. rent idea about who the leader should be.
be older, but I am more important. She doesn’t
‡ Theme The theme is the overall idea, lesson, moral or message

Online PDF Kaffa’s
an author wants to tell readers through the story. Sometimes Discovery

readers will need to make inferences to determine the theme.
Ask and answer To do this they can put together the important details of a story,
questions to use them decide what the message is, and use the details to
demonstrate paraphrase the theme. In folktales and fables, the lesson or moral
understanding of is often stated at the end of the story.
a text, referring
explicitly to the text ‡ Point of View Point of view is the attitude or thoughts that
as the basis for the a person has about events, experiences, or people. In stories,
answers. RL.3.1 characters have a point of view about events or other characters.
Recount stories, By figuring out a character’s point of view, a reader will better
including fables, understand why the character acts and feels a certain way. In
folktales, and myths Grade 3, students will also distinguish their own points of view,
from diverse cultures;
or attitudes, from that of the narrator or a character in the story.
message, lesson, or ‡ Make Inferences As students determine the theme and
moral and explain character’s point of view, they will need to make inferences. To
how it is conveyed
through key details in
make an inference, they will use important details in the story to
the text. RL.3.2 determine information that the author does not state.
Compare and
contrast the themes, 2 Model Close Reading: Text Evidence
settings, and plots Reread Reread paragraph 3. Tell students to focus on Kaffa’s role in
of stories written
by the same author the mob. Model how to do a close reading of a literature text.
about the same or Paraphrase Explain that students need to answer a question by
similar characters paraphrasing part of the text. Explain that paraphrasing means
(e.g. in books from a
series). RL.3.9 to restate text in your own words. It helps you make sure you
understand what you read. Model how to paraphrase paragraph 3.
ACADEMIC Think Aloud This is how I might paraphrase: Kaffa’s job was to
LANGUAGE watch for danger and warn the other meerkats. If he saw something
• point of view, theme dangerous, he would yell for them to hide. The meerkats only came
• Cognates: punto de out of their burrows when Kaffa said it was safe. Kaffa felt he should
vista, tema be the leader because he warned others of danger.
S13
START SMART
3 Guided Practice for Close Reading Routine
Theme Identify Kaffa’s actions in paragraph 8. Model how to cite Make Inferences
text evidence about a detail that helps you figure out the theme. 1. As you read, you may have a
Think Aloud This story is about some meerkats who have jobs to question about something the
author does not explain.
keep their community safe. I think the theme may be about why
each team member is important. I can support this inference with 2. To find the answer, you will have to
make an inference.
evidence from the text. “Kaffa hung his head. He was ashamed that
he had not noticed the danger. He had not done his job.” 3. Go back and reread the text.
4. What evidence do you see that
Reread the last paragraph Ask: What is the theme of this story?
might help you figure out what is
Cite text evidence to support your inference. (Answer: To be a part of a not explained?
successful team, members must do their jobs well . Evidence The text
5. Put the details in the evidence
says, “From that day Kaffa kept careful watch over the mob. He knew his you found together to make an
job was important. Now, he knew every other member of the mob was inference.
important, too.) 6. Ask yourself if the inference makes
Point of View Identify Kaffa’s point of view about Annie at the sense with the rest of the story.
beginning. What does he say that shows his point of view? Model
how to cite text evidence to identify point of view. Do you agree?
Think Aloud Kaffa doesn’t think that Annie is a very good leader.
He says, “I don’t know why Annie is our leader.” Then he says that
Annie “really doesn’t do that much.” I don’t agree. The text says that
Annie “was the oldest and knew the most about survival.”
Reread Paragraph 10 Ask: What is Annie’s point of view about
Kaffa at the story’s end? Cite text evidence to support your answer.
(Answer Annie thinks Kaffa put the team in danger. She was not happy
with his behavior. Evidence The text says, “Boasting and arguing can
lead to no good, Kaffa. It can truly hurt us all.”)
Ana
Analytical
A Write About Reading: Summarize Ask pairs of students to work
W
Writing
together to write a summary of “Kaffa’s Discovery.” Select pairs to
share their summaries with the class.
Compare Across Texts In Grade 3, students will compare and

contrasts themes, settings, and plots of stories written by the
same author about the same characters.
Ask students to think of two books in a series by the same
author they like, or suggest books in a familiar series. Write the
book titles on the board. Under each title, list details about the
setting. Use the details to model how settings are alike and
different. Then with the help of students write down plot events
for each story. Guide students to compare and contrast the
plots. Do the same with the themes of the stories.
START SMART S14

S TA R T S M A R T
Vocabulary Strategy
Kaffa’s Discovery
LESS O
An African Folktale
IN I
M
N
10 Context Clues
much!”
Mins
Go
Digital
1 Explain
Tell students they can sometimes use the words surrounding a new,
more important.”
Mandi and Kaffa argued and argued. All of a sudden, a loud bark interrupted unfamiliar word to figure out its meaning. This is a good strategy to Kaffa’s Discovery
use when reading alone, especially when a dictionary or glossary of Botswana lived a mob of meerkats. Their lea
An African Folktale
is not readily available. In Grade 3, students will focus on sentence rent idea about who the leader should be.
level context clues to figure out meanings of unfamiliar words. be older, but I am more important. She doesn’t
Online PDF Kaffa’s

Discovery

2 Model
Dictionary EntryEntry
Dictionary
Use sentence level Explain the following types of context clues. (VJEFXPSET
(VJEFXPSET
&OUSZXPSE
each • eagle
each • eagle
&OUSZXPSEeach Every oneEvery

each of twoone
or more
us had a turn
• For each•one:
a quarter each.
each (ēch)each
eager Wanting
of two or more
things or persons
things or
separately:separately:
each child?
• Every one
Did you speak
each
Adjective.
at bat.
us had
For The
adjective:
adverb. adverb.
eagervery
thought
Did you
child? Adjective.
one inEach
in a group:
• Every
Pronoun.
a turn
eachbananas
muchvery
Wanting
of Each
a group:
one: Thecost
(ēch) pronoun;
to domuch to do
personsofthought something:
of
to speak started.
to
We were eager
something:
ea•ger
started.
Syn. anxious
eagleof A large,
at bat. Pronoun.
bananas
adjective: pronoun;
cost
fish.
(ē´g
Syn. anxious
eaglepowerful
that huntsthat
Eagles
small
have
fish.
each. Adverb. and strongand
Adverb.
a quarter
noun, plural
claws.
We were
A large,bird
animals
hunts
eager to get
to get
ōr) adjective.
ea•ger (ē´gōr) adjective.
powerful bird
smalland
sharphave
Eagles
ea•gle
strong
eagles.
noun,
animals and
eyesight
claws.
plural eagles.
sharp eyesight
(ē´g ōl)
ea•gle (ē´gōl)
1SPOVODJBUJPOHVJEF 1BSUPGTQFFDI
1SPOVODJBUJPOHVJEF 1BSUPGTQFFDI %FàOJUJPO%FàOJUJPO
context as a clue
Definition The author provides a direct definition of an
Thesaurus EntryEntry
Thesaurus
‡ (VJEFXPSET
(VJEFXPSET
&OUSZXPSE
look/newlook/new
&OUSZXPSElook v. tolook
see with
Look at what
Look
v. toone’s
glance toglance
eyes.one’s eyes.
see with
I found.
at what I found.
look quickly.
to lookThe
noisy fullnoisy
of sounds,
unpleasant.
spy Theisspy
quickly.
often
full of sounds, often
Their apartment
unpleasant.
located above a noisy
is located
Their apartment
street.
above a noisy street.
to the meaning

glanced over his shoulder.
glanced over his shoulder. antonyms: See quiet. See quiet.
antonyms:
peer to look
peer closely. Weclosely.
to look peered We peered
4ZOPOZNT 4ZOPOZNT through the window
through of window
the the shop.of theM
shop. M
stare to look
stare at for a long
to look at time
for a longmake
time v. tomake
bringv.into being.into being.
to bring
with eyes wide open.wide
with eyes Macopen.
staredMac stared
Maya makes Mayahermakes
lunch her lunch
at me as though
at me as I were crazy.
though every day. every day.
I were crazy.
unfamiliar word, right in the sentence. The signal words is, are,
$SPTTSFGFSFODF
$SPTTSFGFSFODF
See also see.
See also see. build to create
build byto putting
create by putting
loud adj. having
loud adj.a strong
havingsound. together pieces.
a strong sound. They
together buildThey build
pieces.
The band was
The playing
band was loud
playing loud birdhousesbirdhouses
in shop class.
in shop class.
music. music.
of a word or
"OUPOZNT
"OUPOZNT 1BSUPGTQFFDI
1BSUPGTQFFDI
phrase. L.3.4a means, and refers to are used. Thesaurus

0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 4 28/03/12 11:08 PM28/03/12 11:08 PM
Consult reference ‡ Appositive or Restatement An appositive or restatement is a

materials (e.g. word or phrase that defines or explains an unfamiliar word. It is
dictionaries, set off by commas and begins with the signal word or.
glossaries,
thesauruses) both ‡ Synonym The author uses another word or phrase that is
print and digital to similar in meaning to the unfamiliar word. The signal words also,
find the pronunciation like, likewise, resembling, same, similarly, and too are often used.
and determine or
clarify the precise ‡ Antonym The author uses another word or phrase that means
meaning of key words about the opposite of an unfamiliar word. Signal words, such as
and phrases. L.4.4c but, however, instead of, on the other hand, though are often used.
Distinguish literal and ‡ Example The author gives several words or ideas that are
nonliteral meanings examples of the unfamiliar word. The signal words for example,
of words and phrases
in context (e.g. take
for instance, including, like, and such as are used.
steps). L.3.5a ‡ Sentence and Paragraph The author provides clues to a
word’s meaning in the surrounding words in the sentence or
ACADEMIC with clues in the paragraph. Sometimes a context clue may
LANGUAGE help readers determine the meaning of a word or phrase with a
context clues, nonliteral meaning.
thesaurus
3 Guided Practice
Provide the sentences in the Example Sentences box. Help students
practice use different kinds of context clues to determine the
meaning of the word in italics. Remind students to use the strategy
flexibly because not every unfamiliar word will have a context clue.
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 in the museum.
1 Explain 3. The cougar, like other big cats, eats
mostly small animals.
Tell students the following:
4. Unlike most animals that hunt
‡ A thesaurus is a reference book that lists words and their during the day, nocturnal animals
synonyms, or words of similar meaning and antonyms, or words hunt only at night.
with opposite meanings. It can be in print or online. 5. We learned about mammals, such
‡ The word that you look up in a thesaurus is called the entry as apes, cows, horses, and whales.
word. Entry words are usually listed in alphabetical order. Some 6. The parrots screeched and made
thesauruses are organized by concept or category. loud squawking noises.
‡ Guide words show the first and last entries on each page. 7. The parrots had to adapt to their
changing environment. They
‡ Some entries include a cross-reference that will guide you to moved deeper into the forest,
other words with similar or opposite meanings. where trees were not being cut
down. They also began eating
‡ Students can use synonyms and antonyms to make their writing different plants and insects.
more vivid and interesting.
8. Ed is a great kid. He’s the apple of
my eye.
2 Model
Use Thesaurus on Start Smart 4 Online PDF or a grade
appropriate classroom thesaurus 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 of
related words. START SMART 4 Online PDF
Dictionary Entry
Point out how a thesaurus lists words with similar meanings.
(VJEFXPSET each • eagle
However, the words in one entry represent shades of meaning. &OUSZXPSE each Every one of two or more
things or persons thought of
eager Wanting very much to do
something: We were eager to get
separately: Did you speak to started. ea•ger (ē´gōr) adjective.
Display the words depressed/sad, happy/ecstatic. Point out that each child? Adjective.
• Every one in a group: Each of
us had a turn at bat. Pronoun.
Syn. anxious
eagle A large, powerful bird
that hunts small animals and
• For each one: The bananas cost
depressed is an extreme form of sad and ecstatic is an extreme form

fish. Eagles have sharp eyesight
a quarter each. Adverb. and strong claws. ea•gle (ē´gōl)
each (ēch) adjective: pronoun; noun, plural eagles.
adverb.
of happy. When using a thesaurus, remind students to choose the 1SPOVODJBUJPOHVJEF 1BSUPGTQFFDI %FàOJUJPO
word that best represents the shade of meaning of the word they
Thesaurus Entry
want to use in their writing.
(VJEFXPSET look/new
&OUSZXPSE look v. to see with one’s eyes. noisy full of sounds, often
Look at what I found. unpleasant. Their apartment
3 Guided Practice
glance to look quickly. The spy is located above a noisy street.
glanced over his shoulder. antonyms: See quiet.
peer to look closely. We peered
4ZOPOZNT through the window of the shop. M
stare to look at for a long time make v. to bring into being.
Have students use a grade-appropriate print or online thesaurus to $SPTTSFGFSFODF

with eyes wide open. Mac stared
at me as though I were crazy.
See also see.
Maya makes her lunch
every day.
build to create by putting
loud adj. having a strong sound. together pieces. They build
find synonyms for boasted, which appears in paragraph 3 of “Kaffa’s The band was playing loud
music.
birdhouses in shop class.
Discovery” in Start Smart 1 Online PDF. Have them list related "OUPOZNT 1BSUPGTQFFDI
words and discuss how meanings differ. Then have students use the
words in sentences to show the shades of meaning. 4 St t S t
0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 4 28/03/12
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
Identify and know the
meaning of the most Explain to students that they will be reading many unfamiliar words
common prefixes and this year. You will be helping them decode these words in context Decoding Strategy Chart
derivational suffixes.
Step PPLGPSXPSEQBSUT QSFGJYFT
BUUIFCFHJOOJOHPG
-
1
and use word parts to determine each word’s meaning. To help

UIFXPSE
Step
-PPLGPSXPSEQBSUT TVGGJYFT
BUUIFFOEPGUIFXPSE
2
RF.3.3a Step *OUIFCBTFXPSE MPPLGPSGBNJMJBSTQFMMJOHQBUUFSOT
them, you will use a consistent Decoding Strategy that will make
5IJOLBCPVUUIFTJYTZMMBCMFTQFMMJOHQBUUFSOTZPVIBWF
3 MFBSOFE
Step
4PVOEPVUBOECMFOEUPHFUIFSUIFXPSEQBSUT
4
4BZUIFXPSEQBSUTGBTU"EKVTUZPVSQSPOVODJBUJPO
Step BTOFFEFE"TLZPVSTFMGi*TUIJTBXPSE*IBWFIFBSE
Decode multisyllable reading these unfamiliar multisyllabic words easier. 5 CFGPSF u5IFOSFBEUIFXPSEJOUIFTFOUFODFBOEBTL
i%PFTJUNBLFTFOTFJOUIJTTFOUFODF u
words. RF.3.3c Decoding
2 Model 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 5 28/03/12 11:08 PM
ACADEMIC
LANGUAGE Distribute copies of the Decoding Strategy Chart on Start Smart 5
• prefix, suffix, Online PDF. Then do the following:
multisyllabic ‡ Write the word rebuilding on the board in a sentence. Do not
• Cognates: prefijo, pronounce the word.
sufijo
‡ Have students read aloud Step 1 of the Decoding Strategy: Look
for word parts (prefixes) at the beginning of the word.
Think Aloud Let’s look at this word. It is spelled r-e-b-u-i-l-d-i-n-g.
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: Look
for word parts (suffixes) at the end of the word.
Think Aloud Then I look at the end of the word. There are many
common word parts that appear at the end of a word. These are
called suffixes. A suffix can change the meaning of a word and
often its part of speech. 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 root word, look for familiar spelling patterns. Have students
think about what they know about syllables. Use the Decoding
Multisyllabic Words Routine on page S18 as necessary.
S17
START SMART
Think Aloud All that are 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 Multisyllabic Words
Use this routine to help students
‡ Have students read aloud Step 4 of the Decoding Strategy: decode multisyllablic 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 it a word I’ve heard before? Does it make sense in this 2. Have students practice reading
sentence?” syllables and simple words with
syllables.
Think Aloud Now I will say the word parts quickly: rebuilding.
That’s a word I have heard before. I know they were rebuilding the 3. Write more syllables and words
containing the syllables on the
homes destroyed by the earthquake. Using the word parts, I can also
board. For example, can and
figure out what the word means. Since re- means “again,” I can figure candle. Help students blend the
out that rebuilding means “building again.” word parts and the whole words.
4. Have students build words using
3 Guided Practice the new syllable type using Word
Building Cards.
Students can use the decoding strategy to help them monitor
5. Have students use the Decoding
accuracy in their decoding as they read words with prefixes and Strategy Chart to help them
suffixes in context. Guide students in using the Decoding Strategy decode longer, more complex
Chart on Start Smart 5 Online PDF to read these and other words: multisyllabic words
uncooked, rewinding, disappeared, undercooked, unhelpful.
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, START SMART 5 Online PDF
fill, call, color. Decoding Strategy Chart
Ask students to do the following:
BUUIFCFHJOOJOHPG
-
‡ Read each syllable. 1 UIFXPSE
‡ Ask yourself: Does this syllable normally appear at the Step

BUUIFFOEPGUIFXPSE
beginning of a word, at the end, or somewhere in the middle? 2
*OUIFCBTFXPSE MPPLGPSGBNJMJBSTQFMMJOHQBUUFSOT
‡ Then use the word parts to form words. Once you make a Step
3 MFBSOFE
real word—a word you have heard before—record it on your
paper. See how many words you can make. Step
4
BZUIFXPSEQBSUTGBTU"EKVTUZPVSQSPOVODJBUJPO
4
Step BTOFFEFE"TLZPVSTFMGi*TUIJTBXPSE*IBWFIFBSE
5 CFGPSF u5IFOSFBEUIFXPSEJOUIFTFOUFODFBOEBTL
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
Ask questions to What can you discover by observing nature?
check understanding
of information Write the Essential Question on the board and read it aloud. Show a
presented, stay on picture from a textbook or magazine that shows a group of animals in
Author’s
topic, and link their their natural habitat. Perspective
comments to the
remarks of others. Tell students that observing is watching someone or something
closely. Discuss the topic of animal communities. Focus on the way that Organizer
SL.3.1c
Explain their
animals work together to adapt to their environment, or surroundings.
own ideas and ‡ Many animals are social. They live together in groups.
understanding in light
of the discussion.
‡ Some animal groups include mobs, gangs, herds, prides, and flocks.
SL.3.1d ‡ The animal groups work together to find food, raise their young, and
stay safe in their environment.
ACADEMIC ‡ Closely observing nature can help us discover and learn about
LANGUAGE animal groups in our environment.
• observing,
environment
• Cognate: observando Talk About It
Tell students that after they discuss the Essential Question, they
will have the chance to Talk About It. In these activities, they will
use concept words, which are 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 are some animals in nature you have watched or observed?
Have students discuss in pairs or groups. They may wish to talk about
birds they have observed in their neighborhood or other wild animals
they have observed in nature films on TV or on the Internet.
‡ Distribute copies of the Concept Web on Graphic Organizer 61
Online PDF. Model using the Concept Web to generate words
related to discoveries in nature. Add student’s contributions.
Have partners continue the discussion by sharing what they have
COLLABORATE learned about discoveries they can make in nature. They can complete
the Concept Webs, generating additional words and phrases.
S19
START SMART
Collaborative Conversations Why It Matters
Collaborative Conversations
Remind students that when they have discussions, they should
Students need many opportunities
follow certain guidelines to make sure they are being respectful to engage in a variety of structured
and active participants and listeners. Besides the guidelines conversations about text and topics.
they have already learned, here are other guidelines to ensure Discussions can take place in many
informative, on-topic conversations. Review the Speaking settings including whole class, small
group and partner conversations.
and Listening Checklists 96–97 from the Teacher’s Resource
Discussions should engage students
Online PDF. in meaningful conversations that
Prepare for Discussions Before they come to a discussion, allow them to use academic and
domain-specific language and
students should make sure they are prepared. They should
concepts as well as learn more about
‡ study material being discussed before coming to the discussion the topic being investigated.
‡ use preparation and knowledge about the topic to explore Participation in these conversations
requires specific expectations from
discussion ideas
the student as both a speaker and
Ask and Answer Questions As students engage in partner, a listener. Students must learn to
small-group, and whole-class discussions, encourage them to ask contribute relevant new information,
stay on topic, respond to and develop
and answer questions. They should
ideas that others have contributed,
‡ ask questions to clarify ideas they do not understand. and to summarize and synthesize
ideas. At times, participating in a
‡ wait after asking a question to give others a chance to respond conversation requires students to
‡ answer questions with complete ideas. prepare for the discussion by reading
ahead of time or gathering specific
Take on Discussion Roles Encourage students to take on roles information.
to help keep the discussion on track. Assigned roles can include
‡ a questioner who asks questions that keep the discussion
moving and makes sure everyone gets a turn.
‡ a recorder who records important ideas and reports to the class.
Be Open to All Ideas Remind students to be open to all ideas.
They should GRAPHIC ORGANIZER 61 Online PDF
‡ understand that all ideas and questions are important and

should be heard.
‡ respect others’ opinions; be willing to offer a different opinion.
‡ explain their own ideas and understanding in light of the
discussion.
Circulate and monitor students’ conversations. Remind students that Author’s
when expressing their opinions, they should give relevant, specific Perspective
evidence to support their ideas. If they do not agree with someone
else’s opinion, they should explain using logic and evidence.
START SMART S20

S TA R T S M A R T
Shared Reading
Desert Meerkats
LESS O
Meerkats live in the deserts and prairies of southwest Africa. They have cute
IN I
pointed faces and tiny ears. Black patches of hair surround their eyes. They are M
N
Informational Text: Desert Meerkats
adorable little creatures. Some people even tame them. They keep them as pets
to kill rodents. Most meerkats live in the wild, though.
It can be very hot in the places where meerkats live. But they have a smart 10
way to avoid the heat. They burrow tunnels in the ground. They use their strong
claws to dig the tunnels.
Just One of the Gang

Mins
Go
A group of meerkats is called a “mob” or a “gang”. In the morning, the
gang goes out in search of food. Meerkats are very social animals. They work
together to find food. They like to eat insects. The insects can be found in rocks.
While searching for food, the meerkats are out in the open. This means they
are in danger of being hunted. Large
Each week, students will read a literature or informational text. First you Digital
birds can swoop down and snatch them
up. Jackals can sneak up and attack them.
But some meerkats are sentinels. They act
will read it together. During the first reading, students can take notes
as guards. First, the sentinel finds some
food to eat. It eats until it is full. Next, the
sentinel stands up on its hind legs so it
on words or ideas they do not understand.
John Warburton-Lee/SuperStock
can look out for enemies. If anything tries

Desert Meerkats
to sneak up on them, the sentinel shrieks
loudly. This tells the rest of the gang to
run and hide. Then the gang moves on to
Distribute the informational text “Desert Meerkats” on Start Smart 6–7 the deserts and prairies of southwest Africa. Th
ny ears. Black patches of hair surround their ey
These adult meerkats are about 12 inches tall and
the next place to search for more food. It
is a very smart system.
weigh about 2 pounds.
Online PDFs. Read the text with students. Discuss the organization and ures. Some people even tame them. They keep t
t meerkats live in the wild, though.
t in the places where meerkats live. But they hav
sentence structure in the selection and use these elements to analyze at. They burrow tunnels in the ground. They use
nels
Online PDF the text. Desert

Meerkats
OBJECTIVES
Describe the
relationship between
a series of historical
events, scientific Organization and Sentence Structure
ideas or concepts,
Explain that identifying an informational text’s organization or
or steps in technical
procedures in a text, structure helps readers know what to look for as they read. If they
using language that see sequence signal words, they can expect that information will 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
pertains to time, be presented in sequence. In “Desert Meerkats,” the author uses

sequence, and cause/ sequence to explain the role of a sentinel in the meerkat mob.
effect. RI.3.3
What detail on page 1 shows what the sentinel does first? (First,
Determine the
the sentinel finds some food to eat.)
meaning of general
academic and ‡ The text says that the sentinel stands up on its hind legs so it
domain-specific can look out for enemies. Does this happen before or after the
words and phrases
sentinel eats until it is full? (It happens after the sentinel eats.)
in a text relevant to a
grade 3 topic or subject Explain that when sentences in expository text are not clear,
area. RI.3.4 students will need to read carefully and simplify them. Read
Describe the logical aloud sentence 6 in “Safety in Numbers.” Point out the participial
connection between phrase “begging for food.” Explain that this phrase tells what the
particular sentences pups do while following the gang around. If necessary, restate it
and paragraphs in a
as They follow the gang around and beg for food.
text (e.g., comparison,
cause/effect, first/ Point out the first paragraph in “Safety in Numbers.” Have a
second/third in a student read the last sentence aloud. Say:
sequence). RI.3.8
‡ The author says, “When the pups fall behind, helpers carry them
on their backs.” Does the pronouns their mean the pups’ backs or
ACADEMIC
the helpers’ backs? (the helpers’ backs)
LANGUAGE
complex text
S21
START SMART
A C T Access Complex Text Differentiated
Instruction
This year students will encounter nonfiction complex texts that Use the Managing Small Groups How-
require them to read carefully and think deeply about what they To Guide, Rotation Chart, and Weekly
are reading. They will need to read paragraph by paragraph, Contracts to set up your small group
determine the meaning of unfamiliar words, and make inferences classroom routine. Remember that
small groups should be flexible and
about information. You may need to provide scaffolding to help dynamic. Base the groupings on
students understand complex informational texts. student needs as assessed through
Purpose In biographies and autobiographies, students may be daily Quick Checks and weekly or unit
Progress Monitoring Assessments.
unsure whether to focus on a real person’s feelings and actions or
on facts. This ACT can help clarify students’ focus. It can also help Students should NOT be placed in
one group and remain there for
students make inferences about whether the author’s purpose in an extended period of time. Some
an informational text is to inform, persuade, or entertain when it students may need additional
is not clearly stated. support on one skill, while meeting
grade-level expectations on another.
Genre Informational text, especially in science and social studies/ The goal of all small group instruction
history, requires students to recognize text features, signal words, is ensuring that students have access
and text structure. This ACT can help students recognize specific to core content and grade level
features in informational texts and how to use them to better standards. Set high expectations and
use the preteach and reteach lessons
comprehend complex science and social studies texts. to help students achieve this.
Organization When an informational text lacks signal words or
has 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 present information.
Connection of Ideas Informational text often includes several
important ideas and details. This ACT shows students how to link
specific information together to find the essential idea.
Sentence Structure Nonfiction texts may have long, dense START SMART 6–7 Online PDF
sentences. This ACT may show students how to interpret or Desert Meerkats
break down individual sentences into less complex more Meerkats live in the deserts and prairies of southwest Africa. They have cute
pointed faces and tiny ears. Black patches of hair surround their eyes. They are
understandable forms. adorable little creatures. Some people even tame them. They keep them as pets
It can be very hot in the places where meerkats live. But they have a smart
Specific Vocabulary Nonfiction texts may be filled with way to avoid the heat. They burrow tunnels in the ground. They use their strong
sophisticated academic language and domain-specific words Just One of the Gang
and jargon that students do not know. There may not be A group of meerkats is called a “mob” or a “gang”. In the morning, the
adequate context for them to infer the meaning. This ACT will together to find food. They like to eat insects. The insects can be found in rocks.
support students by showing them how to use other vocabulary are in danger of being hunted. Large
strategies, such as identifying word parts or using a dictionary. up. Jackals can sneak up and attack them.
Prior Knowledge Informational texts may contain domain- food to eat. It eats until it is full. Next, the
specific information that students lack the prior knowledge to

comprehend. This ACT will provide background information that loudly. This tells the rest of the gang to
provides additional support for domain-specific ideas and details. the next place to search for more food. It
START SMART S22
S TA R T S M A R T
Comprehension
Desert Meerkats
LESS O
IN I
N
Main Idea and Text Structure

Mins
Go
1 Explain Digital
as guards. First, the sentinel finds some Genre Students will learn about informational text genres,
including narratives, such as biographies or autobiographies, and
can look out for enemies. If anything tries Desert Meerkats

expository text. Informational text often contains text features, the deserts and prairies of southwest Africa. Th
weigh about 2 pounds. ures. Some people even tame them. They keep t
such as headings and boldface key words, and illustrations, such as t meerkats live in the wild, though.
photographs and captions, maps, charts, diagrams, and time lines.

at. They burrow tunnels in the ground. They use
nels
Online PDF Discuss informational text genres using Start Smart 3 Online PDF. Desert
Meerkats
As students read informational text, they will learn to identify main
OBJECTIVES
ideas and key details and different text structures. Genres
Ask and answer

Adventure
Drama (Play)
Fable
Main Idea and Key Details The main idea is the most important
Fairy Tale
Fantasy
questions to
Folktale
Historical Fiction
Legend
Myth
Poetry
point an author makes about a topic. To find the main idea, readers
Realistic Fiction
demonstrate Science Fiction
Autobiography
Biography
Expository
understanding of
Technical/Procedural
sort details into ones that are important and not important and Genre
a text, referring
then decide what the important key details have in common to 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 3 28/03/12 11:08 PM
as the basis for the determine the main idea. Determining the main idea and key details
answers. RI.3.1 helps readers better understand what they read. 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
Determine the main Text Structure Explain that text structure is the organizational
idea of a text; recount pattern a writer chooses to present information. Identifying text
the key details and structure can help readers understand where, when, why, and how
explain how they
support the main
key events occur. Students will learn to identify these text structures:
idea. RI.3.2 ‡ Sequence Both events and the steps in a process are presented
Describe the in time order, or sequence. Signal words such as first, next,
relationship between then, after, and when help readers recognize the sequence text
a series of historical structure. Sequence often appears in science and history texts.
events, scientific
ideas or concepts, ‡ Cause and Effect An author tells about an event that happens
or steps in technical and tells why it happens. The signal words because, so, due to,
procedures in a text, therefore,, and as a result signal a cause and effect text structure.
using language that Causes and effects often appear in science and history texts.
pertains to time,
sequence, and cause/ ‡ Compare and Contrast An author tells how two or more
effect. RI.3.3 people, places, objects, events, or ideas are alike and different.
Signal words such as however, unlike, alike, although, like, similarly,
ACADEMIC and on the other hand can help readers recognize the compare
LANGUAGE and contrast text structure.
main idea, details, text
structure, cause, effect,
‡ Problem and Solution The writer presents a problem and
compare, contrast, then presents possible solutions. Tell students that in this text
sequence, problem, structure, problems may be stated as a question. Problems and
solution solutions appear in both science and history texts.
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. The purpose is to evaluate what they read to Organizers
identify main ideas and text structures. One clear, organized way to take
Tell students that citing text evidence is using evidence from the notes is on a graphic organizer.
Taking notes on an organizer will help
text to support answers. When answering questions, they will point students determine important ideas
out exact text they used to answer a question or make an inference. or key details or see how the author
Students must read closely in order to cite text evidence. has organized information using a
text structure. Taking notes will also
Main Idea and Key Details Reread the first paragraph of “Just One help them remember what they read.
of the Gang” in “Desert Meerkats” on Start Smart 6 Online PDF. Ask:
1. As students begin reading a new
What is the main idea of the first paragraph? Model close reading and kind of informational text, display
citing text evidence. the appropriate organizer and
Think Aloud I will sort the details and decide which are important discuss what kind of information
goes in each section.
and which are not. Then I will see what the key details have in
common to figure out the main idea. First I sort the details. The three 2. As students begin reading, model
how to take notes on the organizer.
most important ones are about how meerkats work together to find
food. One sentence is about where insects live. It is not important. 3. As students use their organizers,
give them feedback.
When I put the important sentences together, I come up with this
main idea for the paragraph: A group of meerkats called a mob 4. Model using an informational-
text graphic organizer at least
works together to find food. once a week until students are
comfortable using them.
Genre Reread the first paragraph in the section “Safety in Numbers.”
Have students identify details that show the article is informational
text and tell whether the article is a science or social studies text.
Reread Paragraph 2 Ask: What is the main idea? Cite text evidence
to support your answer. (Answer: Meerkats work together to raise their
START SMART 3 Online PDF
young. Evidence Meerkats work together to raise their young. When a
Genres
litter of pups is born, it is not just the mother who protects them. Other
meerkats help. When pups fall behind, helpers carry them.) Adventure
Drama (Play)
Text Structure Model how to identify sequence in paragraph 1 in Fable
“Safety in Numbers” through close reading. Point out the sequence Fairy Tale
Fantasy
signal word when. Have students continue reading the paragraph. Folktale
Ask: What is the text structure here? What signal words gives you a Historical Fiction
Legend
clue? (Answer Sequence; signal words are at three weeks, after five Myth
weeks Evidence At three weeks old, pups start eating insects. After five Poetry
Realistic Fiction
weeks, the pups leave the den during the day.) Science Fiction
Autobiography
Ana
Analytical
A Write About Reading: Summarize Model how to write a Biography
W
Writing
summary of the first two paragraphs of the article. Then have Expository
students summarize the whole selection, using the most important Technical/Procedural
details from each section.
START SMART S24

S TA R T S M A R T
Comprehension
Desert Meerkats
LESS O
IN I
N
Author’s Point of View

Mins
Go
1 Explain Digital
as guards. First, the sentinel finds some Explain that when reading informational texts, readers often go
beyond the facts to make inferences about the author’s point of

Desert Meerkats
view. Readers may also be asked to compare and contrast two texts the deserts and prairies of southwest Africa. Th
ures. Some people even tame them. They keep t
on the same topic. Explain that focusing on these skills will help t meerkats live in the wild, though.
students read more closely and increase their understanding. at. They burrow tunnels in the ground. They use
l
Online PDF Desert

Author’s Point of View This is the author’s attitude or position Meerkats
OBJECTIVES about a topic. In third grade, readers will identify an author’s point

Distinguish their own of view about a topic and distinguish it from their own point of
point of view from view. Readers can analyze the details an author presents to figure
that of the author of a out the author’s point of view. Are the details positive or negative?
text. RI.3.6 Positive and negative words, such as wonderful or awful can also
Compare and contrast help readers figure out what the author thinks about the topic. As
the most important students read, they should evaluate the information in the text to
points and key details distinguish their point of view from the author’s.
presented in two 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
texts on the same Make Inferences When the author does not directly state an
topic. RI.3.9 attitude about a topic, readers must use text clues to figure out the
author’s point of view. The details an author includes and the words
ACADEMIC he or she uses can help readers infer the point of view.
LANGUAGE Compare Across Texts Good readers connect what they read in
• point of view, make
inferences
informational texts to related texts they have read. Explain that in
• Cognates: punto de
weeks where the reading focus is on informational text, students
vista will compare and contrast the most important points presented in
two texts related to the same topic.
2 Model Close Reading: Text Evidence

Reread the second paragraph Tell students to focus on point
of view.
Author’s Point of View Model using text evidence to determine
the author’s point of view.
Think Aloud The author says that meerkats “have a smart way to
avoid the heat. They burrow tunnels...They use their strong claws to
dig tunnels.” These details help me figure out that the author thinks
meerkats are good at adapting to their environment. The word
smart is a positive word, and from it I can infer, or figure out, that the
author thinks that meerkats are clever animals.
S25
START SMART
3 Guided Practice of Close Reading Routine
Reread the last paragraph Reread the last paragraph of the Make Inferences
article with students. Ask: What is the author’s point of view about 1. As you read, you may have a
meerkats? Do you agree? Cite text evidence to support your answer. question about something the
(Answer The author thinks that meerkats are smart and cute. author does not explain.
Evidence “They are adorable little creatures.” “But they have a smart 2. To find the answer, you will have to
way to avoid the heat.“ “It is a very smart system.” I agree with the make an inference.
author. I think meerkats are smart because they know how to protect 3. Go back and read the text.
themselves and are good at adapting to their environment. I also agree 4. What evidence do you see that
that they are cute, because I can see in the photos that they have very might help you figure out what is
cute faces.) not explained?
5. Put the details in the evidence
you found together to make an
Compare Across Texts Explain that the topic of “Desert inference.
Meerkats” is a kind of animal that lives in groups. Choose 6. Ask yourself if the inference makes
another article or book about animals that live in groups, such sense with the rest of the article
or story.
as lions or prairie dogs. Explain that you will make inferences to
compare and contrast information in the two articles. Here is a
sample think aloud to model comparing two texts.
Think Aloud I read two texts on the same topic—animal
groups. One was about meerkat mobs and one was about
a pride of lions. To understand more about the topics, I find
details that show how the animals are alike and different. I can
infer the articles are alike because both are about ways animals
work together to find food and raise their young. I can also infer
how they are different. Meerkats all work together to find food
while in a lion pride, the females do most of the hunting. By
comparing key details, I can make inferences about how these
two animal groups are alike and different.
Ask: How is “Desert Meerkats” similar to another text you have
read about animals that live in a group? How is it different? Cite
text evidence to support your answer. (Students should make
inferences showing how the two animal groups are alike
and different and give explicit text evidence to support their
inferences.)
START SMART S26

S TA R T S M A R T
Vocabulary Strategy
Desert Meerkats
LESS O
IN I
N
Using a Dictionary or Glossary

Mins
Go
1 Explain Digital
as guards. First, the sentinel finds some Tell students the following:
A dictionary, or a glossary in a nonfiction book, lists words in


‡ Desert Meerkats
loudly. This tells the rest of the gang to the deserts and prairies of southwest Africa. Th
alphabetical order. Dictionaries are found online and in print. ny ears. Black patches of hair surround their ey
ures. Some people even tame them. They keep t
‡ The guide words show the first and last words on the page. t in the places where meerkats live. But they hav
at. They burrow tunnels in the ground. They use
l
Online PDF Words come between the guide words alphabetically. Desert
Meerkats
‡ The entry words show the spelling and syllables of a word.
OBJECTIVES Syllabication separates syllables by bullets and shows how Dictionary Entry
(VJEFXPSET
Determine the
each • eagle
many syllables a word has.

&OUSZXPSE each Every one of two or more eager Wanting very much to do
things or persons thought of something: We were eager to get
separately: Did you speak to started. ea•ger (ē´gōr) adjective.
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
• For each one: The bananas cost fish. Eagles have sharp eyesight
a quarter each. Adverb. and strong claws. ea•gle (ē´gōl)
each (ēch) adjective: pronoun; noun, plural eagles.
adverb.
1SPOVODJBUJPOHVJEF 1BSUPGTQFFDI %FàOJUJPO
meaning of a new Thesaurus Entry
The pronunciation of each word is shown in parentheses.

(VJEFXPSET look/new
&OUSZXPSE look v. to see with one’s eyes. noisy full of sounds, often
‡
Look at what I found. unpleasant. Their apartment
word formed when

4ZOPOZNT through the window of the shop. M
stare to look at for a long time make v. to bring into being.
with eyes wide open. Mac stared Maya makes her lunch
at me as though I were crazy. every day.
$SPTTSFGFSFODF See also see. build to create by putting
loud adj. having a strong sound. together pieces. They build
The band was playing loud birdhouses in shop class.
music.
"OUPOZNT 1BSUPGTQFFDI
a known affix is ‡ The part of speech is shown after the pronunciation.

added to a known Dictionary 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 4 28/03/12 11:08 PM
word. L.3.4b ‡ The word’s origin, such as the language it comes from, is shown.
Use glossaries ‡ You use a dictionary or a glossary to look up unfamiliar words.
or beginning You can also use a dictionary to confirm a word’s meaning to 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
dictionaries, both make sure you are using it correctly.

print and digital, to
determine or clarify
the precise meaning 2 Model
of key words and
Use the Dictionary entry on Start Smart 4 Online PDF. Model using
phrases. L.3.4d
a grade-appropriate dictionary, including the pronunciation key.
Explain how to look up a word’s meaning and choose the right
ACADEMIC definition, making sure it fits the context of the sentence. The first
LANGUAGE
prefix, suffix entry for a word may not be the one students are looking for. They
should read all the entries to see which meaning fits in the sentence.
Display: I will pitch the tent at the campsite before it gets dark.
Think Aloud I know that pitch can mean “throw a ball.” That doesn’t
make sense in this sentence. The word pitch must have more than
one meaning. In a dictionary, I see that pitch also means “set up
firmly into the ground.” That meaning makes sense in the sentence.
I put up a tent by putting the tent poles firmly into the ground.
3 Guided Practice
Point out the key word raise in the first paragraph of “Desert
Meerkats” on Start Smart 7 Online PDF. Have partners find raise
in a dictionary and explain 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 Explain 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.
2. Next, look at the surrounding
‡ Common prefixes include un-, re-, dis-, in-, non-, over-, mis-, sub-. sentences for context clues. Are
‡ Students can use the meaning of the prefix to determine the there other words nearby that help
explain or describe the word or
meaning of the whole word. There are limitations to identifying
give examples?
prefixes in words. For example, not all words that begin with un-
3. Finally, decide how important
begin with a prefix. The letters u-n in unhappy form a prefix; the
the word is for understanding
letters u-n in uncle are not a prefix. To determine whether or not the selection. If the word seems
a group of letters is a prefix, remove the letters from the word. important, use a dictionary. If it
What remains must be a known word. does not seem important, keep
reading.
Suffix Explain that a suffix is a word part added to the end of a
Caution students to be careful when
word that changes the word’s meaning and often its part of speech.
using context clues. Often no helpful
A suffix is added to a root word, or base word. clues appear near a word. Sometimes,
‡ Common suffixes include -s, -es, -ed, -ing, -ly, -y, -able, and -ful. even, the surrounding words can give
misleading clues.
Some common suffixes, such as -y and -able come from Latin.
‡ A suffix sometimes changes the spelling of the root word. For
example, when the suffix -ing is added to a CVC word, the final
consonant is doubled (run/running); when a suffix is added to
a word ending in a consonant and y, the y changes to i before START SMART 4 Online PDF
Name
adding the suffix (fly/flies); and when a suffix is added to a word
Dictionary Entry
ending in e, drop the e before adding the suffix (make/making).
(VJEFXPSET each • eagle
&OUSZXPSE each Every one of two or more eager Wanting very much to do
things or persons thought of something: We were eager to get
2 Model separately: Did you speak to

each child? Adjective.
• Every one in a group: Each of
us had a turn at bat. Pronoun.
started. ea•ger (ē´gōr) adjective.
Syn. anxious
eagle A large, powerful bird
that hunts small animals and
• For each one: The bananas cost fish. Eagles have sharp eyesight
‡ Display unwrap, under, uncle, unbelievable, united. Model how to a quarter each. Adverb.
each (ēch) adjective: pronoun;
adverb.
and strong claws. ea•gle (ē´gōl)
noun, plural eagles.
decide which words have prefixes and which are “pretenders.” 1SPOVODJBUJPOHVJEF 1BSUPGTQFFDI %FàOJUJPO
Point out that most prefixes have more than one meaning. For
Thesaurus Entry
example, the prefix un- can mean “not,” as in unhappy, or “do the
(VJEFXPSET look/new
opposite of,” as in untie. &OUSZXPSE look v. to see with one’s eyes.
Look at what I found.
noisy full of sounds, often
unpleasant. Their apartment
3 Guided Practice 4ZOPOZNT through the window of the shop.

stare to look at for a long time
with eyes wide open. Mac stared
M
make v. to bring into being.
Maya makes her lunch
at me as though I were crazy. every day.
$SPTTSFGFSFODF
Display these words in sentences: unafraid, happily, joyful, doable,
See also see. build to create by putting
‡ loud adj. having a strong sound.
The band was playing loud
together pieces. They build
birdhouses in shop class.
music.
cheery, clapping, remake, mislead, appointed. Guide students to "OUPOZNT 1BSUPGTQFFDI
identify the affix in each word. Review each affix’s meaning and
help students use it to tell what each word means.
START SMART S28
S TA R T S M A R T
Phonics
LESS O
IN I
M
N
20 6 Syllable Types
Mins
Go
Know and apply
grade-level phonics Students will work with the six syllable types this year. Knowing
and word analysis these syllable types will help them read long, unfamiliar words. Decoding Strategy Chart
Step
in decoding words.
PPLGPSXPSEQBSUT QSFGJYFT
BUUIFCFHJOOJOHPG
-
1
Display the name of each syllable type and examples for students to
UIFXPSE
Step
BUUIFFOEPGUIFXPSE
2
Decode multisyllable Step

3
*OUIFCBTFXPSE MPPLGPSGBNJMJBSTQFMMJOHQBUUFSOT
record in their writer’s notebooks.

MFBSOFE
Step
4
words. RF.3.3c Step

5
4BZUIFXPSEQBSUTGBTU"EKVTUZPVSQSPOVODJBUJPO
BTOFFEFE"TLZPVSTFMGi*TUIJTBXPSE*IBWFIFBSE
CFGPSF u5IFOSFBEUIFXPSEJOUIFTFOUFODFBOEBTL
1 Closed These syllables end in a consonant. The vowel sound

Use spelling patterns Decoding
and generalizations is generally short. The vowel is enclosed (or closed in) by the
(e.g. word families, consonants. (rab/bit, nap/kin) 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 5 28/03/12 11:08 PM
position-based 2 Open These syllables end in a vowel. The vowel sound is generally
spellings, syllable
patterns, ending long. The vowel is open and free to say its name. (ti/ger, pi/lot)
rules, meaningful 3 Consonant + le Usually when le or ion appears at the end of a word
word parts) in writing and a consonant comes before it, the consonant + le or + ion form
words. L.3.2f
the final stable syllable. (ta/ble, lit/tle, ac/tion, ten/sion)
4 Vowel Team Many vowel sounds are spelled with vowel digraphs,
ACADEMIC
LANGUAGE or teams, such as ai, ay, ee, ea, oa, ow, oo, oy, oi, ie, and ei. The vowel
Syllables 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 nonsense As students read increasingly
words. Use one word list per day 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
practice in dividing words into
(nonsense) gat, ved, hib, mog, lun, quat, lem, fid, mog, sug syllables will help students decode
List 2: (real) clamp, wreck, chick, brisk, stomp, help, shrub, longer, unfamiliar words. Students
think, when, grand (nonsense) shuzz, chend, stiss, threg, can use this strategy as needed to
help them to read more complex text.
phum, whep, flod, belp, slamp, crint
List 3: (real) space, preach, dries, boast, train, spray, knight,
squeeze, ply, whole, huge (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, fiction, region (nonsense)
rigfap, churnit, bapnate, deatloid, foutnay, moku, wolide,
lobam, nagbo, flizzle
Link to Spelling
Dictation Dictate the following words for students to spell: smell, START SMART 5 Online PDF
queen, running, babies, pair, pear, trick, shrub, blaze, grain, cheat, flight, Decoding Strategy Chart
throat, germ, fault, pork, point, mouth, bloom, problem, frozen, crisis,
BUUIFCFHJOOJOHPG
-
deleted, stampede, complaining, unclear, formal, border, gentle, bridle, 1 UIFXPSE
puzzle, contraction. Provide context sentences for the homophones

Step
pear and pair. 2
BUUIFFOEPGUIFXPSE
‡ Pronounce one word at a time. Have students clearly say the word. Step *OUIFCBTFXPSE MPPLGPSGBNJMJBSTQFMMJOHQBUUFSOT
Then repeat the word and use it in a sentence. Prompt students to 3 MFBSOFE
write one syllable at a time for multisyllabic words. Step

4
‡ After dictation is completed, write the words on the board. Ask
BZUIFXPSEQBSUTGBTU"EKVTUZPVSQSPOVODJBUJPO
4
students to proofread their spellings and correct any errors by Step BTOFFEFE"TLZPVSTFMGi*TUIJTBXPSE*IBWFIFBSE
5 CFGPSF u5IFOSFBEUIFXPSEJOUIFTFOUFODFBOEBTL
writing the correct spelling beside the incorrect spelling. Analyze i%PFTJUNBLFTFOTFJOUIJTTFOUFODF u
Copyright © The McGraw Hill Companies, Inc.
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

Desert Meerkats
LESS O
IN I
N
Fluency

Mins
Go
Establish Yearly Goals Digital
Tell students that fluency involves three key aspect of reading: rate,
sentinel stands up on its hind legs so it accuracy, and expression. Explain the following:

Desert Meerkats
‡ Rate The rate at which we read is important. We need to read at a n the deserts and prairies of southwest Africa. T
tiny ears. Black patches of hair surround their e
atures. Some people even tame them. They keep
pace appropriate for the level of text difficulty. In Grade 3, the goal ost meerkats live in the wild, though.
ot in the places where meerkats live. But they h
by the end of the year is to read 97–117 words correct per minute eat. They burrow tunnels in the ground. They u
l
Online PDF (WCPM). Explain to students that you will be testing them on their Desert
Meerkats
rate throughout the year to meet this goal. Rereading previously
OBJECTIVES
read passages and stories is one way they will increase their rate. Syllable Speed Drill
Read with sufficient

JOH VO UVSF EJT DPN
JN UFS NFOU FS EFS
Accuracy Correctly identifying words is key to skilled, fluent

WFS CMF UJPO OVN SF
accuracy and ‡ FTU
CPVU
QMF
QFS
EF
UMF
FY
QSP
FO
EJG
GPSF GB FM GVM QJD
fluency to support reading. Explain to students that the work they do in phonics and
QPS UXFFO IBQ OFW OFTT
OPO NJT MZ JD MFTT
MFDU IFBW TVC SFQ TFNJ
NB NJE UFOE QSF DJBM
comprehension. word study will help them read longer and harder words. They will
RF.3.4 Fluency 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 8 28/03/12 11:08 PM
also use the Syllable Speed Drill on Start Smart 8 Online PDF to
Read grade- help them become automatic at reading those words with more
appropriate complex spelling patterns or words that have irregular spellings.
irregularly spelled 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
words. RF.3.3d ‡ Expression Fluent readers read with proper phrasing and
intonation, or prosody. They read dialogue the way a character
Read on-level text
with purpose and would say it. They speed up when the action in a story gets exciting,
understanding. and they slow down on difficult parts of text. This means that the
RF.3.4a reader is decoding and comprehending the text at the same time,
Read on-level prose the hallmark of a skilled, fluent reader.
and poetry orally with
accuracy, appropriate Daily Fluency
rate, and expression
on successive Students will practice fluency daily through echo reading (repeating
readings. RF.3.4b a sentence after you) and choral reading (reading along with you).
Resources for daily practice include:
Use context to
confirm or self-correct ‡ fluency Workstation Activity Cards
word recognition
‡ weekly comprehension/fluency passages in Your Turn Practice Book
and understanding,
rereading as ‡ weekly differentiated passages on Approaching and Beyond Level
necessary. RF.3.4c Reproducibles
‡ Leveled Readers and Workstation Activity Reading Cards 25, 26
ACADEMIC
LANGUAGE
‡ Reader’s Theater plays for each unit, available online.
speed, accuracy, Display the first two paragraphs of Start Smart 6 Online PDF. Model
expression reading the paragraph fluently. Then reread the passage a sentence at a
time and have students echo read. Provide corrective 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, the phrasing,
Sustained silent reading should last from 15 minutes to 30 minutes, and the expression with which the
depending on the grade level. During this time, students can read reader reads the passage. 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 Students may need to learn how to select a book. 5. At the week’s end, have partners
take turns doing a timed read
‡ Make a suggestion based upon a student’s special interest.
for a minute. One partner marks
‡ If a student shows interest in an author, genre, or topic from the miscues and the last word read.
selections read that week, recommend a title from the online Unit Then students can count miscues
and total number of words.
Bibliography.
Encourage them to reread and try
‡ Begin a book-sharing session in the classroom. Set aside a few minutes for a better score.
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
they record reactions and feelings about what they are reading. As START SMART 8 Online PDF
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
is new to you? What information is confusing? What new words did you JOH VO UVSF EJT DPN
learn? Are you enjoying what you read? Why or why not? JN UFS NFOU FS EFS
Literature Circles When groups of students are reading the same WFS CMF UJPO OVN SF
book, they can come together and discuss what they have read so far FTU QMF EF FY FO
in a Literature Circle. Reading might include leveled readers, classroom

CPVU QFS UMF QSP EJG
library books, or books students choose themselves. Once groups are
formed and a book is chosen, students can work together to plan how GPSF GB FM GVM QJD
they will read the book: How long will it take? How many pages will be QPS UXFFO IBQ OFW OFTT
read each day/week? Encourage everyone to participate. Assign roles OPO NJT MZ JD MFTT
that rotate each week including facilitator, one who reads, and recorder
MFDU IFBW TVC SFQ TFNJ
of comments. Literature circles should end with a few minutes for

students to record their thoughts in their reading logs. NB NJE UFOE QSF DJBM
START SMART S32

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

Desert Meerkats
LESS O
IN I
N
Writing Traits: Ideas

Mins
Go
Details Digital
Explain that this year you will help students understand and apply
sentinel stands up on its hind legs so it the six traits of effective writing: Ideas, Organization, Word Choice,
can look out for enemies. If anything tries Desert Meerkats

Voice, Sentence Fluency, and Conventions. They will learn specific the deserts and prairies of southwest Africa. Th
skills for each trait and learn to present their writing appropriately. ures. Some people even tame them. They keep t
One writing habit students will use is analyzing expert writing models at. They burrow tunnels in the ground. They use
nels
Online PDF from the literature they read each week and student models showing Desert
Meerkats
revisions. They will focus on one trait weekly, such as Ideas and will
OBJECTIVES
practice using the trait by revising short pieces of writing.
Write routinely over
extended time frames Expert Model Reread the first two paragraphs of “Desert Meerkats”
(time for research, on Start Smart 6 Online PDF. Point out that the paragraphs offer an
reflection, and example of the writing trait Ideas and the skill Details. Discuss how the
revision) and shorter
time frames (a single
author develops ideas by using details to
sitting or a day or ‡ describe what meerkats look like.
two) for a range of
discipline-specific
‡ give examples and facts that support and explain the ideas. 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
tasks, purposes, and Draft Have students write a short paragraph about a favorite animal.
audiences. W.3.10 They should include descriptive details.
Revise Tell students that another writing habit they will use is carefully
ACADEMIC rereading and revising their work. This will help them check for errors
LANGUAGE
writing traits, details, and strengthen their writing based on feedback.
topic, rubric Have partners read the descriptive paragraphs they wrote. Have them
discuss revisions that would make each piece of writing stronger. For
example, are there more details they can add?
Set Up Writer’s Notebooks

Tell students they will be writing every day in writer’s notebooks. These
notebooks will be used for the following activities:
‡ Students will write to a prompt every week. They will check their
writing during Independent Time and make necessary revisions.
During conferences, you will analyze their writing to see if additional
errors were made that they didn’t correct or notice. This is one way
you will help them become better writers and individualize writing
instruction. In their notebooks, they will
‡ Complete revision assignments based on writing needs.
‡ Write their responses to reading to develop a deeper understanding.
S33
START SMART
Tell students that they will also use rubrics as they write and revise this Why It Matters
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. Grammar and Writing
Have students write their name on the front of their writer’s notebook. Grammar instruction is most effective
when it is integrated into writing
Remind them to write the date at the beginning of each new piece.
instruction. Rather than providing
Have students turn to the back of their writer’s notebooks. Have them isolated exercises in which students
write these headings on separate pages: synonyms, antonyms, idioms, memorize parts of speech or label
parts of a sentence, grammar
prefixes, suffixes, multiple-meaning words, related words, syllable types.
instruction should focus on how
Students will record words they learn for each heading on these pages. language functions in writing and
speaking. The point of learning
grammar is to help students express
ing
Writcess their ideas. As students learn to write,
Pro they need to be able to use grammar
nimbly to communicate in a variety of
Focus on Genre Writing print and digital formats.
Explain that over the course of each unit students will develop one Incorporate grammar instruction as
or two longer pieces of writing related to a specific genre. students write short informal pieces
and when they do formal genre
‡ narrative text writing. After students write a draft,
‡ informative text analyze the piece together and look
for common grammatical errors. As
‡ opinion text students become more confident
with their grammar skills, they can
For these longer pieces, students will work through all of the stages
analyze their writing independently.
of the writing process: Prewrite, Draft, Revise, Proofread/Edit, and
Publish. They will also have the opportunity to present their writing.
As they write, students will apply what they learned in their weekly
lessons on writing traits. Because good writers continually revise
their work, students will have 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: START SMART 6 ONLINE PDF
Desert Meerkats
‡ talking about the strengths of the writing
‡ focusing on how the writer uses the targeted writing traits pointed faces and tiny ears. Black patches of hair surround their eyes. They are
‡ making concrete suggestions for revisions It can be very hot in the places where meerkats live. But they have a smart
Emphasize the importance of revision. You will guide students Just One of the Gang
to reread and revise their longer pieces, repeatedly, focusing on A group of meerkats is called a “mob” or a “gang”. In the morning, the
different writing traits. For example, they may revise their writing together to find food. They like to eat insects. The insects can be found in rocks.
first to clarify the organization, next to add details to support are in danger of being hunted. Large
their ideas, then exercise word choice by replacing vague words up. Jackals can sneak up and attack them.
with vivid, specific words and incorporate opinions through voice. as guards. First, the sentinel finds some
They may revise again to improve their sentence fluency by using sentinel stands up on its hind legs so it
different types of sentences. They may reread their work a final time to sneak up on them, the sentinel shrieks
to check for grammar and spelling conventions and correct any run and hide. Then the gang moves on to
remaining errors they find. is a very smart system.
START SMART S34
S TA R T S M A R T
Wrap Up the Week

Integrate Ideas
RESEARCH AND INQUIRY Go
OBJECTIVES Explain that students will work in pairs or groups to COLLABORATE
Digital
Conduct short complete a short research project that explores how animals
research projects respond to danger. They will use their research to create a fact or
that build knowledge Kaffa’s Discovery
about a topic. W.3.7

fiction chart. Discuss the following steps. An African Folktale
of Botswana lived a mob of meerkats. Their lead

ew the most about survival. However, Annie’s bo
Explain their 1 Share What You Know Have students review how Annie why Annie is our leader,” he told his younger sis
be older, but I am more important. She doesn’t r
own ideas and

understanding
responds to danger in the folktale “Kaffa’s Discovery.” Have them Kaffa’s
share other stories or personal observations about how animals Discovery
in light of the
discussion. SL.3.1d behave when they feel threatened. As they brainstorm ideas, have
Desert Meerkats
Compare and contrast

them create a fact list and fiction list and decide where each idea the deserts and prairies of southwest Africa. Th
iny ears. Black patches of hair surround their ey
the most important should be placed. tures. Some people even tame them. They keep
st meerkats live in the wild, though.
ot in the places where meerkats live. But they ha
points and key details eat. They burrow tunnels in the ground. They us
nnels
presented in two 2 Find Resources Review how to locate and use reliable print Desert
texts on the same Meerkats
and online resources. Have students find additional animal stories
topic. RI.3.9
to add to the fiction column and sources to verify the items listed
as fact. 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 1
ACADEMIC
LANGUAGE
resources, analysis
3 Guided Practice Review with students how to cite and record
the sources they use in their lists.
4 Create the Project: Fact or Fiction Chart Have the students

use their research to create an interactive chart listing all of the 0001-0008_CR14_TE3_STSM_d_XXXXXX.indd 6
stories and facts. Behind each item they should write if it is fact or
fiction and cite the sources. Have the group find a way to cover
the answer so the reader will have to guess the answer.
Present the Chart

Have students present their chart to another pair or group. Remind
them to allow enough time for their audience to guess the answer.
Discuss formal and informal language; help students decide which
they should use in their presentation. Have students use Presentation
Checklist 1 Online PDF to evaluate their presentations.
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 to review
and discuss what they have learned about the weekly theme by • summarize central ideas/themes and
the key supporting details and ideas.
looking carefully at the texts they have read. In groups, they will use
• analyze how the author develops
their notes to record and compare information about the essential
ideas or provides information in a
question on foldables. Have groups compare information they have text.
learned about animals in their world. • reflect on various aspects of a text,
Model Comparing Information In both “Kaffa’s Discovery” and for example the point of view of a
text.
“Desert Meerkats,” the text is about meerkats. I will place that on my
• support or defend a claim or
three-panel foldable under Alike. Also, under Alike, I will add that
argument about a text, citing text
both passages explain how meerkats live in mobs or gangs. Under evidence.
Different, I can write that the folktale has meerkats that act like • research topics by gathering and
people while the meerkats in “Desert Meerkats” are real animals. synthesizing evidence from text and
other sources.
Ana
Analytical
A
WRITE ABOUT READING Writing
W
COLLABORATE
Each week students will write a short analysis or opinion on how

the author used key skills that week. Students will analyze how the
author’s use of the skill brings meaning to the text. They will also
practice key skills used in writing explanatory or opinion pieces.
Three-panel foldable®
Write an Analysis
Cite Evidence Using text evidence, students will analyze how the
author uses character and story in “Kaffa’s Discovery.” Ask how and
why questions.
‡ Why did the author give Kaffa, Mandi, and Annie different traits?
‡ How did the author make the sequence of events in the story
clear?
Have the students write an analysis that explains how the author uses
character and sequence. 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 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

WEEKLY OVERVIEW
TEACH AND MODEL
Vocabulary Close Reading of Complex Text

ached Shared Read “Bruno’s New Home,” 22–27
concentrate Genre Fantasy
Lexile 430
discovery
educated
Minilessons Tested Skills
effort
improved Comprehension Strategy ..................... Visualize, T20–T21
inspired Comprehension Skill .............................. Character, T22–T23

Genre ............................................................. Fantasy, T24–T25
satisfied
Vocabulary Strategy ............................... Context Clues, T26–T27
Writing Traits .............................................. Ideas, T32–T33
Grammar ...................................................... Sentences & Fragments, T36–T37
Go
Digital
T2 UNIT 1 WEEK 1
STORYTIME
Essential Question
What can stories teach you?
WEEK 1
APPLY WITH CLOSE READING
Complex Text
PAIRED
READ
Wolf! 10–31 “Jennie and the Wolf,” 32–33
Genre Fantasy Genre Fable
Lexile 650 Lexile 420
Differentiated Text
Leveled Readers Include Paired Reads
“Book Cover,” copyright © 1986 by Alfred A. Knopf, from MORE STORIES JULIAN TELLS by Ann Cameron. Used by
APPROACHING ON LEVEL BEYOND ELL
permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc.
Lexile 430 Lexile 530 Lexile 750 Lexile 410

More Stories Julian The Boxcar Children
Tells #1
Genre Realistic Genre Realistic
Fiction Fiction
Classroom Library
WEEKLY OVERVIEW T3
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Close Reading Close Reading
Storytime “Bruno’s New Home” Wolf!
Minilessons “Jennie and the Wolf”
Visualize, Character, Fantasy,
Synonyms, Writing Traits
Literature
Anthology
Reading/Writing 10–33
Workshop
Reading/Writing Workshop 22–27
18–19
Go Interactive Interactive Mobile

Digital Whiteboard Whiteboard
How Students Practice

WEEKLY CONTRACT LEVELED PRACTICE AND ONLINE ACTIVITIES
Your Turn Practice Book
PDF Online 1–10 Leveled Readers
Go
Go Onli To-Do List
On
Online Lev
L
Le
e
ev
vel Activities
Leveled Wr
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 Story Map, T30
Text Connections
Compare Stories, T31
Ana
Analytical
A
An
Writing
W Write About Reading
W
Write an Opinion, T31
W
Weekly Assessment
1–12
Mobile Online Research Online

and Writing Assessment
LEVELED WORKSTATION CARDS

1
( 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
Summary, T22–T23
Summarize, T27V, T27X
Character, T27V
Research and Inquiry, T30
Analyze to Share an Opinion, T31
Summarize, 31
Comparing Texts, T43, T51, T55, T61 Character, 31
Predictive Writing, T27B
Teacher,s Edition Literature Anthology
Character, 3–5
Go Genre, 6
Digital Analyze to Share
Leveled Readers an Opinion, 9
Interactive Comparing Texts
Whiteboard Character Your Turn Practice Book
Writing Process • Genre Writing

20
Go
Narrative Text Digital
Conferencing Routines
Teacher Conferences, T354
Peer Conferences, T355
Go
Digital
Writer,s Workspace
Narrative Text: Letter
Interactive Leveled Workstation Card Writing Process
Whiteboard Teacher’s Edition Letter, Card 20 Multimedia Presentations
T5A UNIT 1 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

Writing Traits • Write Every Day
WEEK 1
Writing Trait: Ideas
Focus On an Event, T32–T33
Ideas: Focus On an
Event, 32–33
Teacher’s Edition Reading/Writing Workshop
Go
Digital Ideas: Focus On an
Ideas:
eas: Focus on
an
n Event, 1 Event, 10
Interactive
Whiteboard Leveled Workstation Card Your Turn Practice Book
Grammar and Spelling

Go
Digital
Grammar
Sentences and
Sentences and Fragments, Fragments
T36–T37
Spelling
Short Vowels a, i, T38–T39
S
Short Vowels a, i
Go Word Sorts
W
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 Storytime, T10–T11 Comprehension
Listening Comprehension Interactive Read • Strategy: Visualize, T20–T21
Teach, Aloud: “Three Pigs, a Wolf, and a Book,” T12–T13 • Skill: Character, T22–T23
• Write About Reading Ana Analytical
A
An
Whole Group
Model Comprehension
• Genre: Fantasy, T24–T25
W
Writing
• Preview Genre: Fantasy

and • Preview Strategy: Visualize Vocabulary Strategy: Synonyms, T26–T27
Apply Vocabulary Words in Context, T14 Practice Your Turn 2–7
Practice Your Turn 1
Close Reading of Complex Text “Bruno’s
New Home,” 22–27
DIFFERENTIATED INSTRUCTION Choose across the week to meet your students’ needs.
Leveled Reader Berries, Berries, Berries, T42–T43 Leveled Reader Berries, Berries, Berries, T42–T43
2 T43
TIER
Phonics/Decoding
ecoding Decode Words with Short Vocabulary Review Vocabulary Words, T46 6 2
Approaching Vowel a, T44
4 2
TIER
Comprehension TIER
Level Vocabulary TIER

8 2
• Identify Important Details, T48
• Review Character, Setting, Plot: Character, T49
• Review High-Frequency Words, T46
6 2
• Identify Related Words, T47
Leveled Reader Duck’s Discovery, T50–T51 Leveled Reader Duck’s Discovery, T50–T51
On Level
Small Group
Vocabulary Review Vocabulary Words, T52 Comprehension Review Character, Setting,

Plot: Character, T53
Leveled Reader Robot Race, T54–T55 Leveled Reader Robot Race, T54–T55
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Character, Setting,
Level T56 Plot: Character, T57
Shared Read “Bruno’s New Home,” T58–T59 Leveled Reader Duck’s Discovery, T60–T61
English Phonics/Decoding Decode Words with Short Vocabulary Review Vocabulary, T62
Vowel a, T44
Language Vocabulary
Writing Writing Trait: Ideas, T64
Grammar Sentences and Sentence
Learners • Preteach Vocabulary, T62 Fragments, T65
LANGUAGE ARTS Writing Process: Friendly Letter, T352–T357; Personal Narrative, T358–T363
Readers to Writers Readers to Writers

Writing • Writing Trait: Ideas/Focus on an Event, T32–T33 • Writing Trait: Ideas/Focus on an Event, T32–T33
• Writing Entry: Revise and Edit, T34
Whole Group
• Writing Entry: Prewrite and Draft, T34

Grammar Grammar Sentences and Fragments, T36 Grammar Sentences and Fragments, T36
Spelling Short Vowels a, i, T38 Spelling Short Vowels a, i, T38
Spelling Build Vocabulary Build Vocabulary
• Connect to Words, T40 • Expand Vocabulary, T40
Build Vocabulary • Academic Vocabulary, T40 • Synonyms, T40
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/Fluency Fluency Expression, T29 Integrate Ideas
• Short Vowels a, i, T28 Integrate Ideas • Research and Inquiry, T30
• Word Families, T29 • Research and Inquiry, T30 • Text Connections, T31
Practice Your Turn 8 • Write About Reading, T31
Practice Your Turn 3–5
Close Reading Wolf!, 10–31 Close Reading “Jennie and the Wolf,” 32–33
Literature
Anthology
DIFFERENTIATED INSTRUCTION
Leveled Reader Berries, Berries, Berries, T42–T43 Leveled Reader Paired Read: “The Heron and Leveled Reader Literature Circles, T43
Phonics/Decoding Build W Words with the Fish,” T43 Comprehension Self-Selected Reading, T49
TIER
Short Vowels a, i, T44
4 2 Phonics/Decoding Practice Short Vowels a, Phonics/Decoding Word Families, T45
Fluency Expression, T488 2
TIER
i, T45
Vocabulary Context Clues: Synonyms, T47
Leveled Reader Duck’s Discovery, T50–T51 Leveled Reader Paired Read: “The Lion and Leveled Reader Literature Circles, T51
Vocabulary Context Clues: Synonyms, T52 the Fox,” T51 Comprehension Self-Selected Reading, T53
Leveled Reader Robot Race, T54–T55 Leveled Reader Paired Read: “The Hare and Leveled Reader Literature Circles, T55
Vocabulary the Tortoise,” T55 Comprehension
• Context Clues: Synonyms, T56 Gifted and • Self-Selected Reading, T57 Gifted and
Talented Talented
• Shades of Meaning, T56 • Independent Study, T57
Leveled Reader Duck’s Discovery, T60–T61 Leveled Reader Paired Read: “The Lion and Leveled Reader Literature Circles, T61
Phonics/Decoding Build Words with Short the Fox,” T61 Phonics/Decoding Word Families, T45
Vowels a, i, T44 Vocabulary Additional Vocabulary, T63
Vocabulary Context Clues: Synonyms, T63 Phonics/Decoding Practice Short Vowels a,
Spelling Words with Short Vowels a, i, T64 i, T45
LANGUAGE ARTS
Readers to Writers Readers to Writers Readers to Writers
• Writing Trait: Ideas/Focus on an Event, T32–T33 • Writing Trait: Ideas/Focus on an Event, T32–T33 • Writing Trait: Ideas/Focus on an Event, T32–T33
• Writing Entry: Prewrite and Draft, T35 • Writing Entry: Revise and Edit, T35 • Writing Entry: Share and Reflect, T35
Grammar Mechanics and Usage, T37 Grammar Mechanics and Usage, T37 Grammar Mechanics and Usage, T37
Spelling Short Vowels a, i, T39 Spelling Short Vowels a, i, T39 Spelling Short Vowels a, i, T39
• Reinforce the Words, T41 • Connect to Writing, T41 • Word Squares, T41
• Context Clues, T41 • Shades of Meaning, T41 • Morphology, T41
SUGGESTED LESSON PLAN T7

DIFFERENTIATE TO ACCELERATE
Scaffold to Access Complex Text
A C T 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 Dialogue T19
Connection of Ideas Central Message T25
“Bruno’s New Home”

Lexile 430
Purpose Illustration T27A, Theme T27W
Genre Story Elements T27B
Sentence Structure T27C, T27E, T27K,
T27M
Connection of Ideas
Plot Structure T27G, T27I
Literature Anthology Character Arc T27O–T27P, T27Q, T27S–T27T
Wolf! Lexile 650

“Jennie and the Wolf” Lexile 420
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
IF ELL students need additional Reading/Writing Leveled Reader
support Workshop “Bruno’s New Duck’s Discovery T60–T61
scaffold instruction using the small Home” T58–T59 “The Lion and the Fox”
THEN
group suggestions. T61
Note: Include ELL students in all 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 their leveled
text fluently and answer
comprehension questions
THEN use the Quick Checks to assess
students’ needs and select
the appropriate small group THEN work with the next level up to
instruction focus. accelerate students’ reading with
more complex text.
Quick Check
Comprehension Strategy Visualize T21
Comprehension Skill Character T23
Genre Fantasy T25
Beyond
Vocabulary Strategy Synonyms T27
Phonics/Fluency Short Vowels a, i, Expression T29 T51
If No Approaching Level Reteach T42–T49

ELL Develop T58–T65
If Yes On Level Review T50–T53
Beyond Level Extend T54–T57 On Level
ing
Approach ELL
T43 T61
Additional Vocabulary T63 Synonyms Writing Spelling Grammar

about knowledge T63 Ideas T64 Short Vowels Sentences
all learn a, i T64 and Sentence
and Fragments T65
DIFFERENTIATE TO ACCELERATE T9
BEFORE READING: WHOLE GROUP

LESS O
IN I
M
N
10 Build Background
Mins
Go
ESSENTIAL QUESTION Digital
Have students read the Essential Question on page 18 of the Reading/ Weekly
We
Weekly
ekly
ek
kly
y Concept
Conce
Concep
Con
nc p Storytime
Sttorytime
Storytim
toryt
ytime
Essential Question
Writing Workshop. Explain that people read stories for many reasons.
What can stories
teach you?
Go Digital!
Discuss details in the photograph of Katie reading a book. Point out

that reading can inspire you to learn about others. Discuss how reading
Reading/Writing Discuss
Workshop can also help students learn about, or discover, different places. the Concept
‡ Stories help you discover new ideas and learn how to do new things.
OBJECTIVES ‡ Stories can inspire you to learn about other people. A story about
Follow agreed-upon someone in Japan may make you want to learn more about the
rules for discussions
(e.g., gaining the floor people who live there.
in respectful ways,
Watch Video
listening to others with
care, speaking one Talk About It
at a time about the Ask: What stories have inspired you? What new discoveries have you
topics and texts under COLLABORATE made after reading stories? What else can you learn from stories? Have
discussion). SL.3.1b
students discuss in pairs or groups.
Determine the main
ideas and supporting ‡ Model using the Concept Web to generate words and phrases
details of a text read related to stories. Add students’ contributions.
aloud or information
presented in diverse
‡ Have partners continue the discussion by sharing what they have Stories
media and formats, learned about stories. They can complete the Concept Webs,
including visually, generating additional related words and phrases.
quantitatively, and Use Graphic
Organizer
orally. SL.3.2
ACADEMIC Collaborative Conversations

LANGUAGE
• discover, inspire Take Turns Talking As students engage in partner, small-group,
• Cognate: inspirar and whole-class discussions, encourage them to
‡ wait for a person to finish before they speak. They should not
speak over others.
‡ quietly raise their hand to let others know they would like a
turn to speak.
‡ ask others in the groups to share their opinions so that all
students have a chance to share.
T10 UNIT 1 WEEK 1

WEEK 1
ENGLISH LANGUAGE LEARNERS GRAPHIC ORGANIZER 62

SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Point to the Describe Have students Discuss Ask students
book on page 18. Say, describe fun stories. Ask, to describe the stories
This is a book. Hold up a Which stories inspire you? they enjoy. Ask questions
book. A book has stories. Which stories teach you to help them elaborate.
Flip through the pages. new things? Elicit details What do stories inspire
Stories can be fun to read. to develop students’ you to do? What have you Stories
Demonstrate having fun. responses. Inspire in learned by reading fun
Say, This is a (book). Spanish is inspirar. stories?
A book has (stories).
Stories can be (fun)
to read. Repeat answers
slowly and clearly for the
class to hear.
INTRODUCE THE CONCEPT T11

Listening Comprehension
LESS O
IN I
M
N
10 Interactive Read Aloud
Mins
Go
OBJECTIVES Connect to Concept: Storytime Digital
Recount stories,
including fables,
Tell students that stories can teach lessons. Tell students that as you
folktales, and myths read aloud a passage about a pig who saves his house by learning an
from diverse cultures; important lesson from a book, they will be visualizing the text.
message, lesson, or
moral and explain
Preview Genre: Fantasy
View
how it is conveyed Explain that the story you will read aloud is a fantasy. Discuss features Illustrations
through key details in of a fantasy:
the text. RL.3.2
‡ may include animals as characters with human qualities
Determine the main
ideas and supporting ‡ characters may have magical powers
details of a text read
aloud or information Preview Comprehension Strategy: Visualize
media and formats, Point out that readers can use what they already know along with
including visually, descriptive details to picture characters, settings, and events in a story.
quantitatively, and As they read, if they have a question about what is taking place, readers
orally. SL.3.2
can form a picture in their minds to help them better understand.
• Listen for a purpose. Use the Think Alouds on page T13 to model the strategy.
• Identify
characteristics of a Respond to Reading
fantasy.
Think Aloud Clouds Display Think Aloud Master 2: I was able to
picture in my mind . . . to reinforce how you used the Visualize strategy
ACADEMIC to understand content.
LANGUAGE
• fantasy, visualize Genre Features With students, discuss the elements of the Read
Model Think
• Cognates: literatura Aloud that let them know it is a fantasy. Ask them to think about other Alouds
fantástica, visualizar texts they have heard or read independently that were fantasy tales.
Summarize Have students determine the main ideas and key details Genre Features
of the story. Then, have them retell the story in their own words. Have
students discuss the lessons being taught in the story.
Fill in Genre
Chart
T12 UNIT 1 WEEK 1

WEEK 1
Three Pigs, a Wolf, and a Book

Once there were three little pigs who each built a Wolf knocked. “Go away!” said Clark as he quickly
neat little house for himself at the edge of Deep turned the pages. Wolf began to blow. The house
Dark Woods. Able built his house of straw. Buster began to shake. Able and Buster covered their
built his house of twigs. ears and got ready to run. The wolf blew harder
When Clark saw their houses he shook his head and harder. The house rocked from side to side!
and said, “This won’t do at all!” He went right out, Finally, Clark found what he was looking for. “Pots
bought some bricks, and built a fine, strong house. 1 and pans! Wolves are afraid of pots and pans!”
Clark, Able, and Buster grabbed pots and pans and
One day a Big Bad Wolf showed up at Able’s straw
banged them together, louder and louder! 3
house. He didn’t even bother knocking. He puffed
out his cheeks and blew it down. Able ran next Clark peeked out the window to see Wolf holding
door to Buster’s house. Wolf saw that the stick his ears and howling. “Louder!” cried Clark. The
house was just as poorly made as the straw house, noise was deafening! With one last howl, Wolf ran
so he blew it down too. Able and Buster quickly from the house and headed back to Deep Dark
ran next door to Clark’s house. They told him that Woods never to bother the pigs again.
the Big Bad Wolf was on his way and that he would
blow down his house. 2
Clark said, “He can try.” He went to his bookshelf
and chose a book, How to Scare Away Anything.
Clark flipped to the Ws near the end of the book.
1 Think Aloud I can use

Stockbroker/SuperStock
what I’ve just read to 2 Think Aloud These words

visualize this scene by help me visualize the wolf
creating a picture in my puffing out his cheeks and
mind of the three different blowing down the houses.
houses and what they’re I can see the pigs running
made of. quickly to Clark’s house.
3 Think Aloud As I read, I first

visualize the Wolf trying to
blow down the brick house as
Clark looks through a book.
Then the pigs scare away the
wolf by banging pots and
pans. I can change the picture
to show what is happening.
LISTENING COMPREHENSION T13

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

Workshop
Define: If a part of your body ached, it was hurt or felt sore.
OBJECTIVES Example: My head ached and hurt when I had a bad cold.
Acquire and use Ask: When has your head ached?
accurately grade- ached
appropriate
conversational,
general academic, Definitions
and domain-specific Use Visual
‡ concentrate When you concentrate, you think very carefully about Glossary
words and phrases,
including those that what you are doing.
signal spatial and Cognate: concentrar
temporal relationships ‡ discovery When a discovery is made, something that was
(e.g., After dinner that
night we went looking hidden or unknown is found.
for them). L.3.6 ‡ educated An educated person has a great deal of knowledge.
‡ effort A person works hard to finish a task that takes effort.
• Learn meanings
of new vocabulary ‡ improved When a person has improved, he or she has become
words. better at something.
• Write questions
‡ inspired When you inspire another person, you encourage
using new words.
that person to do something good.
Cognate: inspirado
ACADEMIC
LANGUAGE ‡ satisfied A satisfied person is pleased with the way something
• discover, inspire happened.
• Cognate: inspirar Cognate: satisfecho
Talk About It
Have students work with a partner and look at each picture and discuss
COLLABORATE the definition of each word. Then ask students to choose three words
and write questions for their partner to answer.
T14 UNIT 1 WEEK 1

WEEK 1
ON-LEVEL PRACTICE BOOK p. 1

educated inspired ached discovery
ENGLISH LANGUAGE LEARNERS satisfied concentrate improved effort
SCAFFOLD Use a word from the box to answer each question. Then use the
word in a sentence. Possible responses provided.
1. What can you become if you study often? educated; My sister
Beginning Intermediate Advanced/High wanted to be educated about fish, so she read books about the ocean.
2. What is another word for hurt? ached; My eyes ached because I

Use Visuals Point to Describe Have students Discuss Ask students watched television for too long.
the picture for discovery. describe the picture for to talk about the picture 3. What word might describe someone who is pleased after a meal?
Remind students of the discovery. Help them for discovery with a satisfied; After finishing the apple, I was more than satisfied.
definition for discovery. with the pronunciation. partner and write a 4. What is another word for hard work? effort; I put in extra time and
effort so I could make this science project better than my last one.
Demonstrate digging Ask: What fun discovery definition for the word.
and making a discovery. have you made? Have Then have partners share 5. If someone caused others to take action, what did they do?
inspired; Eating well is important, so I was inspired to avoid junk food.
Ask: Have you ever made them talk with a partner their definition with the
6. What word means the same thing as fi nding for the first time?
a discovery? Say, I made about times they have class. Restate students’ discovery; Finding the rare stamps in the attic was a great discovery.
a fun while reading. made a fun discovery. responses as needed. 7. If you want to carefully study for a test, what do you need to do?
Allow ample time for Monitor discussions and concentrate; If it is noisy, I cannot concentrate on my studies.
students to respond. elicit details to support 8. What is another word for got better? improved; I improved my score
students’ responses. by studying for a longer period of time.
APPROACHING BEYOND ELL

p. 1 p. 1 p. 1
001-001_CR14_NA_YT_3_VO_U1W1_118999.indd 1 19/01/12 5:55 AM
VOCABULARY T15
DURING READING: WHOLE GROUP
Comprehension
LESS O
IN I
M
N
10 Shared Read
Mins
Go
Connect to Concept: Storytime Digital
Explain that “Bruno’s New Home” gives readers more information about
how stories can teach important lessons.
After reading the story, have partners discuss what they have learned
runo shivered. A frosty wind blew
through the forest. Bright red and orange
leaves danced around the trees. His paws
felt like blocks of ice. It was almost winter.
Bruno needed a warm, safe place to
hibernate, and he needed it now.
Bruno moved slowly through the
woods. He grumbled and growled to
himself. Finding a new place to sleep was
harder than he thought.
Bruno climbed up a small hill. He
hiked around a pond and walked on a
about what stories can teach readers.

path. No place was right. Finally he made
an exciting discovery.
COLLABORATE Essential Question

Read how one story taught a
bear an important lesson.
John Hovell
22 23
022-027_CR14_SI3_U1W1_MR_119111.indd 22 1/20/12022-027_CR14_SI3_U1W1_MR_119111.indd
12:42 PM 23 1/20/12 12:42 PM
R di /W iti
Reading/Writing
Discuss
Workshop Use Vocabulary Words in Context “Bruno’s New
Home”
ached concentrate discovery educated
OBJECTIVES effort improved inspired satisfied
Determine the
meaning of words The highlighted words in the text are the vocabulary words students
and phrases as they have learned. As you read, have them discuss the words’ meanings.
are used in a text,
distinguishing literal Close Reading
from nonliteral
language. RL.3.4 Reread Paragraph 1: Remind students that when they read a text
Explain how they do not understand, one strategy is to visualize. Tell students that
specific aspects of you are going to take a closer look at “Bruno’s New Home.” Reread the
a text’s illustrations first paragraph on page 23 together. Model visualizing for students.
contribute to what
is conveyed by the I read that Bruno shivered. It is cold and windy, and leaves blow
words in a story through the trees. I can visualize Bruno with his arms crossed as he
(e.g., create mood, shivers. He must be very, very cold.
emphasize aspects of
a character or setting). Point to the picture on pages 22–23. Elicit from students details about
RL.3.7 how the illustration contributes to the description of the setting in
the text. Say: The story’s illustrations support the story’s description
Identify meanings of the setting. The text tells me that it is almost winter. The illustration
of words used in
supports the words in the text. I can see that Bruno is wearing a hat and
context.
a scarf, and he is shivering from the cold.
Explain to students that writers often use nonliteral, colorful language
ACADEMIC
LANGUAGE when describing a character or a setting to help make a story more
visualize vivid and interesting for readers. Have students review the first
paragraph and find examples of nonliteral language. Say: The text tells
me that the “leaves danced around the trees.” I know that leaves do
not really dance. The writer must be using the word dance to make the
description of the falling leaves more interesting and easier to visualize.
T16 UNIT 1 WEEK 1

WEEK 1
Explain ELLs might be confused by the figurative language in

the first paragraph on page 23, “leaves danced around the trees.”
Explain that the leaves appear to be dancing because the wind is
blowing them around. Blow on a piece of paper to show how it
moves as if it is dancing.
You might also want to explain the meaning of spotted on
page 24 and scampered on page 25. Act the words out and help
students think of synonyms for the words.
On page 26, students might be confused by “he paid careful
attention,” and “Good friends come in small packages” on page 27.
Explain that Bruno is being attentive when reading the story’s
main events. He wants to make sure he is not missing anything.
When Bruno says that good friends come in small packages, he
means that he found a good friend in Jack, even though he is
very small. Size is not important when it comes to friendship.
SHARED READ T17

Bruno spotted a cave in the side of a rocky hill.

It was perfect except for one thing. He couldn’t fit
through the opening. It was blocked with a pile of dirt
and tangled roots.
Bruno sat down to think. “I’ll just dig out some of
this dirt and make the entrance bigger,” he thought.
“Then I can finally get to sleep.”
Bruno dug and dug with his huge paws, but the
dirt was packed down hard. It took a lot of hard work
and effort. He pulled and pulled at the tree roots.
The roots were strong and too tough to rip out.
Bruno stopped to rest. His paws ached. They were red
and sore. Suddenly he heard a loud sound. “Crack!”
Bruno turned quickly and saw a small squirrel

eating a nut. He stopped eating and smiled at Bruno.
“You look like you need help,” said the squirrel.
Bruno sighed. “I have been trying to fit into this
cave, but it’s hopeless. I’ve been digging and digging,
but I haven’t improved the opening at all.”
“I’m Jack, and I can help,” said the squirrel.
“But you are too small,” said Bruno.
Jack told Bruno to sit down and rest. Bruno sat and
yawned as Jack scampered away. A few minutes later,
he came back.
John Hovell
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Shared Read
Close Reading Make Connections
Reread Paragraph 15: Discuss with students ESSENTIAL QUESTION
how visualizing helps readers better understand Discuss the story of the Lion and the Mouse. Ask
and enjoy the story. Reread the second paragraph students to explain how it helps Bruno solve his
on page 26 together. Model how to visualize the problem. Pair students to discuss information they
story for students. know about other stories that teach important
I read that Bruno moved to a bright, sunny spot lessons and to compare those lessons to the lesson
to read his book. He put on his glasses and paid learned in “Bruno’s New Home.” Remind students
careful attention to the plot. I can visualize Bruno to stay on topic and to link their comments to their
sitting in the sun wearing glasses. partner’s remarks when discussing the story.
Point out to students that good readers use
descriptive words such as bright and sunny to
help them imagine the setting in the story. Have
students locate other descriptive words that help
them create pictures of the story in their minds.
T18 UNIT 1 WEEK 1

WEEK 1
“What you need is a book,” said Jack. “Reading “Well, the lion in this story learned an important
can help you become educated. Books are filled with lesson,” said Bruno. “I think I did, too.”
knowledge.” He handed Bruno a thick red book. The story inspired Bruno. The mouse had sharp
Bruno moved to a bright, sunny spot. He put on his teeth, and so did Jack. Jack could help.
glasses and tried to concentrate on the story. He paid The new friends made a fine team. Jack chewed
careful attention to the plot. through the thick roots and Bruno dug out the dirt.
The story was about a lion and a mouse. The lion They worked together all afternoon. Finally, Bruno
thought the mouse was too small to help him. could fit through the opening.
One day the lion got caught in a net. The mouse “Are you satisfied and happy with your cozy new
chewed the net’s ropes and helped the lion escape. home?” asked Jack.
“I sure am!” said Bruno. “And I learned something,
too. Good friends come in small packages.”
Make Connections
Talk about the story of the lion and the
mouse. How did it help Bruno solve his
problem? ESSENTIAL QUESTION
Discuss how you and your friends help
one another. TEXT TO SELF
John Hovell
26 27

12:42 PM 27 2/9/12 10:19 AM
Continue Close Reading

Use the following lessons for focused rereadings. A C T Access Complex Text
‡ Visualizing, T20–T21
‡ Character, Setting, Plot: Character, T22–T23 Genre
‡ Fantasy, T24–T25 Point out to students that a fantasy story
might include dialogue. Read page 25.
‡ Context Clues: Synonyms, T26–T27
‡ What do the quotation marks tell you?
(A character is talking.)
‡ How do you know who is talking? (The
character’s name is written next to the
quotation marks.)
‡ What can dialogue tell you? (It can tell how
a character feels, what a character wants,
or what a character might do next.)
SHARED READ T19

Comprehension Strategy
LESS O
IN I
M
N
10 Visualize
Mins
Go
1 Explain Digital
Explain that when they read a fantasy, students may come across
colorful words and descriptions. Remind students that they can use
these words to visualize, or form pictures, in their minds.
‡ Good readers visualize descriptive scenes in a story.
Reading/Writing ‡ When they encounter descriptive words, students should think
Workshop about what they already know about the setting or the problem.
‡ Students can close their eyes and try to see a picture.
OBJECTIVES
Ask and answer Point out that good readers change details in their visualizations as
questions to they get more information from the story.
demonstrate
understanding of
a text, referring 2 Model Close Reading: Text Evidence
explicitly to the text Model how visualizing can help you understand exactly what is
as the basis for the runo shivered. A frosty wind blew
happening in a story. Reread the first paragraph of “Bruno’s New

answers. RL.3.1
Home” on page 23. Point out that words such as shivered, frosty, and
Essential Question
John Hovell
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View “Bruno’s
scenes to improve is so cold that he needs to find a new home so he can hibernate. New Home”
understanding.

ACADEMIC
LANGUAGE
Have students work in pairs to explain how Bruno makes the
• visualize, fantasy COLLABORATE cave’s entrance bigger. Direct them to reread “Bruno’s New Home”
• Cognates: visualizar, and visualize what happens. Have partners find and discuss the
literatura fantástica key details in the story that explain how Bruno makes the cave’s
entrance bigger.
T20 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Q
Are students able to explain how Bruno
makes the cave’s entrance bigger? Can
they visualize descriptive scenes in
“Bruno’s New Home”?

If No Approaching Level Reteach p. T42
ELL Develop p. T58
If Yes On Level Review p. T50
Beyond Level Extend p. T54
READING/WRITING WORKSHOP, p. 28
ON-LEVEL PRACTICE BOOK pp. 3–4

Read the passage. Use the visualize strategy to help form
pictures in your mind.
River Rescue
ENGLISH LANGUAGE LEARNERS Enid lived in the jungle with her family and friends. Her home
12 had tall green trees, cool blue streams, and bright and beautiful
SCAFFOLD 23
33
flowers. It had enough tasty, fresh fruit to last forever.
The only thing Enid loved and adored more than her jungle
44 home was reading. She read stories about fish. She read stories
55 about dogs. She read stories about castles in France. Sometimes
Beginning Intermediate Advanced/High 65 her friends told her that she read too much.
74 “Enid! You always have your trunk in a book! Your eyes will
86 start to ache if you read too much,” her friend Mabel would say.
Explain Read the first Describe Read the first Understand Have 99 “Come swimming instead.”
102 “I’ll swim later. I’m reading about a girl with ruby red
paragraph on page 23. paragraph on page 23. students reread the first 113 slippers.”
Act out the word shivered, Ask, What was the weather paragraph on page 23. 114
125
Every evening after dinner, Enid would try to read her favorite
stories to her friends. They would listen for a little while, but one of
and explain that frosty like? How did Bruno Elicit from students why 139 them would always say, “Hearing stories isn’t fun! Let’s go play!”
150 Enid kept reading. She hoped she would inspire her friends to
means “cold.” Help feel? Point out why this this passage is confusing. 161 read.
162 One day, after a heavy rain, Enid was trying to read a story
students find Bruno’s passage is confusing. Ask, Why do you think it 175 about a beaver building a dam. In the middle of chapter 12, she
paws in the illustration Bruno is very cold now is important to know that 188
193
heard a cry for help.
Books are a good way to become educated. However, even
and replace “blocks of ice” that the weather has Bruno is very cold? Turn to 203 Enid would put a book down if someone needed her help.
214 “Help!” said the small, meek voice. It came from the river’s edge.
with a word they know. changed, and that is why a partner and explain. 226 “I know that voice!” said Enid. “It’s my friend Mabel!”
he needs a new home.

pp. 3–4 pp. 3–4 pp. 3–4
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COMPREHENSION STRATEGY T21

Comprehension Skill
LESS O
IN I
M
N
10 Character, Setting, Plot: Character
Mins
Go
1 Explain Digital
Explain that a character’s actions and feelings contribute to the
sequence of events in a story. A character’s traits are the special
ways a character behaves throughout a story.
‡ To identify how a character’s actions contribute to the sequence
Reading/Writing
of events, students should identify what the character wants or
Workshop needs and how the character feels.
‡ Students should then identify the character’s actions that
OBJECTIVES happen as a result of these needs and feelings as well as the
Describe characters in character’s traits.
a story (e.g., their traits,
motivations, or feelings)
and explain how their 2 Model Close Reading: Text Evidence
actions contribute
Point out that Bruno is the main character in “Bruno’s New Home.”
runo shivered. A frosty wind blew
to the sequence of
Reread page 23 of the story with students to find out what he wants
events. RL.3.3 Essential Question

and how he feels. Model adding details about Bruno’s wants, needs,
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Present the
aspects of a text’s and feelings to the graphic organizer. Lesson
illustrations contribute
Ana
Analytical
A Write About Reading: Summary Model for students how to use
to what is conveyed Writing
W
by the words in a story the details from the graphic organizer to write a summary about
(e.g., create mood, what Bruno wants and how he feels.
emphasize aspects
of a character or
setting). RL.3.7
Have students work in pairs to complete a graphic organizer for
ACADEMIC COLLABORATE “Bruno’s New Home.” Ask students to think about what Bruno will
LANGUAGE do next as they reread the story, and to use the text and illustrations
• character, plot to visualize Bruno’s actions and traits. Have partners discuss how
• Cognate: carácter Bruno’s actions and traits contribute to the story’s sequence of
SKILLS TRACE
events and propel the plot. Discuss each section of the organizer as
students complete it.
CHARACTER, SETTING,
PLOT Ana
Analytical
A Write About Reading: Summary Ask pairs to work together to
Writing
W
Introduce Unit 1 Week 1
write a summary of “Bruno’s New Home.” Have them use details
from the story to write their summaries. Select pairs of students to
Review Unit 1 Weeks 2, 6;
Unit 2 Week 6; Unit 3 Weeks share their writing with the class.
1, 2; Unit 4 Week 6; Unit 5
Week 6; Unit 6 Week 6
Assess Units 1, 3
T22 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Q
As students complete the graphic
organizer for “Bruno’s New Home,” are
they able to identify Bruno’s actions
and traits?

ELL Develop p. T58
ONLEVEL PRACTICE BOOK pp. 3–5

SCAFFOLD
Comprehend Read the Explain Reread the first Identify Have students
last sentence in the first paragraph on page 23. explain who the main
paragraph on page 23. Ask, Who is the character character is and what
Ask, What character is in this story? What does he needs. Then have
this sentence about? The Bruno need? Explain to students explain how
sentence is about the a partner. Then have they identified the
character (Bruno). partners explain who the character and his needs.
What do we learn about character is and what
Bruno? He needs a safe he needs. The character
place to (hibernate). is . He needs .
Give students ample time
to respond. Explain the
meaning of hibernate.
pp. 3–5 pp. 3–5 pp. 3–5
COMPREHENSION SKILL T23

Genre: Literature
LESS O
IN I
M
N
10 Fantasy
Mins
Go
1 Explain Digital
Share with students the following key characteristics of fantasy.
‡ A fantasy has characters, settings, or events that do not exist in
real life, such as talking animals.
‡ A fantasy includes illustrations that contribute to what is
Reading/Writing conveyed by the words in a story.
Workshop
‡ A fantasy often includes a central message or lesson that is
conveyed through key details in the text.
OBJECTIVES
Recount stories,
including fables, 2 Model Close Reading: Text Evidence
Model ways to identify characteristics of fantasy on page 25 of
determine the central “Bruno’s New Home.” Point out to students that readers know that Bruno spotted a cave in the side of a rocky hill.
and tangled roots.
the story is a fantasy because the characters in the story are animals
message, lesson, or

moral and explain

that can talk and read. Review with students the story’s illustrations
he came back.
John Hovell
24 25
how it is conveyed
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and discuss how they show that the story could not happen in real Present the
through key details in Lesson
the text. RL.3.2 life. Remind students that fantasy stories often teach a lesson.
Explain how
specific aspects of 3 Guided Practice of Close Reading
a text’s illustrations
contribute to what
Have students work with partners to find and list two examples from
is conveyed by the COLLABORATE “Bruno’s New Home” that help them know it is a fantasy. Students
words in a story should review both the text and the illustrations to find examples.
(e.g., create mood, Partners should discuss their examples, and the lesson that is taught
emphasize aspects of a
in the story. Then have them share their work with the class.
character or setting).
RL.3.7
Recognize the
characteristics of
fantasy.
ACADEMIC
LANGUAGE
• fantasy, character
• Cognate: carácter
T24 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Q
Are students able to identify two text
examples in “Bruno’s New Home” that
are characteristics of a fantasy?

ELL Develop p. T58
A C T Access Complex Text The Bookworm’s Big Surprise

“You’re not really a bookworm,” the caterpillars called to the
bookworm. “You’re a caterpillar like us! “Come with us. It’s time for
us to go spin our cocoons! We’re going to turn into butterflies.”
Connection of Ideas Shocked, the bookworm said, “I want to stay and munch on my
books.”
“Butterflies can munch on books too!” the caterpillars said. “You
Students may have difficulty connecting the don’t have to be a bookworm to like books!”
lesson from the story about the Lion and the Answer the questions about the text.
Mouse with the central message of “Bruno’s 1. How do you know this text is a fantasy?
Possible response: Bugs can’t talk in real life; the text has a message or
New Home.” lesson.
‡ Reread page 27. What does Bruno learn? 2. Why does the bookworm at first not want to change?
The bookworm likes munching books and is afraid she won’t be able to.
(Good friends come in small packages.)
py g
3. What is the lesson of this text?

‡ Bruno learned this lesson from reading a Everyone can enjoy books no matter who they are.
story. But what lesson can you learn from

p
4. A fantasy may have an illustration. How might an illustration show

,
that this text is a fantasy?

“Bruno’s New Home”? (Like Bruno, the The illustration might show Bookworm reading a book and talking to her
reader learns that good friends come in all bug friends. It might show what the characters look like.
shapes and sizes.) APPROACHING BEYOND ELL

p. 6 p. 6 p. 6
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GENRE T25
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Remind students that they can often figure out the meaning of
an unknown word by using context clues within the sentence. Bruno spotted a cave in the side of a rocky hill.
Sometimes the author will use synonyms as context clues.

and tangled roots.

To find synonyms, students can look for words that are in the
‡
he came back.
John Hovell
24 25
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Workshop the same meaning as the unfamiliar word. Lesson
OBJECTIVES 2 Model Close Reading: Text Evidence

Use sentence-level
context as a clue Model using synonyms in the second paragraph on page 23 of
to the meaning “Bruno’s New Home” to determine the meaning of grumbled.
of a word or
phrase. L.3.4a
Use glossaries
or beginning Have students work in pairs to find the meanings of bright and
dictionaries, both COLLABORATE satisfied in “Bruno’s New Home.” Encourage partners to go back
print and digital, to into the text and use synonyms within the sentences to help them
determine each word’s definition.
the precise meaning
of key words and
phrases. L.3.4d
Use Reference Sources
Dictionary Have students check a print or online dictionary
ACADEMIC and compare the meanings they find there for bright and
LANGUAGE
satisfied with the meanings they came up with from using
• context clues,
synonyms synonyms. If the dictionary gives more than one meaning,
• Cognate: sinónimos ask students to choose the meaning closest to that used in
the story.
Review a dictionary entry for the word bright. Discuss each
SKILLS TRACE part of the entry: the meanings and example sentences; the
CONTEXT CLUES: syllabification and phonetic respelling; the part of speech label.
SYNONYMS Then have students identify each of these parts in a dictionary
Introduce Unit 1 Week 1 entry for satisfied.
Unit 3 Weeks 1, 2
Assess Units 1, 3
T26 UNIT 1 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Q
Can students identify and use synonyms
to determine the meaning of bright
and satisfied?

ELL Develop p. T63
ONLEVEL PRACTICE BOOK p. 7

SCAFFOLD
Use Visuals Point out the Describe Point out the Identify Point out the
words bright and satisfied words bright and satisfied words bright and satisfied
where they appear in and define them for and ask students to
the story. Demonstrate students. Have them find define them and give
bright by giving an synonyms in the text examples. Have them
example of bright light. with a partner. Elicit other identify the synonyms
Act out the word satisfied synonyms they might that helped them define
for students. Then help know for these words. the words. Have students
students replace the replace the words in
words with words they their examples with the
know. Say correct answers synonyms.
slowly and clearly.
p. 7 p. 7 p. 7
VOCABULARY STRATEGY T27

C LO S E R E A D I N G
Develop
Comprehension
LEXILE
Wolf! 650
Grade Band 2–3 Lexile Range

Gr e
420 820
650 Wolf!
Options for Close Reading

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Purpose
Purpose Explain that readers often think about the author’s
purpose for writing a story before they begin
Genre
reading. Discuss the illustration on pages 10–11.
Sentence Structure ‡ Do you think that Wolf! is an informative text or an
Connection of Ideas entertaining story? (A wolf reading a book with a
pig and a cow is funny, so I think this story was
written to entertain.)
T27A UNIT 1 WEEK 1

WEEK 1
Predictive Writing
Have students look at the illustrations and
point out things that could not happen in
real life. Have them write predictions about
By Becky Bloom what they think might happen in the story.
Illustrated by Pascal Biet
ESSENTIAL QUESTION
Ask a student to read aloud the Essential
Question. Have students discuss how the
story might help them answer the question.
Note Taking:
Adapted from WOLF! by Becky Bloom, illustrated by Pascal Biet. Scholastic Inc./Orchard Books. Copyright © 1999 by Siphano, Montpellier. Used by permission.
Use the Graphic Organizer
As students read, ask them to fill in the
graphic organizer on Your Turn Practice
Book page 2 to record information about
the character of the wolf in each section.
1
1 Text Features: Illustrations
Look at the illustration on page 11. Turn to
a partner and discuss what the illustration
tells you about this story. (The picture shows
animals reading. Animals don’t read, so I
know this story has animal characters that
do things that real animals can’t do.)
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LITERATURE ANTHOLOGY, pp. 10–11 12/16/11 1:14 PM
Genre
Explain to students that a fantasy is a story that they are reading a book. The cow and the wolf
includes situations, characters, and settings that are wearing glasses.)
are not found in real life. Help students connect the ‡ How else are the animals behaving? (They look like
illustration to the elements of a fantasy. they are friends. The pig is hanging onto the wolf
‡ How might you recognize that this story is a while they are reading. It is not likely that a wolf,
fantasy? (The main characters are animals and a pig, and a cow would be friends in real life.)
LITERATURE ANTHOLOGY T27B

Develop
Comprehension
2 Skill: Character, Setting, Plot:
Character
Who is the main character of this story?
(The wolf ) What does he want? (He wants
food and rest.) What does this make him
do? (He goes to a nearby farm to try to find
food.) Add this information to your chart.
Character
Wants or Needs Feelings

He wants food
and rest.
Actions Traits
He walks to
nearby farm.
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Sentence Structure
Point out the ellipsis (. . . .) in the second paragraph. ‡ Why do you think the author ended this sentence
Explain that it shows the passage of time. The with an ellipsis, instead of a period? (To show the
reader knows that an action will follow. time it took for the wolf to walk from the town to
‡ What is the wolf thinking? (He knows of a nearby the farm.)
farm where he can get some food.)
‡ What happens next? (He is at the farm, peering
over the fence.)
T27C UNIT 1 WEEK 1
WEEK 1
3 Genre: Fantasy
A fantasy has characters, settings, or events
that do not exist in real life. The illustrations
help to tell the story. What clues tell you
A fter walking for many days, a wolf wandered

into a quiet little town. He was tired and hungry, his
that this story is a fantasy? (The wolf is
walking on its hind legs and carrying a bag.
In real life, wolves do not do those things.)
feet ached, and he had only a little money that he
kept for emergencies.
Then he remembered. There’s a farm outside this 2
village, he thought. I’ll find some food there …
As he peered over the farm fence, he saw a pig, a
duck, and a cow reading in the sun.
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LITERATURE ANTHOLOGY, pp. 12–13 12/1/11 8:34 AM
ELLs may have difficulty with the verb peered. Model

holding a book in front of your face and looking
over it. Say: I am peering over my book. When I peer, I
look over or around something.
‡ The story says that the wolf peered over the farm
fence. What is something else you could peer over or
around? (a book, a tree)
LITERATURE ANTHOLOGY T27D

Develop
Comprehension
Character
How does the wolf feel? (He is hungry.)
How does this feeling affect his actions?
(He leaps and growls at the farm animals
to scare them, and probably eat them.)
Does this action work out the way he
The wolf had never seen animals read before.
expects? (No. The duck, the pig, and “I’m so hungry that my eyes are playing tricks on
the cow don’t move or act scared.) me,” he said to himself. But he really was very
hungry and didn’t stop to think about it for long.
Character 4 The wolf stood up tall, took a deep breath … and
leaped at the animals with a howl—
The wolf is hungry. “AaaOOOOOooo!”
Chickens and rabbits ran for their lives, but
tthe duck, the pig, and the cow didn’t budge.
Actions Traits 5 “What is that awful noise?” complained the cow.
The wolf leaps and ““I can’t concentrate on my book.”
growls at the farm
STOP AND CHECK
animals. The duck,
pig, and cow do not Visualize Which words help you
move. visualize the wolf’s actions?
14

Sentence Structure
Students may not understand the significance of ‡ Why might the author have chosen to change the
the change in font and size. Explain that authors use way the font looks? (To show how scary and loud
changes in font and size to express how something the wolf’s roar is compared to the way the other
is different from the rest of the story. animals talk.)
‡ How is the type that shows the wolf’s howl different
from the rest of the text? (It is larger and the letters
are shaped differently.)
T27E UNIT 1 WEEK 1

WEEK 1
STOP AND CHECK

Visualize Which words help you visualize
the wolf’s actions? (stood up tall, took a
deep breath, leaped at the animals with
a howl)
5 Skill: Make Inferences

When the wolf leaps at the animals, how
do you think he expects them to react?
(I think he expects them to run away or be
afraid.) What do they do instead? (The cow
complains about the noise.) What inference
can you make about how the wolf feels?
(He probably feels confused.)
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Reread the sentence, “I’m so hungry, that my eyes are ‡ What does the wolf see that he thinks isn’t true? (He
playing tricks on me,” he said to himself. sees animals reading.)
‡ When you play a trick on someone, you make the
person believe something that isn’t true.
LITERATURE ANTHOLOGY T27F

Develop
Comprehension
Character
What are the wolf’s actions in this section?
(He growls at the animals, and tells them
that he is big and dangerous.) How do the
animals react to the wolf? (The duck wants
to ignore him and the pig tells him to go
away.) How does this make the wolf feel?
(He is confused and frustrated because the
animals don’t act the way he expects them
to.) Add this information to your chart.
Character

confusion,
frustration
Actions Traits
growls to scare the
animals and fails;
gets pushed away
16

Purpose
Explain that story writers include conflict, which is (The pig wants the wolf to leave because his farm
the main driver of most plots. The story introduces is only for educated animals.)
the conflict and explains how it is resolved. An ‡ What predictions can you make about how this
unusual conflict that keeps readers guessing is a conflict will be resolved? (I think the wolf will try to
good device to entertain an audience. find a way to be allowed on the farm.)
‡ What is the conflict between the wolf and the pig? ‡ As you read, pay attention to the conflict and how it
is resolved.
T27G UNIT 1 WEEK 1
WEEK 1
7 Ask and Answer Questions

Form a question of your own about the
“Just ignore it,” said the duck.
The wolf did not like to be ignored. story and share it with a partner. Reread
“What’s wrong with you?” growled the wolf. the text to find the answer. For example,
“Can’t you see I’m a big and dangerous wolf?” you might ask, “Why is the wolf confused?”
“I’m sure you are,” replied the pig. “But couldn’t To find the answer, you can reread the text
you be big and dangerous somewhere else? We’re
on page 17, look at the illustration, and
trying to read. This is a farm for educated animals.
Now be a good wolf lf and go away,” said the pig,
use what you know. (The wolf is confused
giving him a push. 6 because even though he is bigger, the pig
is pushing him and telling him to go away.
In the stories I have read about wolves,
they usually chase and eat pigs. The wolf is
probably confused about why a little pig is
not afraid of him.)
17
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Help students use the sentences “We’re trying to ‡ These animals are able to read books, so they are
read. This is a farm for educated animals.” to find the educated. What does educated mean? (Educated
meaning of educated on page 17. means that they have been taught how to read.)
‡ What are the animals trying to do? (They are trying
to read books.)
LITERATURE ANTHOLOGY T27H

Develop
Comprehension
Character
What does the wolf want in this section?
(He wants to learn to read.) How does
The wolf had never been treated like this before.
that make him feel? (He is curious about “Educated animals … educated animals!” the
reading.) What does this feeling make wolf repeated to himself. “This is something new.
him do? (He goes to school because he 8 Well then! I’ll learn how to read too.” And off he
wants to learn how to read.) What do you went to school.
learn about the traits the wolf has? (He is The children found it strange to have a wolf in
their class, but since he didn’t try to eat anyone,
hardworking, determined, serious, and 9 they soon got used to him. The wolf was serious and
polite.) Add this information to your chart. hardworking, and after much effort he learned to
read and write. Soon he became the best in the class.
Character

He wants to learn curious
to read.
Actions Traits
He goes to school to hardworking,
learn to read. determined, serious,
polite
18

Connection of Ideas
Point out that the second sentence on page 18 ‡ What does the wolf do to become educated? (He
connects to the text on page 17 that talks about goes to school and learns to read and write.)
“educated animals.”
‡ Why is the wolf pushed away from the farm? (He is
told that it is for “educated animals” only.)
T27I UNIT 1 WEEK 1

WEEK 1
9 Strategy: Visualize
Teacher Think Aloud I know that when I
am reading a fantasy, I can understand the
story better by using the words in the text
to help me visualize what is happening. The
story says that “the children found it strange
to have a wolf in their class, but since he
didn’t try to eat anyone, they soon got used
to him.” I can picture the wolf at a desk, with
the other students looking at him nervously.
I can also imagine the other students
eventually moving their desks closer to him,
since he was polite and worked hard.
19
018_023_CR14_SA_3_U1W1_SEL_118998.indd 19
Point out to ELLs that educated and animals are

both Spanish cognates (educado/animales). Ask if
anyone can find another cognate. (class/clase)
‡ Ask students: How would you feel about having a
wolf in your class? Students should answer with
short words and sentences.
LITERATURE ANTHOLOGY T27J

Develop
Comprehension
10 Author’s Craft: Word Choice
Authors use descriptive words to add
meaning to a text. Reread the sentence:
“Feeling quite satisfied, the wolf went back
to the farm and jumped over the fence.”
Why is jumped a better word choice than
climbed? (Jumped is better than climbed
because it is a more exciting action word.
It also shows that the wolf is excited to go
back and read for the other animals.)
10 Feeling quite satisfied, the wolf went back to
the farm and jumped over the fence. I’ll show them,
11 Skill: Character, Setting, Plot: 11 he thought.
Character He opened his book and began to read:
Why does the wolf go back to the farm? Do “Run, wolf! Run!
See wolf run.”
the other animals accept him? (He comes
back to read to the animals. But they are “You’ve got a long way to go,” said the duck,
without even bothering to look up. And the pig,
not impressed with his reading skills.) How
the duck, and the cow went on reading their own
do you think that makes the wolf feel? (I books, not the least impressed.
think the wolf feels ashamed when they are
not impressed.)
20

Sentence Structure
Reread the sentence on page 20 for students: I’ll wolf is determined to prove himself to the farm
show them, he thought. animals. In the next paragraph, the text says that
‡ Who is “them?” (The farm animals.) the duck, pig, and cow didn’t even look up from
the books they were reading. Even though they
‡ How do you know? (The first sentence on page
didn’t pay much attention to him, I can tell that
20 says that he jumped over the fence, so I know
they are the ones he wanted to read to.)
he has returned to the farm. I also know that the
T27K UNIT 1 WEEK 1

WEEK 1
12 12 Use Text Features:

Illustrations
Look at the illustration on page 21. Turn
to a partner and discuss the clues in the
illustration that help explain why the farm
animals are not impressed by the wolf’s
reading. (When I look at the illustration, I
see that the farm animals are all reading
thick books, and the wolf’s book has a
picture on the front. This makes me think
that they are reading much more advanced
books than the wolf. It also looks like the
wolf is having a little trouble with reading.
I can tell because as he concentrates, his
tongue is sticking out and he looks like he is
struggling with the words.)
21
018_023_CR14_SA_3_U1W1_SEL_118998.indd 21
Encourage students to look at the illustrations in a ‡ What is the wolf trying to do in the illustration on
story to help them clarify the text. page 21? (He is trying to read.)
‡ What does it look like the wolf is doing in the ‡ Who is the wolf reading to? (the cow, the duck, and
illustration on page 20? (He looks determined to the pig)
go somewhere.)
LITERATURE ANTHOLOGY T27L

Develop
Comprehension
13 The wolf jumped back over
13 Skill: Character, Setting, Plot: the fence and ran straight to
the public library. He studied
Character long and hard, reading
What does the wolf want to do in this lots of dusty old books, and
section? (He wants to show the animals he practiced and practiced
until he could read
that he is a better reader.) What does he do?
without stopping.
(He goes to the library and learns to read “They’ll be impressed
without stopping. Then he comes back to with my reading now,” he
read to the animals.) Are the other animals said to himself.
impressed? (No. They call his reading a The wolf walked up to the farm gate and
“racket” and tell him to improve his style.) knocked. He opened The Three Little Pigs and
began to read:
How does that make the wolf feel? (He feels
embarrassed.) “Onceuponatimetherewerethreelittlepigsonedaytheir
mothercalledthemandtoldthem—”
STOP AND CHECK 14 “Stop that racket,” interrupted the duck.

“You have improved,” remarked the pig, “but
Visualize Which words in the story help
you still need to work on your style.”
you visualize what happens to the wolf The wolf tucked his tail between his legs and
after he reads the story aloud? How does slunk away.
the wolf feel? (The text says “The wolf
tucked his tail between his legs and slunk
away.” You slink away when you are sad or STOP AND CHECK
ashamed. When I visualize the wolf slinking Visualize How did the wolf feel after
away, I imagine that he feels disappointed he read the story aloud? Which words
and sad.) help you visualize what happens?
22

Sentence Structure
Point out to students how the wolf reads the ‡ What makes the text hard to understand? (I can
beginning of The Three Little Pigs. Explain that pick out words, but there are no spaces between
authors can run words together to show how them, which makes it difficult to read.)
someone speaks or reads. Demonstrate what the ‡ What do you think the wolf’s reading sounds like?
words would sound like if they were read aloud. (He reads very quickly without any pauses, which
makes it difficult to listen to for the farm animals.)
T27M UNIT 1 WEEK 1

WEEK 1
14 Vocabulary Strategy: Synonyms

If you didn’t know what “racket” means on
page 22, how could you figure it out?
(I could use context clues and the sentences
around the word.) What is the wolf doing
before the duck tells him to “stop that
racket?” (He is reading quickly without
stopping.) What does that sound like?
(It sounds like noise.) What would be a
synonym for racket? (Noise and racket must
be synonyms.)
23
018_023_CR14_SA_3_U1W1_SEL_118998.indd 23
Model bowing your head, bringing up your

shoulders, and slinking away. Explain to ELLs that
this is what the wolf did, slink away.
‡ I would slink away if I was embarrassed or
ashamed. What would be a reason someone would
slink away? (Answers will vary, but will likely involve
someone being mean or feeling bad.)
LITERATURE ANTHOLOGY T27N

Develop
Comprehension
Character
What does the wolf want to do in this
section? (He wants to impress the animals
with his reading.) What does this make him 15 But the wolf wasn’t about to give up. He
do? (He buys his own storybook to read counted the little money he had left, went to the
over and over.) What traits do we know the bookshop, and bought a splendid new storybook.
wolf possesses based on his actions? (He HHis first very own book!
is hardworking and determined.) Add this 16 He was going to read it day and night, every
lletter and every line. He would read so well that
information to the chart.
the farm animals would admire him.
Character

He wants to impress
the other animals
with his reading.
Actions Traits
He buys his own determined,
storybook to read hard-working
over and over.
24

Connection of Ideas
Review page 13 with students. Discuss with ‡ How have the Wolf’s priorities changed since he met
students how the wolf, at the beginning of the the farm animals? (The wolf had been worried
story, had “only a little money that he kept for about basics like resting and eating, but now he
emergencies.” Point out to students that now, on is willing to spend his money on a book.)
page 24, he is spending his emergency money on a ‡ What do these changes tell readers about the wolf?
“splendid new storybook.” (He wants to improve himself so the farm animals
will respect him.)
T27O UNIT 1 WEEK 1

WEEK 1
Teacher Think Aloud How can we use the
language in the text to help visualize what is
happening in this story?
Prompt students to apply the strategy in a
Think Aloud by using the text to visualize
the events in the text.
Student Think Aloud In this section of
the story, the text tells me about the wolf
buying his very own storybook, so I can
visualize him standing in a bookstore,
carefully picking out the book he wants
to buy. Then I can visualize him staying up
very late, reading and rereading the book to
make sure that he knows “every letter and
every line,” as the text tells me.
25
024_029_CR14_SA_3_U1W1_SEL_118998.indd 25
‡ What has happened in the story so far that has Encourage ELLs to notice cognates on page 24:
helped the wolf change? (The animals surprised splendid/espléndido; admire/admirar. Ask if anyone
the wolf by not being scared of him, so he can find another cognate. (count/contar)
decided to learn how to read to impress them.)
LITERATURE ANTHOLOGY T27P

Develop
Comprehension
Character
What does the wolf want to do in this
section? (He wants to prove that he has
become a good reader.) What does he do?
(He comes back to the farm, lies on the
grass, and reads from his storybook.) How
do the other animals respond? (They ask
him to keep reading.) How does that make
the wolf feel? (He is happy that the other
animals are so impressed by his reading
that they ask him to read story after story.)
What traits does this section show the wolf
possesses? (He is a good reader who reads
with passion and confidence.)
26
2 6

Connection of Ideas
Point out to students that each time the wolf comes ‡ As the story goes on, how does the wolf change how
to the farm, he enters a different way. The way he he enters the farm? (When he comes to read from
enters reflects the improvements in his reading. The Three Little Pigs, he knocks on the gate. When
‡ Look back at page 20. How does the wolf enter the he comes back the last time and reads many
farm? (He jumps over the fence.) stories for the animals, he rings the doorbell on
the gate. As his reading improves, he becomes
more polite as well.)
T27Q UNIT 1 WEEK 1

WEEK 1
Ding-dong, rang the wolf at the farm gate..

He lay down on the grass, made himself 17 What descriptive language on page 27 helps
comfortable, took out his new book, and begangan you visualize how well the wolf reads for the
to read.
animals? Give your answer in a Think Aloud.
He read with confidence and passion, and the 18
pig, the cow, and the duck all listened and said Student Think Aloud The second
not one word. sentence says that he lay down on the grass,
Each time he finished a story, the pig, the which means he was comfortable enough
duck, and the cow asked if he would please read
them another.
to lie down. Then it says that he read with
So the wolf read on, story after story. confidence and passion, which makes me
visualize him reading clearly and slowly
enough to understand. Then the text says
One minute he was Little Red Riding Hood,
he read many stories, as one character after
another. This makes me think he was doing
different voices, and changing the way he
read to make the stories better.
the next a genie emerging from a lamp, 19 Author’s Craft: Text Structure
The author lists the different stories that
the wolf reads apart from each other and
the rest of the text. Why does the author
and then a swashbuckling pirate. 19 do that? (The author wants the reader
to understand that each of the stories is
separate from the others. She also wants the
reader to stop and picture each story.)
27
024_029_CR14_SA_3_U1W1_SEL_118998.indd 27
Read the first sentence on page 27 to students: ‡ Point out to students that sometimes words, such
Ding-dong, rang the wolf at the farm gate. as ding-dong, are used to imitate sounds.
‡ What does it sound like when you ring a door bell?
(Students can imitate sounds.) What does it sound
like when the wolf rings the farm gate bell in the
text? (ding-dong)
LITERATURE ANTHOLOGY T27R

Develop
Comprehension “This is so much fun!” said the duck.
“He’s a master,” said the pig.
“Why don’t you join us on our picnic
today?” offered the cow.

Character
What happens to the wolf in this section?
(He impresses the other animals and they
invite him to their picnic.) How does that
make him feel? (He is happy to have such
nice friends.) What traits does the wolf
now possess? (He reads well, is a good
storyteller, and is a good friend.)
STOP AND CHECK

Visualize How do the animals and the
wolf feel about each other? Which words
help you visualize their actions? (The wolf
and the other animals like each other a lot.
They have a picnic and the text says, “They
lay in the tall grass and told stories all the
afternoon long.” They would not do that if
they were not friends.)
28

Connection of Ideas
Explain that words and illustrations can help readers ‡ Look at the illustrations on pages 28–29. How can
make inferences about the characters of a story. you tell the wolf has changed since the beginning
Discuss with students why the wolf visited the farm of the story? (The wolf had first come to the farm
at the beginning of the story. Point out that the wolf to look for something to eat. He had planned on
has gone through several changes since he first scaring and maybe eating the pig. But now, in the
arrived at the farm. illustration, the pig is giving him an apple.)
T27S UNIT 1 WEEK 1

WEEK 1
And so they all had a picnic—the pig, the duck, Return to Predictions
the cow, and the wolf. They lay in the tall grass
and told stories all the afternoon long. Review students’ predictions and purposes
“We should all become storytellers,” said the for reading. Ask them to answer the
cow suddenly. Essential Question. (Stories can teach you
“We could travel around the world,” added that if you improve yourself and take on
the duck.
“We can start tomorrow morning,” said the pig.
challenges, you can become a better and
The wolf stretched in the grass. He was happy happier person.)
to have such wonderful friends.
20
STOP AND CHECK
Visualize How do the animals and the

wolf feel about each other? Which words
help you visualize their actions?
29
024_029_CR14_SA_3_U1W1_SEL_118998.indd 29
‡ What inferences can you make from the animals’

conversation, or dialogue, on page 29? (I can tell
that the farm animals have accepted the wolf
as their friend because the cow says that “we
should all become storytellers.” The duck and the
pig agree. The words in the text show that they
consider the wolf one of them now.)
LITERATURE ANTHOLOGY T27T

About the
Author and about the author
and illustrator
Illustrator Becky Bloom was born Pascal Biet has lived in
in Greece but has traveled to France his whole life. He was
Meet the Author many countries to work and
go to school. She has many
born in the north of France,
in Saint-Laurent. He studied
and Illustrator different animals around her, visual communication and
Becky Bloom and Pascal Biet but no wolf. Her other books design. He now lives and
include Leo and Lester, Mice works in Paris.
Have students read the biographies of the Make Trouble, and Crackers.
author and the illustrator. Ask:
‡ How might the fact that Becky Bloom has
lived and worked in many countries help
her write this story?
‡ How do Pascal Biet’s illustrations help you
visualize the events of the story?
Author’s Purpose Author’s Purpose

Why do you think Becky Bloom
To Entertain wrote about a wolf learning to
Remind students that authors who write to read in Wolf! ?
entertain often use an entertaining story to
teach a lesson. Letting students enjoy the
story while figuring out the lesson makes it
more real to the reader. Students may say that
the author wanted to tell a story about a funny
character whose determination they could
30
admire and appreciate.
LITERATURE
L T R E ANTHOLOGY,
O L OG
O pp. 30–31
Author’s Craft 030_031_CR14_SA_3_U1W1_AICC_118998.indd 30 12/1/11 8:18 AM
Descriptive Words
Authors use descriptive words to help the
reader visualize what is happening in the
story. Discuss what this adds to the writing.
‡ Authors use descriptive words to help show
how a character is feeling. Example: He was
tired and hungry; his feet ached. (page 13)
‡ Have students find other examples of
how descriptive words can help a reader
visualize a character. The wolf was serious
and hardworking…(page 18)
T27U UNIT 1 WEEK 1

WEEK 1
Respond to
respond to Reading
Reading
Summarize Character Summarize
Think about the important details in Review with students the information from
WOLF! Summarize what you learned their character graphic organizers. Model how
about what stories can teach you.
Use your Character Chart to help. Actions Traits to use the information to summarize how the
wolf changes during the story.
Text Evidence
Ana
Analytical
A
W W
Write
Writing About Reading: Summarize
1. Tell why WOLF! is a fantasy. GENRE R i d students that they can use a summary
Remind
2. How does the wolf learn to read? What does to show how a character changes throughout
this show about his character? CHARACTER a story.
3. Find the word wandered on page 13. What word Ask students to write a summary of the wolf’s
or phrase helps you figure out what it means?
SYNONYMS
character. Remind them to follow the story in
order to show how the wolf changed. Have
4. Write about why the animals didn’t like the
wolf at first. Why did they change their minds? students share their summaries with a partner.
Use details from the story to explain your answer.
WRITE ABOUT READING
Text Evidence
Make Connections 1. Genre Answer A fantasy is a story that
What does this story teach you about
could not happen in real life. Evidence
making friends? ESSENTIAL QUESTION
The characters in Wolf! are animals that talk,
Why is it good for people to read
stories? TEXT TO WORLD
read, and go to school.
2. Character, Setting, Plot: Character
Answer The wolf goes to the library, reads
lots of books, and practices until he can
read without stopping. This shows that
31
the wolf is determined and hard working.
Evidence Pages 18–25 tells us about all the
030_031_CR14_SA_3_U1W1_AICC_118998.indd 31 12/1/11 8:18 AM
ways the wolf uses to learn to read.
3. Context Clues: Synonyms Answer
The sentence says that after walking for
many days, the wolf wandered into a
Make Connections town. Evidence This clue tells me that
Essential Question Have partners work together to walking and wandered mean the same
discuss what they learned about making friends from thing. Walking and wandered are synonyms.
reading Wolf!. Ask partners to discuss their findings Ana
Analytical
A
Writing
W 4 Write About Reading: Character The
4.
with the class. wolf was mean to the animals at first. Then,
Text to World After students discuss what they learned he worked hard to learn to read. He shared
about making friends, have them discuss why it is good stories with the other animals. On pages 28
for people to read stories. and 29, after the wolf reads stories to the
animals, they change their minds about him
and invite him to their picnic.
LITERATURE ANTHOLOGY T27V
Develop
Comprehension
LEXILE
“Jennie and 420
the Wolf”
Gr e
420 820
“Jennie and the Wolf”

‡ Whole Class
‡ Small Group
‡ Independent

Purpose
Remind students that fables are short stories that ‡ How does that event affect the end of the story?
teach a lesson. Often something happens early in (Since Jennie was kind to the wolf, the wolf
the story that directly affects the end of the story. doesn’t let the other wolves eat Jennie’s eggs.)
‡ What is the important event at the beginning of the
story? (Jennie pulls a thorn out of the wolf’s paw.)
T27W UNIT 1 WEEK 1

WEEK 1
Compare Texts
Preview the selection with students, asking
Jennie was inspired to help. She knelt down and them to identify features in the story that
carefully removed the thorn. The wolf gently licked his
resemble a fantasy. As students read, ask
paw. “Thank you. I will not forget your kindness!” the wolf
promised. He bowed and disappeared into the forest. them to compare the story to Wolf!.
Later, Jennie hurried home through the forest with her
basket of eggs. “GRRRROOOOWLLLL!” A pack of hungry 1 Ask and Answer Questions
wolves appeared out of nowhere and blocked her path. How does Jennie help the wolf? How does
“What’s in the basket?” snarled one wolf. “It looks like
the wolf help Jennie? Turn to a partner and
eggs!” cried another. “Where’s the ketchup?” asked a third.
Then a voice roared, “Let her go!” The wolf whom
discuss what these actions reveal about
Jennie had met earlier bounded down the path. “This girl the characters.
helped me when no one else would.” He told the pack how Write About Reading Make a list of
Jennie had helped him. character traits that describe Jennie and
The other wolves moved aside. Jennie thanked her new another list of traits for the wolf.
friend, the wolf. Then she rushed down the path. 1
When Jennie got home, she helped her mother finish
cooking. At dinner, she told the amazing tale of the
Make Connections
gray wolf. Jennie also shared the moral she had learned: Essential Question Make sure students
Help others and they will help you. give specific details from the text to
explain how the lesson of helping others is
illustrated in the fable. Have them reread
Make Connections the text to find important events.
What did you learn from this fable about
helping others? ESSENTIAL QUESTION Text to Text With partners, have students
How are the wolves in this story like other use their character graphic organizers
wolves you have read about? How are from Wolf! and their lists of character traits
they different? TEXT TO TEXT from “Jennie and the Wolf” to compare and
contrast the wolves in the stories.
33
032_033_CR14_SA_3_U1W1_PP_118998.indd 33
Model having something stuck in your hand. Ask a

student to help you by pulling it out. Explain that
you are grateful, like the wolf in the story.
‡ When is a time you were grateful? (Answers will
vary, but should include stories about times
when students were helped by other people.)
LITERATURE ANTHOLOGY T27X

AFTER READING: WHOLE GROUP
Phonics/Fluency
LESS O
IN I
M
N
20 Short Vowels a, i
Mins
Go
Know and apply
grade-level phonics Display the Apple and Insect Sound-Spelling Cards for short a and
and word analysis short i. Point to each card and say the sound. Have students repeat
skills in decoding each sound. Provide a sample word for each sound. For example: Short
words. Decode PD
PD
Vowels
multisyllable
/a/ as in apple and cat; /i/ as in insect and fish.
words. RF.3.3c Present the
Read on-level prose 2 Model Lesson
and poetry orally with Write the word pat on the board and underline the short vowel
accuracy, appropriate
rate, and expression spelling. Model blending the word, for example: This word is spelled
on successive p-a-t. I see the letter a which is the spelling for the /a/ sound. Listen as I
readings. RF.3.4b sound out the word: /paaat/, pat. Run your finger under the word as
you sound out the whole word. Repeat for the /i/ sound in thin.
Rate: 61–81 WCPM
3 Guided Practice runo shivered. A frosty wind blew

ACADEMIC
Write the following list of words on the board. Guide students to use
LANGUAGE
what they know about the /a/ and /i/ short vowel sounds to blend
Essential Question
• expression
John Hovell
22 23
12:42 PM 23 1/20/12 12:42 PM
each word.
• Cognate: expresión View “Bruno’s

New Home”
back clap match
chin milk wish
drag stand trick
Refer to the sound
transfers chart to Read Multisyllabic Words
identify sounds that do
not transfer in Spanish, Transition to Longer Words Explain that students can use
Cantonese, Vietnamese, their knowledge of short vowel sounds to figure out how to
Hmong, and Korean. read longer words. Draw a 3-column-chart on the board. In the
Grades K-6
first column, write camp, fin, and back. In the second column,
write ing, ish, and pack. In the third column, write camping,
Language finish, and backpack. Have students chorally read the words in
Transfers the first column.
Handbook
Point to the syllables in the second column and have them
sound out each syllable. Model how to blend the two syllables
to read the words in the third column. Point to each word in
random order and have students read the words chorally.
Language Transfers
Handbook
T28 UNIT 1 WEEK 1

WEEK 1
Word Families
Monitor and
1 Explain Differentiate
Word families are words that have the same spelling pattern.
‡ The word part –at can be used to build the words pat, sat, Quick Check
Q
mat, cat, hat, chat, that, splat.
Can students decode words with
‡ The word part –in can be used to build the words tin, fin, bin,
the short vowel spellings a and i?
kin, chin, thin, grin.
Can students identify common word
‡ Look for a familiar word part in an unfamiliar word to help patterns to help them read? Can
you figure out how to pronounce it. students read fluently?
2 Model
Write and say the word flat. Have students repeat it. Model
finding the word part –at and underline it. Cover fl to show –at
and say the word part. Then uncover and say the whole word. If No Approaching Level Reteach
pp. T42, T44
3 Guided Practice ELL Develop p. T60
Write the words can, man, fan, Dan, and pan. Have students If Yes On Level Review p. T50
underline the common word part (-an) and then say each word. Beyond Level Extend p. T54
Expression
Explain/Model Explain that reading with expression helps
convey meaning and makes a selection come alive. Tell ON-LEVEL PRACTICE BOOK p. 8
students that dialogue occurs when two or more characters A. Circle the word that has a short a or a short i vowel sound. Then
write it on the line to complete the sentence.
have a conversation. Then explain that dialogue should be 1. I need a stamp for my letter.
read the way a character would say it. box stamp pen
2. We saw the man miss his bus.

Model reading page 25 of “Bruno’s New Home.” Read the page drive miss get
with expression, emphasizing the dialogue between Bruno 3. How far can you kick the ball?
and the squirrel. Point out how you changed your voice to kick throw take
4. The band will march in the parade.

reflect each character.
mayor team band
Practice/Apply Have one group read the passage a sentence B. Words in the same word family have a common spelling pattern.
Sort the words in the box by placing them in the correct word family.
at a time. A second group echo-reads, using the same
glad click spill stand bill hand
expression. Then have groups switch roles. Help students use camp ramp mad pink stick think
appropriate expression and offer feedback as needed. 1. -ill 3. -amp 5. -ad

bill camp glad
spill ramp mad
Daily Fluency Practice 2. -and 4. -ink 6. -ick

hand pink stick
Students can practice fluency using Your Turn Practice Book. stand think click

p. 8 p. 8 p. 8
008-008_CR14_NA_YT_3_PS_U1W1_118999.indd 8 19/01/12 5:55 AM
PHONICS/FLUENCY T29
Wrap Up the Week

Integrate Ideas
Douglas Todd/DK Stock/Getty Images

L STU
IA
RESEARCH AND INQUIRY
DI
SOC
ES
Storytime
OBJECTIVES Create a Story Map

Conduct short
research projects Explain that students will collaborate with partners to complete a short
that build knowledge COLLABORATE research project about the morals found in Aesop’s fables. They will then
about a topic. W.3.7 use their research to select one fable and create a story map. The story
Recount stories, map will include the moral or lesson that the main character of the fable
including fables, learns. Discuss the following steps:
1 Review Morals As they begin brainstorming, encourage students to
message, lesson, or recall information from the week’s reading selections to identify how
moral and explain authors communicate morals and lessons through stories.
how it is conveyed
through key details in
the text. RL.3.2
2 Find Resources Have students use the online Unit 1 Week 1 fact sheet
to identify a fable to research. Discuss the library or media center and
• Take notes from make sure students know how to use the tools and resources in the
sources. library to find reliable print and online materials.
• Collaborate with
others. 3 Guided Practice Have students read their fable and take notes on the
characters, setting, plot, and moral. Remind them to keep their notes
ACADEMIC organized and legible so they can refer back to them easily.
LANGUAGE
moral, lesson, story 4 Create the Project: Story Map Have students use their research and
map, fable
notes to create a story map based on their chosen fable and its moral.
Explain the features of the story map and tell students to think about
the important events that lead to the fable’s moral.
Present the Story Map

Have student pairs present their story maps to each other, making sure
they discuss the moral of the fable, along with the events that lead to the
moral. Afterward, have partners share feedback. Have them use the online
Presentation Checklist 3 to evaluate their presentations.
T30 UNIT 1 WEEK 1

WEEK 1
TEXT CONNECTIONS Connect to Essential Question
OBJECTIVES
Recount stories,
Text to Text
including fables, Cite Evidence Explain to students that they will work in groups to
folktales, and myths COLLABORATE compare information they have learned about fables and fantasy stories.
Model how to compare this information by using examples from the
message, lesson, or week’s Leveled Readers and “Bruno’s New Home,” Reading/Writing
moral and explain Workshop pages 22–27. Review
how it is conveyed class notes and completed graphic
through key details in organizers. You may also wish to
the text. RL.3.2
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.
Present Information Ask groups of students to present their findings
to the class. Encourage discussion, asking students to comment on
information on the charts and to explain their own ideas.
Ana
Analytical
A
WRITE ABOUT READING Writing
W Analyze to Share an Opinion
OBJECTIVES Write an Opinion

Describe characters
in a story (e.g., their Cite Evidence Using text evidence, students will analyze how an author
traits, motivations, or developed the characters, setting, and plot. Students will also share their
feelings) and explain opinion about the author’s use of the skill in the text.
how their actions
contribute to the Discuss how to analyze a text by asking how and why questions.
sequence of events. ‡ Why do you think the author chose the characters and setting for the
RL.3.3
selection?
‡ How did the characters’ actions and responses to situations contribute
extended time frames
(time for research, to the moral of the story?
reflection, and Use Your Turn Practice Book page 9 to read and discuss the student model.
Have students select a text and review the characters, setting, and plot.
sitting or a day or Have them write their opinion about how the author’s development of
two) for a range of the characters, setting, and plot affected the story. Tell students that good
discipline-specific opinion writers state an opinion and support the opinion with reasons.
tasks, purposes, and
audiences. W.3.10 Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the text supports their opinion. Partners
may suggest additional text evidence to support the opinion.
INTEGRATE IDEAS T31

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: Ideas
Mins
Go
Focus on an Event Digital
Expert Model Explain that good writers focus their writing to describe
one central event. Every detail they include relates to that central event. Expert Model
Focus on an Event
In a good work of narrative writing, an author retells an experience with Find one event in the
story. What details
did the author use to
tell about the event?
a clear focus.
Read aloud the expert model from “Bruno’s New Home.” Ask students
Reading/Writing Expert Model
Workshop
COLLABORATE to listen for the central idea or event: a bear named Bruno digs tree roots 032-033_CR14_SI3_U1W1_WRT_119111.indd 32 Editing Marks 3/14/12 9:13 AM
out of the ground. Have students meet with partners to talk about the Grammar Handbook
Sentence Types
details the author used to tell about the event.

See page 474.
Student Model
OBJECTIVES hot
Mama Cat sat on the walk.
The sun was shining. She stretched
Student Model Remind students to narrow their focus to tell about

and smiled? I saw her four kittens
Write narratives playing in the cool grass. Then a

dark cloud blew across the sun. I
a big, wet drop of
felt rain on my head. It started to
Your Turn
CO L
L ABOR ATE
Identify an event.
to develop real or one central event. Read aloud the student draft “A Sunny Day.” As
rain. It was time to go inside
By Katie M.
Find the details.
Tell how revisions
improved Katie’s
writing.
Go Digital!
Write
W it online
li iin Writer’s Workspace
imagined experiences
or events using
students follow along, have them identify the event that the writer is Student Model
032-033_CR14_SI3_U1W1_WRT_119111.indd 33 12/13/11 1:05 PM
effective technique, telling about in her draft.

descriptive details, Invite partners to talk about the draft and to discuss the way that Katie
and clear event
sequences. Establish
COLLABORATE focused on an event. Ask them to suggest other places where Katie
a situation and could add more details to tell about the event.
introduce a narrator
and/or characters;
organize an event
sequence that unfolds
naturally. W.3.3a
• Analyze models to
understand how an
author uses details
to tell about an
event.
• Write a story about
an animal.
• Focus on a central
idea to revise
writing.
Genre Writing
G
ACADEMIC Narrative Text
LANGUAGE
focus, central event, For full writing process lessons and rubrics, see:
detail
‡ Friendly Letter, pages T352–T357
‡ Personal Narrative, pages T358–T363
T32 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: How
frames. Mama Cat sat on frames. Encourage did the weather change?
the . Her four kittens students to provide Can you name a few
played in the . A dark additional details. details that tell about the
cloud blew . The Mama Cat . Her event? What is the central
central event is . four kittens . A dark event?
cloud . The central
event is .
READERS TO WRITERS T33

Writing Every Day: Ideas

DAY DAY
1 2
Writing Entry: Focus on an Focus on an Event Writing Entry: Focus on an
Event Use Your Turn Practice Book page Event
Prewrite Provide students with 10 to model focusing on an event. Revise Have students revise their
the prompt below. Polly Pig always played in the mud. It writing from Day 1 by focusing on
Write a story about an animal. Use was warm out. The mud felt good to one central event.
details to focus on one event. her. She saw another animal in the Use the Conferencing Routines.
Have partners list different animals mud. Circulate among students and
they want to write a story about. Model focusing on an event by stop briefly to talk with individuals.
Ask them to note details about the revising the first sentence. Provide time for peer reviews.
central idea that they might include Polly Pig was playing in the mud one Edit Have students use Grammar
in their drafts. sunny afternoon. Handbook page 474 in Reading/
Draft Have each student choose Writing Workshop to check for
Discuss how focusing on a single
an animal to write a story about. errors in sentence types.
event allows the writer to tell about
Remind students to have a clear one specific time when Polly Pig
focus when telling about one was playing in the mud. Guide
central event in their drafts. students to narrow the focus of the
rest of the model.
Teacher Conferences
STEP 1 STEP 2 STEP 3
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
I like what you wrote here. You You did a good job of focusing work on a specific assignment,
used a light-hearted, informal on a central idea. Your story such as those to the right, and
tone which makes your story would have a clearer focus if then meet with you to review
more inviting to the reader. you added more details that tell progress.
about the central event.
T34 UNIT 1 WEEK 1

WEEK 1
DAY DAY DAY
3 4 5
Writing Entry: Focus on an Writing Entry: Focus on an Share and Reflect
Event Event Discuss with the class what they
Prewrite Ask students to search Revise Have students revise the learned about narrowing their
their Writer’s Notebook for topics to draft writing from Day 3 by adding focus to tell about one central
McGraw-Hill Companies, Inc. Ken Karp, photographer

write a draft. Or, provide a prompt, details that tell about the event and event. Invite volunteers to read and
such as the following: give their writing a clearer focus. As compare draft text with text that
Write a story about a stuffed animal students are revising their drafts, has been revised. Have students
that can talk. Use details to focus on hold teacher conferences with discuss the writing by focusing on
one central event. individual students. You may also the details that have been added to
wish to have students work with tell about the event. Allow time for
Draft Once students have chosen
partners to peer conference. individuals to reflect on
their story topics, ask them to
Edit Invite students to review their own writing
create a word web with the topic in
the rules for sentence types on progress and record
the center. Then have them think
Grammar Handbook page 474 in observations in their
about the details about the topic
Reading/Writing Workshop and Writer’s Notebooks.
that they might include in their
writing. Students can then use their then edit their drafts for errors.
word webs to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on narrowing
Provide specific direction to help focus young writers. their focus to tell about one central event.
Provide this checklist to frame discussion.
Focus on a Sentence
Read the draft and target one sentence for revision. Rewrite this
sentence by adding a detail that tells about .
Focus on a Section ✓ Does the writing focus on one event?
Underline a section that needs to be revised. Provide specific ✓ Do the details in the writing tell about
suggestions. This section is interesting. I want to know more the event?
about . Provide details that help me understand your central ✓ Are any parts of the writing unclear?
idea better.
✓ What details can be added to make the
Focus on a Revision Strategy focus more clear?
Underline a section. Have students use a specific revision
strategy, such as adding. This section is a bit confusing. Try to add
some details that will give your writing a clearer focus.
WRITING EVERY DAY T35

Grammar: Sentences & Fragments

DAY DAY
1 2
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
I goe to school. I like mi teacher. Her deanna walks her dog everyday.
name iz Miss Fraley. Pets make good companions Do you
(1: go; 2: my; 3: is) have a pet
(1: Deanna; 2: companions.; 3: pet?)
Introduce Sentences and Review Sentences and

Reading/Writing Sentence Fragments Fragments
Workshop Present the following: Review how to identify complete
‡ A sentence shows a complete sentences and fragments. Remind
OBJECTIVES students that sentences begin
Produce simple,
thought. Every sentence begins
with a capital letter: with capital letters and end with
compound,
and complex punctuation marks.
Those are his notebooks.
sentences. L.3.1i
‡ A sentence fragment is a group Introduce Statements
• Distinguish of words that does not show a and Questions
sentences and complete thought.
sentence fragments Present the following:
‡ Most sentences end in a period,
• Identify declarative ‡ A statement, or declarative
and interrogative which is sometimes called the
sentence, tells something. It ends
sentences end punctuation:
in a period:
• Capitalize and Rachel went to the zoo.
Max is my friend.
punctuate sentences
Discuss sentences using page
correctly ‡ A question, or interrogative
474 of the Grammar Handbook in
• Proofread sentences sentence, asks something. It ends
for mechanics and Reading/Writing Workshop.
in a question mark:
usage errors
What is her name?
COLLABORATE
TALK ABOUT IT
Go SENTENCE OR FRAGMENT COMPLETE THE FRAGMENT
Partners can each write four simple Have groups write sentence
Digital sentences and four fragments fragments that tell a story with
about a story with animal animals as characters. Each
characters on cards. Have each member picks a fragment and
Sentences &
PD
P D
Fragments partner read a card aloud. The reads it aloud, adding words
other will say if it is a sentence or a to it so it becomes a complete
Grammar fragment. Partners can take turns simple sentence and still relates to
Activities reading aloud and identifying the story.
sentences and fragments.
T36 UNIT 1 WEEK 1
WEEK 1
DAY DAY DAY
3 4 5
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
what happened to the box of what time does the museum open. i is Carol going to the parade. Their
markers. sue wrote her name in red? am going to go with my friend are many fun things to do at the fair
(1: What; 2: markers?; 3: Sue; 4: red.) (1: What; 2: open?; 3: I; 4: friend.) (1: Is; 2: parade?; 3: There; 4: fair.)
Mechanics and Usage: Proofread Assess

Capitalization and Have students correct errors Use the Daily Language Activity and
Punctuation in these sentences. Have them Grammar Practice Reproducibles
‡ Begin every sentence with a identify whether each sentence is a page 5 for assessment.
capital letter. statement or a question.
‡ Use a period at the end of 1. what color is your bike helmet? Reteach
a statement. (1: What; 2: question) Use Grammar Practice
‡ Use a question mark at the end 2. Juan got his haircut yesterday Reproducibles pages 1–4 and
of a question. (1: yesterday.; 2: statement) selected pages from the Grammar
Handbook for additional
As students write, refer them to 3. Have you ever seen any
reteaching. Remind students that it
Grammar Handbook page 474. dinosaur bones (1: bones?;
is important to use declarative and
2: question)
interrogative sentences correctly as
4. some people keep goldfish as they read, write, and speak.
pets. (1: Some; 2: statement)
Check students’ writing for use of
Have students check their work the skill and listen for it in their
using Grammar Handbook speaking. Assign Grammar Revision
page 474. Assignments in their Writer’s
Notebooks as needed.
See Grammar Practice Reproducibles pages 1–5.
ASK AND ANSWER QUESTIONS AND ANSWER ROLE PLAY

Divide groups into two sides and Have each member of a small Have several students reenact a
have one side develop questions group think of an animal and write scene from a story they have read
about a problem in the school or it on a card and keep it private. recently that has dialogue. The
the community that needs to be All the other group members can other students will listen and tell
solved. This side asks the question take turns asking questions to help whether each line of dialogue is a
aloud and the other side can them guess the animal on the card. sentence or sentence fragment.
answer with a statement.
GRAMMAR T37
Spelling: Short Vowels a, i

DAY DAY
1 2
OBJECTIVES Assess Prior Knowledge Spiral Review
Use spelling patterns
Display the spelling words. Read Review the short vowel sounds and
and generalizations
(e.g., word families, them aloud, drawing out the short CVC patterns in cat, bit, man. Have
position-based a and i vowel sounds in each word. students find words in this week’s
spellings, syllable readings with the same sounds and
patterns, ending
Point out the spelling patterns in
camp and grin. Point out that words patterns. Use the Dictation below
rules, meaningful
word parts) in writing with short a and i vowel sounds for the review words. Read the
words. L.3.2f usually have the CVC (consonant- sentence, say the word, and have
Consult reference vowel-consonant) pattern, like cat students write the words.
materials, including and hit. Show that words with short 1. Jill’s cat is gray.
beginning
a and i vowel sounds may also have 2. The bird ate a bit of bread.
dictionaries, as
needed to check CCVC or CVCC patterns.
3. That man is our new teacher.
and correct Show sorting the words by pattern
spellings. L.3.2g Challenge Words Review the
under key words camp and grin.
Remind them that the letters a and spelling words, pointing out the
i followed by a consonant usually short vowel sounds. Read the
Spelling Words indicate a short vowel sound. sentence, say the word, and have
clap rack click students write the word.
camp grabs pink Use the Dictation from Day 5. Say
hand glad sick the underlined word, read the 1. Ants live in an anthill.
stamp bill grin sentence, and repeat the word. 2. My leg has a cramp.
snack miss lift
Have students write the words.
Review cat, bit, man Have students check and correct
Challenge anthill, cramp their spellings, and write the words
in their word study notebook.
Differentiated Spelling
Approaching Level
clap snap grin
sick rack sit
bag hid bill
fan
band
miss
click
big
kick COLLABORATE
WORD SORTS
Beyond Level
clap brand anthill OPEN SORT PATTERN SORT
snack stand brick Have students cut apart the Complete the pattern sort using
grant grass sick Spelling Word Cards BLM in the the key words, pointing out the
pants rack billed
stamp click flicker
Online Resource Book and initial short vowel sounds. Have students
the backs of each card. Have use Spelling Word Cards to do their
them read the words aloud with a own pattern sort. A partner can
partner. Then have partners do an compare and check their sorts.
open sort. Have them record the
sort in their word study notebook.
T38 UNIT 1 WEEK 1
WEEK 1
DAY DAY DAY
3 4 5
Word Meanings Proofread and Write Assess
Have students copy the words Write these sentences on the board. Use the Dictation Sentences for
below into their Writer’s Notebooks. Have students circle and correct the Posttest. Have students list
Have them figure out the spelling each misspelled word. Remind misspelled words in their word
word that goes with each students they can use print or study notebook. Look for students’
definition. electronic resources to check and use of these words in their writings.
1. a light red color (pink) correct spelling.
1. Raise your haind to speak. Dictation Sentences
2. happy (glad)
(hand) 1. Clap your hands after the play.
3. not well (sick)
2. Clik the button to turn off the 2. We had a tent to camp outside.
4. a small meal (snack)
phone. (click) 3. The student raised her hand.
5. a smile (grin)
3. Mail the letter with a stimp. 4. The stamp came with an inkpad.
Challenge students to come up (stamp) 5. Carrots are a tasty snack.
with other clues for spelling words, 4. The girl was seck. (sick) 6. Let clean dishes dry on the rack.
review words, or challenge words.
Error Correction Some students 7. Inez grabs her bike handles.
Have partners write a context-rich
will leave off the first letter of a 8. The dog wags her tail when she is
sentence for each spelling word,
final blend, such as the letter m glad.
leaving a blank where the word
in stamp. Help these students
should go. Then have them trade 9. His dad paid the phone bill.
segment the word sound by sound
papers and fill in the missing words. 10. I miss the summer weather.
by orally stretching the sounds,
/staaammmp/. Each sound should 11. The button made a click.
be held for two to three seconds. 12. The kitten had pink paws.
Then have students attach a
13. Kevin was sick with the flu.
spelling to each sound they hear.
14. Her grin showed her nice teeth.
15. I could not lift the big box.
See Phonics/Spelling Reproducibles pp. 1–6. Have students self-correct the tests.
SPEED SORT BLIND SORT

Have partners do a speed sort Have partners do a blind sort: one
to see who is fastest. Then have reads a spelling word card; the
them do a word hunt in the week’s other tells under which key word it
reading for words with short belongs. Have them take turns until
vowels a and i. Have them record both have sorted all their words.
the words in their Day 2 pattern Then have students explain how
sort in their word study notebook. they sorted the words.
SPELLING T39
Build Vocabulary
DAY DAY
1 2
OBJECTIVES Connect to Words Expand Vocabulary
Use sentence-level
context as a clue to
Practice this week’s vocabulary. Help students generate different
the meaning of a word 1. When has your back ached? forms of this week’s words by
or phrase. L.3.4a adding, changing, or removing
2. Is it ever hard to concentrate
Use glossaries inflectional endings.
on your homework?
or beginning ‡ Draw a four-column T-chart on
dictionaries, both 3. Have you ever made an
the board. Write improve in the
print and digital, to important discovery?
determine or clarify left column. Then write improves,
the precise meaning 4. How can you become well improved, improving in the other
of key words and educated in science? columns. Read aloud the words.
phrases. L.3.4d
5. Describe the effort it takes to ‡ Have students share sentences
win a competition. using each form of improve.
Expand vocabulary
by adding inflectional 6. How can you improve your ‡ Students can repeat for
endings and suffixes. study skills? concentrate and satisfy.
7. Have you ever felt inspired? ‡ Have students copy the chart in
Vocabulary Words 8. Describe feeling satisfied. their word study notebook.
ached effort
concentrate improved
discovery
educated
inspired
satisfied COLLABORATE
BUILD MORE VOCABULARY
vie
Re w
ACADEMIC VOCABULARY SYNONYMS
Discuss important academic words. ‡ Discuss synonyms and explain
‡ Display discovery and cooperate. that they are words with the
same or similar meanings. Give
‡ Define each word and discuss
examples, such as cold, chilly,
the meanings with students.
frigid.
‡ Display discover and discovery.
‡ Have partners use a thesaurus
Have partners look up and
to find synonyms of common
Go define related words.
words, including vocabulary
Digital ‡ Write the related words on the
board. Have partners ask and
words such as ache.
‡ Have partners write sentences
answer questions using the
using the synonyms in their
words. Repeat with cooperate.
PD
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Vocabulary word study notebook.
Vocabulary
Activities
T40 UNIT 1 WEEK 1

WEEK 1
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
words. 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. My brother is an educated ‡ Tell them to write sentences that the word. (example: ached)
person who loves to read . provide information about the ‡ In the second square, students
2. My father usually goes to words and their meanings. write their own definition of the
to sit quietly and concentrate. ‡ Provide the Day 3 word and any related words.
3. His ached after the long sentence stems for students (examples: was sore, hurt, tired)
basketball game. needing extra support. ‡ In the third square, students
4. It takes a lot of effort to get draw a simple illustration that
Write About Vocabulary Have will help them remember the
a .
students write something they word. (example: an aching foot)
5. Teresa felt satisfied after she learned from this week’s words in
‡ In the fourth square, students
finally finished her . their word study notebook. For
write non-examples for the word.
6. Our team improved our record example, they might write about
(examples: strong, healthy)
because we an important how they want to make an effort to
learn something new or to make an ‡ Have students discuss their Word
game!
important discovery. Squares with a partner.
CONTEXT CLUES SHADES OF MEANING MORPHOLOGY

Remind students to look for clues Help students generate words Use the words educated and
in a sentence or paragraph to related to improved. Draw a T-chart. concentrate as a springboard for
help figure out the meanings of Label one column “Got Better” and students to learn more words.
unfamiliar words. the other column “Got Worse.” Draw a T-Chart. Write educate and
‡ Display Your Turn Practice ‡ Write improved in the first concentrate in the first column.
Book pages 3–4. Read the first column. Then have partners ‡ In the right column, write the
and second paragraphs. Model generate related words or suffix -tion. Discuss how adding
figuring out the meaning of synonyms for each column. the suffix -tion changes the
adored. ‡ Help students add words, such meaning of words.
‡ For additional practice, have as fix, help (better) or hurt, harm ‡ Have students add the
students complete page 7. (worse). suffix to form education and
Discuss the clues students used ‡ Ask students to copy the words concentration. Discuss the
to figure out the meanings of in their word study notebook. meaning of the new words.
meek and shocked. ‡ Discuss other words with the
‡ Students can clarify meanings -tion suffix. (examples: action,
of words in a print or online election)
dictionary.
VOCABULARY T41
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
Leveled Reader: Go
Berries, Berries, Berries Digital
Before Reading
Preview and Predict
PD
PD
Have students read the Essential Question. Give them a copy of Berries,
Leveled Reader
Berries, Berries, and have them read the title and table of contents and Leveled Readers
LEXILE 430 look at the illustrations. Have students predict what lesson they think
they will learn.
OBJECTIVES
Describe characters Review Genre: Fantasy
in a story (e.g., their
traits, motivations, Have students recall that a fantasy is a story that has characters,
or feelings) and settings, or events that do not exist in real life and might include a
explain how their central message or lesson. As they preview Berries, Berries, Berries, have
actions contribute
students identify features of fantasy.
to the sequence of
events. RL.3.3
Use sentence-level During Reading
context as a clue
to the meaning Close Reading Character
of a word or Note Taking Have students use their graphic organizer as they read. Actions Traits
phrase. L.3.4a
Pages 2–3 At the beginning of the story, Bear is baking pies to eat after
• Use synonyms his winter sleep. What is his problem? (He wants to make blueberry pies, Fill in the
as clues to the Graphic
but there are no berries left.) Organizer
meanings of words. Pages 4–5 Help students use context clues to find the synonym of
• Visualize difficult concentrate on page 4. (He had to think of a plan, and he had to think fast!
sections in a
story to increase It says that Bear sits down to concentrate, and then it says he has to
understanding. think fast; I think the synonym is think.)
Pages 6–9 Summarize why bear does not want the help of Raccoon
ACADEMIC and Squirrel. Think about what they offer and how he responds to them.
LANGUAGE (When Raccoon suggests apples, he says bears only like sweet pies,
fantasy, fable, visualize, and apples are sour. When Squirrel suggests walnuts, Bear says he does
character, synonym
not want his pies to be crunchy.) How does the dialogue reveal Bear’s
character? (Bear does not want to change his mind.)
Pages 10–11 Which words help you visualize what bear does on
page 10? (raced, jumped) Explain to a partner what you predict will
happen when Bear wakes up in the spring. (He will have nothing to eat.)
T42 UNIT 1 WEEK 1

WEEK 1
Pages 12–13 How does the word GRROWL help the author describe
how hungry Bear is? (It is Bear’s stomach grumbling; he must be really Literature
hungry.) Why do Raccoon and Squirrel say that Bear will not like their Circles
pies? (He does not like walnuts or apples.)
Ask students to conduct a
Pages 14–15 What is the lesson Bear learns? (Try things before judging literature circle using the
them.) Help students understand how using humor in the last line and Thinkmark questions to guide
the illustration help support the lesson Bear learns. the discussion. You may wish to
have a whole-class discussion
on things that people can learn
After Reading from stories, drawing from both
selections from the leveled reader.
Respond to Reading Revisit the Essential Question, and ask students
to complete the Text Evidence Questions on page 16.
Ana
W
Write
Analytical
A
An
W
Writing About Reading Check that students have correctly
id if
identified how Bear’s actions reveal how he changed using appropriate
details from the text to support their answer.
Level
Fluency: Expression
Model Model reading pages 6–7 with proper expression, focusing on
Up
the dialogue between Bear and Raccoon. Reread the pages aloud, and
have students read along.
Apply Have students practice reading with a partner.
PA I R E D R E A D
IF students read the Approaching Level
fluently and answered the questions
“The Heron and the Fish”
THEN pair them with students who
Make Connections: Write About It have proficiently read the On Level and
have approaching-level students
Before reading, have students note that Leveled Reader
the genre of the text is a fable, which is a • echo-read the On Level main selection.
type of fantasy. Then discuss the Essential Question. • use self-stick notes to mark details
After reading, have students make connections between the lessons about the lesson in the story.
from Berries, Berries, Berries and “The Heron and the Fish.”
The On Level challenges students by
including more complex sentence
structures.
FOCUS ON LITERARY ELEMENTS
Students can extend their knowledge of fables by
completing the activity on page 20.
APPROACHING LEVEL T43

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 a
2
OBJECTIVES Explain that a vowel appearing between two consonants usually makes a
I Do
Distinguish long and short-vowel sound. Write cab on the board and read it aloud. Underline a
short vowels when
in cab. Point out that in cab, the letter a appears between two consonants
reading regularly
spelled one-syllable and stands for /a/, a short-vowel sound. Review the letter and sound for
words. RF.2.3a each short vowel in mat, bag, lad, and sat.
Decode words with We Do

Write bat, cat, mad, and sad on the board. Model how to decode the first
short vowel a. word. Have students identify the vowel sound, telling if it is short or long a.
Students can read the rest aloud and identify the vowel sounds.
You Do
Add these words to the board: hat, pat, had, mass, and back. 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 a, i
2
OBJECTIVES Tell students that multisyllable words are made up of smaller word parts
I Do
Know and apply grade- called syllables. Tell them they will be building words with the a and i short-
level phonics and
vowel sounds. Then display these Word-Building Cards one at a time: er
word analysis skills
in decoding words. and ness. On the board, write the following syllables one at a time: sick, wit,
Decode multisyllable big, catch, camp, and crack. Model sounding out each syllable.
words. RF.3.3c
We Do
Have students chorally read each syllable. Repeat at varying speeds and
Build multisyllable in random order. Next, display the cards. Work with students to combine
words with short the Word-Building Cards and syllables on the board to form two-syllable
vowels a and i. words. Have students chorally read the words with the short-vowel i:
sickness, witness, bigness. Then have students chorally read the words with
the short-vowel a: camper, catcher, cracker.
You Do
Write other syllables on the board, such as bad, ing, rab, ly, mad, cash, sad,
and bit. Have students work with partners to build words using these
syllables. Then have partners share the words they have built and make
a class list.
T44 UNIT 1 WEEK 1

WEEK 1
P R AC T I C E S H O R T V O W E L S a , i
OBJECTIVES Remind students that they can use their knowledge of the short vowels a
I Do
Know and apply grade- and i to figure out how to read multisyllable words. Write the word napkin
level phonics and on the board and underline the short-vowel spellings. Read the word
word analysis skills
in decoding words. aloud. Write the word picnic on the board, and underline the short-vowel
Decode multisyllable spellings. Read the word aloud.
words. RF.3.3c
We Do
Write the words sniffle, rashness, stiffly, drifter, hidden, and gladly on the
Decode words with board. Model how to decode the first word, then guide students as they
short vowels a and i. decode the remaining words. Help them first divide each word into syllables
using the syllable-scoop technique (draw an arc under each syllable).
You Do
Afterward, point to the words in random order for students to chorally read.
W O R D FA M I L I E S
OBJECTIVES Review that word families are words that have the same word part or
I Do
Decode multisyllable spelling pattern. The word part ack can be used to build the words back,
words. RF.3.3c
stack, knack, lack, and track. The word part ick can be used to build the
Decode words in word
words brick, stick, kick, click, and quick. Tell students that they can look at a
families. familiar word part in an unfamiliar word to figure out how to say the word.
We Do
Write and say the word background. Have students repeat it. Model how
to decode the word. Give some examples of words with the word part
ack. Then guide students as they decode these words. Help them divide
multisyllable words into syllables.
You Do
Afterward, write the words rain, complain, explain, train, and brain on the
board. Have students underline the common word part ain and then say
each word.
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 T45
Approaching Level
Vocabulary
TIER
REVIEW HIGH-FREQUENCY WORDS
2
OBJECTIVES Use High-Frequency Cards 1–10. Display one word at a time, following
I Do
Use conventional the routine:
spelling for high-
frequency and other Display the word. Read the word. Then spell the word.
studied words and for
adding suffixes to base
We Do
Ask students to state the word and spell the word with you. Model using
words (e.g., sitting, the word in a sentence, and have students repeat after you.
smiled, cries, happiness).
L.3.2e Display the word. Ask students to say the word then spell it. When
You Do
completed, quickly flip through the word card set as students chorally
Review high-frequency
words.
read the words. Provide opportunities for students to use the words in
speaking and writing. For example, provide sentence starters such as
The movie was baseball. Have students write each word in their
Writer’s Notebook.
TIER
REVIEW VOCABULARY WORDS
2
OBJECTIVES Display each Visual Vocabulary Card and state the word. Explain how the
I Do
Acquire and use photograph illustrates the word. State the example sentence and repeat
accurately grade-
the word.
appropriate
conversational, general Point to the word on the card, and read the word with students. Ask them
academic, and domain We Do
specific words and
to repeat the word. Engage students in structured partner talk about the
phrases, including image as prompted on the back of the vocabulary card.
those that signal
spatial and temporal You Do
Display each visual in random order, hiding the word. Have students
relationships (e.g., match the definitions and context sentences of the words to the visuals
After dinner that night displayed. Then have students complete Approaching Reproducibles
we went looking for
page 1.
them). L.3.6
T46 UNIT 1 WEEK 1

WEEK 1
I D E N T I F Y R E L AT E D W O R D S
OBJECTIVES Display the ached Visual Vocabulary Card, and say aloud the word set
I Do
Demonstrate ached, relieved, suffered.
understanding of
word relationships Point out that suffered and ached have similar definitions.
and nuances in word
meanings. Identify
We Do
Display the vocabulary card for the word concentrate. Say aloud the word
real-life connections set concentrate, ignore, focus. With students, identify the word that means
between words and
almost the same thing as concentrate, and discuss why.
their use (e.g., describe
people who are friendly Using the word sets below, display the remaining cards one at a time,
or helpful). L.3.5b You Do
saying aloud the word set. Have students identify the word that means
Identify words that are almost the same thing as the first word.
related in meaning.
educated, trained, unlearned improved, damaged, repaired
effort, inactivity, exertion discovery, invention, secret
satisfied, contented, upset inspired, encouraged, intimidated
CO N T E X T C LU E S : S Y N O N YM S
OBJECTIVES Display the Comprehension and Fluency passage on Approaching

I Do
Use sentence-level Reproducibles pages 3–4. Read aloud the first three paragraphs. Point to
context as a clue to the
the word adored. Explain to students that they can use synonyms to figure
meaning of a word or
phrase. L.3.4a out what the word adored means. Remind students that synonyms are
words that have the same or a similar meaning.
Use synonyms as clues
to the meanings Think Aloud One clue is that the word adored is used with the word
of words. loved to describe Enid’s feelings about reading. Also, her friends tell her
she reads too much. Enid would rather read a book than do anything else.
From those clues, I think that love and adore are synonyms.
Write the synonym for the word adored.
We Do
Have students point to the word meek. With students, discuss how to
use the word small in the text to figure out the meaning of meek. Write
the synonym for the word meek.
You Do
Have students find synonyms for shocked and assisting using clues from
the passage.
VOCABULARY T47
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that reading a selection out loud is not just about getting the
I Do
Read on-level text words right. Reading with expression makes a text come alive. Tell
with purpose and
students that dialogue occurs when two or more characters have a
understanding.
RF.3.4a conversation. Students should read dialogue the way a character would
say it. Read the first five paragraphs of the Comprehension and Fluency
Read on-level prose
and poetry orally with passage on Approaching Reproducibles pages 3–4.
rate, and expression on We Do
Read the rest of the page aloud, and have students repeat each sentence
successive readings. after you using the same phrasing and intonation. Explain to students that
RF.3.4b you read dialogue differently depending on which character says it. Tell
students that you read text slowly or quickly to convey different feelings.
Read fluently with
good expression.
You Do
Ask one group to read the selection from the Approaching Reproducibles.
A second group will echo read using the same expression. Have the
groups switch roles. Offer feedback as needed.
TIER
I D E N T I F Y I M P O R TA N T D E TA I L S A B O U T A C H A R AC T E R
2
OBJECTIVES Write the topic Enid’s Qualities and: is an elephant; loves reading; reads
I Do
Describe characters about a girl with red shoes; cares about her friends. Explain that the first two
details describe Enid and her feelings, but the third detail is not important
traits, motivations, or
feelings) and explain because it does not describe Enid’s needs, wants, or feelings.
how their actions
contribute to the We Do
Read the first page of the Comprehension and Fluency passage in the
sequence of events. Approaching Reproducibles. Ask: So far, what is this story about? Use the
RL.3.3 title of the passage as a clue. Then ask, What do we know about Enid so far?
Help students identify which details relate to Enid. Discuss which details
Identify important are important and which are not.
details about a
character. Have students read the rest of the passage and write down after each
You Do
paragraph details about Enid that seem important. Review their lists with
them, and help them explain why the details they chose are important.
Then have them use these details to determine what Enid is like.
T48 UNIT 1 WEEK 1

WEEK 1
R E V I E W C H A R AC T E R , S E T T I N G , P LOT: C H A R AC T E R
OBJECTIVES Remind students that a character is a person or animal in a story or play.

I Do
Describe characters How a character behaves is directly stated by the author or shown by what
in a story (e.g., their the character says and does. The character’s actions often affect the order
or feelings) and of events in a story. To find how the character affects events, students
explain how their should look for details about the character’s wants, needs, or feelings.
actions contribute
to the sequence of We Do
events. RL.3.3 Approaching Reproducibles together. Pause to point out details about
a character. Model how to decide which details are important. What do
the details say about the character? Which details help you visualize the
character? Work with students to determine how what the character does
influences what happens in the story.
You Do
Have students read the rest of the selection to find more details about
Enid. Ask: Why is Enid able to help her friends?
SELF-SELECTED READING
OBJECTIVES Read Independently

Describe characters
Have students choose a fantasy book for sustained silent reading. Remind
traits, motivations, students that:
or feelings) and ‡ they should pay attention to what the author states directly about the
explain how their
actions contribute
character and what the character says, does, and thinks. They can take
to the sequence of note of how other characters react to the main character.
events. RL.3.3 ‡ they should use details from the story to visualize what is happening
and gain a better understanding of the events and characters.
Visualize difficult
sections in a Read Purposefully
text to increase
understanding. Have students record key details about the character’s actions and traits
on Graphic Organizer 150 as they read independently. After they finish,
they can conduct a Book Talk, each telling about the book they read.
‡ Students should share their organizers and answer this question: What
did you admire most about the main character?
‡ They should tell about descriptive words and phrases that helped them
visualize the character.
COMPREHENSION T49
On Level
Fantasy
by May Kennedy
illustrated by Audrey Durney
Leveled Reader: Go
Duck’s Discovery Digital
Before Reading
Preview and Predict
Fantasy
PAIRED
READ The Lion and the Fox
PD
PD by May Kennedy
Have students read the Essential Question. Give them a copy of Duck’s
Leveled Reader Discovery and have them read the title, table of contents, and look at Leveled Readers
LEXILE 530 the illustrations. Have students predict how a lesson might play a role in
the story.
OBJECTIVES
Describe characters Review Genre: Fantasy
Have students recall that a fantasy is a story that has characters,
or feelings) and settings, or events that do not exist in real life and might include a
explain how their central message or lesson. Have students preview Duck’s Discovery
actions contribute and identify features of fantasy.
to the sequence of
events. RL.3.3
Use sentence-level During Reading
context as a clue
to the meaning
Close Reading Wants or Needs
Character
Feelings
of a word or Note Taking Have students use their graphic organizer as they read. Actions Traits
phrase. L.3.4a
Pages 2–5 Explain to a partner what you know about Duck at the
• Use synonyms beginning of the story and what actions help you know this. (Duck lives on Fill in the
Graphic
as clues to the a farm with Farmer Finn. She is curious, likes to learn new things, and Organizer
meanings of words. she goes on journeys of discovery.)
• Visualize difficult
sections of a
How is Farmer Finn different from Duck? (He is not curious.) How does
text to increase repeating “wondered why the sky was blue or why stars twinkled at night”
understanding. help the author compare Duck and Farmer Finn? (Possible Response: It
shows that they are opposites.)
ACADEMIC Have students look at context clues to find a synonym for crops on
LANGUAGE page 5. (It says that Farmer Finn made an effort to grow good crops, but
fantasy, fable, visualize,
his plants usually died. I think that plants is a synonym for crops.)
character, synonym
Pages 6–9 Summarize to a partner what Farmer Finn wants to do and
why. (Farmer Finn wants to grow rice because he enjoys eating it.) Why
is Duck worried about this plan? Explain your answer. (Farmer Mac tried
to grow rice, but he failed because the weather is not good for growing
rice.) Which words help you visualize what happened to Farmer Mac’s
crops? (hot, dry, dried up, died)
T50 UNIT 1 WEEK 1

WEEK 1
Pages 10–12 How are the plants on page 11 different from those on
page 12? (page 11: healthy; page 12: dying) What lesson does the story Literature
teach? (Possible Response: Learn from the mistakes of others.) Circles
Pages 13–15 What makes Farmer Finn finally plant corn? (Duck goes Ask students to conduct a
on a journey and finds out that corn grows best in the area.) Which of literature circle using the
Duck’s traits is this an example of? (Duck’s curiosity) Thinkmark questions to guide
the discussion. You may wish to
After Reading on lessons people can learn
from stories, drawing from both
Ana
W
Write
Analytical
A
An
W
id if
identified how Duck’s actions reveal her character using appropriate
details from the story to support their answer.
Fluency: Expression Level

Up
Fantasy
Model Model reading pages 8 and 9 with proper expression, focusing Robo
Rob
Robot Ra
bot Race
Race
by May Kennedy
illustrated by Onno Knuvers
on the dialogue between Duck and Farmer Finn. Reread the pages
aloud with students reading along. Fantasy
Apply Have partners practice reading the pages. by May Kennedy

PAIRED
The Hare
re and the Tortoise
Tortois
READ
Fantasy
Fa
Genre Fable
Compare Texts
Read a fable that tells us a story and
teaches us a lesson, too.
PA I R E D R E A D The Lion
and
by May Kenn
illustrated by Aud
illust
il
edy
rey Durney PAIRED
the Fox
Once there was a very old lion. He could
not run fast, so he could not catch the other
animals. And his teeth and claws were no
longer sharp. So the old lion thought of a
IF students read the On Level fluently
“The Lion and the Fox” clever plan. He would make the animals
come to him. He called out to Rabbit.
“Please help me, Rabbit. I am sick.”

When Rabbit came near his den, Lion and answered the questions
gobbled him up.
Then he called out to Mouse and then

Chicken. The foolish animals all fell for his PAIREEDD
Illustration: Helen Bacon
READ Th
Make Connections: Write About It
The Lion and
plan. Lion gobbled them all up! the Fox
17
&9B&5B/5B*B8:
/B2BLQGG

have proficiently read the Beyond Level

Before reading, have students note that Leveled Reader and have on-level students
the genre of the text is a fable, which is a
type of fantasy. Then discuss the Essential Question. • partner-read the Beyond Level main
selection and list what they have
After reading, have students make connections between the lessons
learned from each selection.
learned from Duck’s Discovery and “The Lion and the Fox.”
• describe how the main characters’
actions reveal their traits.

The Beyond Level challenges students
by having more complex sentence
Students can extend their knowledge of fables by structures and non-animal characters.
ON LEVEL T51
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review key selection words ached,
I Do
Acquire and use concentrate, educated, effort, satisfied, improved, discovery, and inspired.
accurately grade-
Point to each word, read it aloud, and have students chorally repeat it.
appropriate
conversational, Ask these questions, and help students respond and explain their answers.
general academic, We Do
and domain specific ‡ How is the bedroom improved by new furniture?
words and phrases,
‡ How much effort does it take an injured athlete to finish a race?
including those that
signal spatial and ‡ Why would a cat be satisfied after eating a can of tuna?
temporal relationships
(e.g., After dinner that You Do
Have students respond to these questions and explain their answers.
night we went looking
‡ What happens if a student cannot concentrate on a test?
for them). L.3.6
‡ Why is an artist inspired after taking a photography class?
‡ Why are scientists excited after making a discovery?
OBJECTIVES Remind students they can often figure out the meaning of an unknown
I Do
Use sentence-level word from context clues within the paragraph. Use the Comprehension
context as a clue and Fluency passage on Your Turn Practice Book pages 3–4 to model.
to the meaning
of a word or Think Aloud I want to know what adored means. In the story, it says that
phrase. L.3.4a
Enid loved and adored reading. I know that her friends tell her that she
Use synonyms as reads too much. She prefers reading over other activities. From these clues,
clues to finding the I think loved is a synonym for adored.
meanings of words.
We Do
Have students continue reading the selection. When they encounter the
word meek, have students figure out the definition of the word by looking
for context clues and determining small is its synonym.
You Do
Have students determine the meaning of shocked and opposite as they
read the rest of the selection. Have students find the synonyms for shocked
and opposite.
T52 UNIT 1 WEEK 1

WEEK 1
Comprehension
OBJECTIVES Remind students that a character is a person or an animal in a story or

I Do
Describe characters play. The author reveals information about character traits, motivations,
and feelings with direct statements or by what the character says, does,
or feelings) and and thinks. How the character acts can contribute, or influence, how
explain how their events unfold.
actions contribute
to the sequence of We Do
Have a volunteer read the first page of the Comprehension and Fluency
events. RL.3.3 passage on Your Turn Practice Book pages 3–4. Have students orally list
important details about the main character, and help them explain why
they are important. Then model how to decide how Enid’s actions affect
the sequence of events. Finally, work with students to explain what they
find out about Enid in paragraph 1, page 4.
You Do
Have partners describe the main character in the rest of the passage. Ask
students how Enid’s traits influence how she acts and how the story ends.

Describe characters
Have students choose a fantasy book for sustained silent reading. Tell
traits, motivations, students that a fantasy has events that do not exist in real life.
or feelings) and ‡ Before they read, have students preview the book, reading the title and
explain how their
actions contribute
viewing the front and back cover.
to the sequence of ‡ As students read, remind them to visualize the main character in the
events. RL.3.3 story for better understanding.
Visualize difficult Read Purposefully
sections in a
text to increase Encourage students to read different books so they can see how authors
understanding. create different characters, settings, and plots.
‡ As students read, have them fill in key details about the main character
in Graphic Organizer 150.
‡ They can use this organizer to help them write a description of the main
character in the story and how the character influences the story.
‡ Ask students to share their reactions to the book with classmates. Which
words or phrases helped them visualize the main character?
VOCABULARY/COMPREHENSION T53
Beyond Level
Fantasy
Robot Race
by May Kennedy
Leveled Reader: Go
Robot Race Digital
Before Reading
Preview and Predict
Fantasy
R bot
Rob t Rac
Race
Race
PAIRED
READ The Hare and the Tortoise
PD
P D by May Kennedy
Have students read the Essential Question. Have them read the title
Leveled Reader and the opening paragraphs and look at the front cover of Robot Race Leveled Readers
LEXILE 750 to predict how the central message might play a role in the story.
OBJECTIVES Review Genre: Fantasy

Describe characters Have students recall that a fantasy is a story that has characters,
traits, motivations, settings, or events that do not exist in real life. A fantasy can also
or feelings) and include a central message or lesson. As they preview Robot Race,
explain how their have students identify features of fantasy.
actions contribute
to the sequence of
events. RL.3.3 During Reading
Use sentence-level Close Reading Character
context as a clue Wants or Needs Feelings
to the meaning Note Taking Have students use their graphic organizer as they read. Actions Traits
of a word or
Pages 2–3 What do you learn about Zippy and Rusty at the beginning
phrase. L.3.4a
of the story? (Zippy works at lightning speed. Rusty works slowly at a Fill in the
Graphic
• Use synonyms steady pace.) Have students use context clues to find a synonym to Organizer
as clues to the leisurely on page 2. (Rusty says, Slow-moving things like tortoises inspire
meanings of words. me. I think slow-moving is a synonym for leisurely.)
• Visualize difficult Which words help you visualize the way Zippy likes to work? (lightning
sections of a
speed; showers of sparks; clouds of steam swirled)
text to increase
understanding. Pages 4–7 Explain to a partner what you predict the lesson of the story
will be and why. (Possible Response: In the story, it says that Rusty
ACADEMIC thinks it is time to show Zippy another way of getting a job done. She
LANGUAGE challenges Zippy to show him that slow and steady wins the race.)
fantasy, fable, visualize,
Pages 8–11 What words help you visualize how the robots work during
character, synonym
the race? (Zippy: maximum speed; ached all over; racing; Rusty: tidied;
carefully; perfectly; stopped; went outside for a break; relaxed; very slow;
never impatient; never rushed)
How does saying “Brilliant bolts!” and “lazing lackadaisically” show Zippy’s
character? (He is impatient and not humble.)
T54 UNIT 1 WEEK 1

WEEK 1
Pages 12–14 Explain to a partner how Zippy’s actions cause him to

lose. (By working too fast, Zippy causes his batteries to die.) Summarize Literature
what the two robots learn in the story. (Slow and steady wins the race. Circles
But breaks seem to come around faster when you get your work done
Have students conduct a
more quickly.)
literature circle using the
Thinkmark questions to guide
After Reading the discussion. You may wish to
Respond to Reading Revisit the Essential Question, and ask students on lessons that people can
to complete the Text Evidence Questions on page 16. learn from stories, drawing
from both selections from the
Ana
A
An
W W
Write
Analytical
Writing About Reading Make sure that students have leveled reader.
correctly identified how Rusty’s actions reveal her character by using
appropriate details from the text to support their answer.
Fluency: Expression
Model Model reading pages 6 and 7 with proper expression, focusing
on the dialogue between Rusty and Zippy. Next, reread the pages
aloud, and have students read along with you.
PA I R E D R E A D Gifted and Talented

Synthesize Challenge students
to think about the lesson they
“The Hare and have learned from Robot Race and
the Tortoise” how they can apply it to their lives.
Students should think about ways
Make Connections: Write About It Leveled Reader the lesson can inspire them. Then
have them discuss lessons they
Before reading, have students note that
have learned from other stories
the genre of the text is a fable, which is a type of fantasy.
they have read.
Then discuss the Essential Question.
After reading, have students make connections between the lessons
from Robot Race and “The Hare and the Tortoise.”

Students can extend their knowledge of fables by
BEYOND LEVEL T55

Beyond Level
Vocabulary
REVIEW DOMAIN-SPECIFIC WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the words
Model
Acquire and use educated and concentrate. Write sentences on the board using the words.
accurately grade-
appropriate Write the words leisurely and effort on the board, and discuss the
conversational, general meanings with students. Then help students write sentences using
academic, and domain
specific words and
the words.
phrases, including
those that signal Apply
Have students work in pairs to discuss the meanings of the words
spatial and temporal challenge, enthusiasm, impatient, and painstakingly. Then have partners
relationships (e.g., write sentences using the words.
After dinner that night
we went looking for
them). L.3.6
OBJECTIVES Read aloud the first five paragraphs of the Comprehension and Fluency
Model
Use sentence-level passage on Beyond Reproducibles pages 3–4.
meaning of a word or Think Aloud I want to understand the word adored. Two clues help
phrase. L.3.4a me: Enid is always reading books, and loved and adored are both used to
describe how Enid feels about reading. So I think that loved and adored
Use synonyms as
clues to finding the are synonyms.
meanings of words.
With students, read the rest of the page. Help them figure out the
meaning of meek.
Apply
Have pairs of students read the second page. Ask them to use context
clues and synonyms to determine the meaning of the following words:
shocked, opposite, swell, and assisting.
Gifted and Shades of Meaning Using their definition of shocked, have partners
Talented
write an explanation of the difference between shocked and surprised.
Encourage them to also use artwork to depict the two words.
T56 UNIT 1 WEEK 1

WEEK 1
Comprehension
OBJECTIVES Remind students that an author reveals information about a character

Model
Describe characters by stating details explicitly or revealing them implicitly through actions,
internal thoughts, or dialogue. Illustrations also help readers learn about
or feelings) and a character. The character’s traits, motivations, and feelings can contribute
explain how their to the sequence of events.
actions contribute
to the sequence of Have students read the first paragraph of the Comprehension and Fluency
events. RL.3.3 passage of Beyond Reproducibles pages 3–4. Ask open-ended questions
to facilitate discussion, such as: What is the author telling us about the
character in this paragraph? What does the author want us to know about
the character’s values? How does the character act because of these values?
Students should support their responses with details in the text.
Apply
Have students independently fill in Graphic Organizer 150. Then have
partners use their work to provide a profile of the main character and
describe how the character’s actions affect the outcome of the story.

Describe characters
Have students choose a fantasy book for sustained silent reading. Remind
traits, motivations, students that a fantasy has characters, settings, and events that do not
or feelings) and exist in real life.
explain how their
actions contribute
‡ As students read, have them fill out Graphic Organizer 150.
to the sequence of ‡ Remind them to visualize the text to help in their understanding.
events. RL.3.3
Read Purposefully
Visualize difficult Encourage students to keep a reading journal. Ask them to read different
sections in a
text to increase books in order to learn about a variety of genres and subjects.
understanding. ‡ Students can write summaries of the books in their journals.
‡ Ask students to share their reactions to the books with classmates.
Gifted and Independent Study Challenge students to discuss how their book
Talented
relates to the weekly theme of how stories teach us. Have students discuss
the lesson they read about in the book. How does the character influence
what lesson is taught?
English Language Learners
Shared Read Go
Bruno’s New Home Digital
Before Reading
Build Background
P
PD
Read the Essential Question: What can stories teach you?
Reading/Writing
di ii ‡ Explain the meaning of the Essential Question, including the View Bruno’s
Workshop vocabulary in the question: If you read or hear a story, you read or hear New Home
about events, or actions, that happened to characters, such as people

OBJECTIVES or animals. A story can be real, or it can be made up, or invented, by the
Describe characters author. To teach means “to help someone learn something.”
traits, motivations, ‡ Model an answer: Stories can teach people to do new things. Stories
or feelings) and can inspire people to learn about other people.
explain how their
actions contribute
‡ Ask students a question that ties the Essential Question to their own
to the sequence of background knowledge: Turn to a partner, and think of a story that has
events. RL.3.3 inspired you. Discuss what you learned. Call on several pairs.
• Visualize difficult
sections in a During Reading
text to increase
understanding. Interactive-Question Response
• Use synonyms ‡ Ask questions that help students understand the meaning of the text
as clues to the after each paragraph.
meanings of words.
‡ Reinforce the meanings of key vocabulary.
‡ Ask students questions that require them to use key vocabulary.
LANGUAGE
OBJECTIVE ‡ Reinforce strategies and skills of the week by modeling.
Describe characters
in a story.
ACADEMIC
LANGUAGE
• fantasy, character,
visualize, synonym
• Cognates: fantasía,
carácter, visualizar,
sinónimo
T58 UNIT 1 WEEK 1

WEEK 1
Page 23 Page 26
Paragraph 1 Does Jack give Bruno a book? (yes) Why? (Reading

Explain and Model Visualizing I will use can help you become educated.)
descriptive words from the story to help me visualize,
or picture, what is happening. Bruno shivered. Shiver What do you think will happen if Bruno
for students. A frosty, or cold, wind blew. Blow out becomes educated? (Possible Response: He will be
and hug yourself. What do you learn about Bruno in able to make the opening bigger.)
this paragraph? (Bruno is cold.) Paragraph 3
What story does Bruno read? It is a story about
What can you visualize happening in this (a mouse and a lion). Read a sentence in the story
paragraph? Give students the sentence frame I can that tells what the mouse does when the lion gets
visualize (Bruno shivering) because (he is caught in a net. (The mouse chewed … helped the
very cold). lion escape.)
Paragraph 2
Explain and Model Synonyms Show how Page 27
grumbled is followed by growled, which is a clue
to the meaning of grumbled. Act out growling, Bruno is inspired by the story. He learns a lesson
and have students mimic you. Tell students that from it. What is the lesson? Have a student answer
grumbled and growled have a similar meaning. and another elaborate on the answer. (Possible
They are synonyms. Response: Jack can help Bruno, just like the little
Paragraph 3 mouse helps the lion.)
Bruno is looking for a place to hibernate, or sleep for Model Character The main character in this story
the winter. Finally, he makes a discovery. Remember is Bruno. Who can tell me something about Bruno?
that a discovery is finding something new. Do you Continue until students have provided at least 3
think Bruno’s discovery is a new place to sleep? (yes) details about Bruno.
Page 24 What happens after Bruno becomes

educated? (Possible Response: He knows a small
What does Bruno spot, or find? (a cave) Read a animal like Jack can help and is able to make the
sentence that tells what Bruno wants to do. (I’ll just opening bigger.)
dig out … make the entrance bigger.) What does
Bruno do? (He digs and digs.) What happens when After Reading
Bruno tries to make the opening bigger? (He cannot
do it. His paws ache.) Make Connections
‡ Review the Essential Question: What can stories
Page 25 teach you?
‡ Make text connections.
Which character does Bruno meet? (Jack) What does
‡ Have students complete the ELL
Jack the squirrel want to do? He wants to (help
Reproducibles pages 3–5.
Bruno). Does Bruno think Jack is too small to help?
(yes) Bruno does not think a squirrel can help him.
ENGLISH LANGUAGE LEARNERS T59


Fantasy
by May Kennedy
Leveled Reader: Go
Duck’s Discovery Digital
Before Reading
Preview
Fantasy
PAIRED
P
PD by May Kennedy
‡ Read the Essential Question: What can stories teach you?

Leveled Reader ‡ Refer to Read to Learn: What are some things you have learned Leveled Readers
LEXILE 410
from stories?
OBJECTIVES
‡ Preview Duck’s Discovery and “The Lion and the Fox”: Let’s read about
Describe characters
a farmer who learns an important lesson.
traits, motivations, Vocabulary
or feelings) and
Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
explain how their
actions contribute crops, journey, twinkled. Use the routine found on the cards.
to the sequence of
events. RL.3.3
During Reading
• Visualize scenes to Interactive Question-Response Character
better understand Wants or Needs Feelings
a story. Note Taking Have students use the graphic organizer on ELL Actions Traits
• Use synonyms Reproducibles page 2. Use the following questions after each section
as clues to the is read. As you read, use visuals or pictures to define key vocabulary. Fill in the
meanings of words. Graphic
Pages 2–3 Duck lives on a farm with Farmer Finn. On page 3 it says Duck Organizer
thinks life is a journey of discovery. Have students chorally read the last
LANGUAGE three sentences on page 2. Discovery is about learning new things. What
OBJECTIVE
word from page 3 best describes Duck? (curious) This means that Duck
Describe characters
in a story. wants to learn new things.
Pages 4–5 Is Farmer Finn like Duck? (no) What words describe him on
ACADEMIC page 4? (kind; not curious) In the picture on page 5, his plants are limp.
LANGUAGE Show your arms going limp. Is Farmer Finn a good farmer? (no)
• fantasy, fable, Pages 6–7 Look at the title of Chapter 2. What does it tell us about
visualize, character,
synonym the chapter? (The farmer will learn to grow something.) Farmer Finn
• Cognates: fantasía, reads a cookbook. The cookbook inspires, or encourages, Farmer Finn to
fábula, visualizar, grow something new. What does Farmer Finn want to do? Complete the
carácter, sinónimo sentence frame: He wants to grow (rice).
T60 UNIT 1 WEEK 1

WEEK 1
Pages 8–11 Duck’s story gives Farmer Finn an idea. What does Duck do
for Farmer Finn? (flies to other farms) On page 11, it says that Duck sees Literature
which crops grow well. What can she see rows and rows of? ( corn plants) Circles
Plants is a synonym for crops. It has a similar meaning.
Pages 12–15 Remember, Duck is curious. Does this help Farmer Finn? literature circle using the
(yes) What makes Farmer Finn plant corn? (Duck’s discovery) Thinkmark questions to guide
After Reading on things that people can learn
from stories, drawing from both
Respond to Reading Help students complete the graphic organizer.
Revisit the Essential Question. Have students pairs summarize and
answer the Text Evidence Questions. Support students as necessary,
and review all responses as a group.
Ana
W
Write
Analytical
A
An
W
Writing About Reading Make sure students use two or more
d il from the story explaining why Duck likes to go on a journey,
details
including details that show Duck’s character traits.
Level
Up
Fantasy
Fluency: Expression by May Kennedy

Model Model reading page 8 with proper expression. Next, reread the Fantasy
page aloud, and have students read along with you. by May Kennedy
Apply Have students practice reading with a partner. PAIRED

READ The
e Lion and the Fo
Fox
Fantasy
Fa
Genre Fable
Compare Texts
PAIRED
Read a fable that tells us a story and The Lion and the Fox
READ
teaches us a lesson, too.
PA I R E D R E A D The Lion
ill
by May Kenn
illustrated by Audr
ey
edy
Durney
and
the Fox
Once there was a very old lion. He could
IF students read the ELL Level fluently
not run fast. His teeth and claws were not
sharp. He could not hunt animals, so the old
and answered the questions
“The Lion and the Fox” lion thought of a clever plan.
The lion called out to Rabbit, “Please help

me, Rabbit. I am sick.” When Rabbit went to
help, Lion ate him.
Then the lion called out to Mouse and

Chicken. When they went to help, Lion ate
PAIREED
D
have proficiently read On Level and have
Illustration: Helen Bacon
READ Th
them! The Lion and
the Fox
17
&9B&5B/5B*B8:
/B(B
LQGG
ELL students
the genre of this text is a fable, which is a • echo-read the On Level main selection
type of fantasy. Then discuss the Essential Question. with their partner.
After reading, have students make connections between the lessons • list words with which they have
learned in Duck’s Discovery and “The Lion and the Fox.” difficulty.
• discuss these words with their partner.

FOCUS ON LITERARY ELEMENTS including more complex sentence
Students can extend their knowledge of fables by structures.


Vocabulary
P R E T E AC H V O C A B U L A R Y
OBJECTIVES Preteach vocabulary from “Bruno’s New Home” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for ached, concentrate,
accurately grade-
educated, effort, satisfied, improved, discovery, and inspired.
appropriate
conversational, After completing the Vocabulary Routine for each word, point to the word
and domain specific
on the Visual Vocabulary Card, and read the word with students. Have
words and phrases, students repeat the word and act it out when appropriate.
including those
that signal spatial You Do
Have students work with a partner to use two or more words in sentence
and temporal frames. Then have each pair read the sentence frames aloud.
relationships. L.3.6
LANGUAGE Help students write the Ask students to write Have students write
OBJECTIVE sentence frames correctly two sentence frames one question and one
Use vocabulary words. and read them aloud. and two clues. sentence for each word.
REVIEW VOCABULARY
OBJECTIVES Review this week’s vocabulary words over a few days. Read each word
I Do
Acquire and use aloud and point to the word. Have students repeat after you. Act out each
accurately grade-
word using gestures or actions.
appropriate
conversational, Ask students to guess the definition of two of the words you have acted
and domain specific
out. Provide additional clues, such as synonyms or antonyms. Write
words and phrases, definitions for the two words on the board.
including those
In pairs, have students make a list of clues for two or more words. Ask
and temporal them to read them aloud for the class to guess the word and define it.
relationships. L.3.6 Have students write definitions for the words.
LANGUAGE
OBJECTIVE Help students list Have students write clues Have students use
Use vocabulary words. clue words and read as sentences. synonyms or antonyms
them aloud. in their clues.
T62 UNIT 1 WEEK 1

WEEK 1
OBJECTIVES Read aloud the third paragraph of “Bruno’s New Home” on page 24 while
I Do
Use sentence-level students follow along. Point to the word effort. Explain that context clues,
context as a clue
words in surrounding sentences, can help explain the meaning of an
to the meaning
of a word or unknown word. Tell students that they can use synonyms to figure out
phrase. L.3.4a what the word effort means. Remind them what synonyms are.
Think Aloud I am not sure what effort means. I see context clues that can
LANGUAGE help me figure out the meaning. In the text and illustration, Bruno is doing
OBJECTIVE
hard work by pulling at roots. I think “hard work” is a synonym for effort.
Use synonyms as
clues to the meanings
We Do
Have students point to the word ached on page 24. Find the synonym for
of words. the word with students. Write the definition of the word on the board.
You Do
In pairs, have students look for a synonym for concentrate on page 26.
Have students write a definition and use the word in a new sentence.

Help students locate the Ask students to locate and Have students explain
word and its synonym on read aloud the synonym how they found the
the page. on the page. synonym on the page.
ADDITIONAL VOCABULARY
OBJECTIVES List academic language and high-frequency words from “Bruno’s New
I Do
Produce simple, Home”: about, knowledge, and Duck’s Discovery: all, and, learn. Define each
compound,
word for students: Knowledge is the understanding of things.
and complex
sentences. L.3.1i Model using the word about in sentences, and act out the sentences using
We Do
gestures: We learned about making soup in cooking class. We argued about
LANGUAGE the decorations for the surprise party. Then provide sentence frames, and
OBJECTIVE complete them with students: We enjoy reading books about .
Use academic and
high-frequency Have pairs make up their own questions using the word about and share
words. You Do
them with the class. Ask students to answer the questions.

Help students copy the Provide question starters Have students ask and
questions correctly. for students, if needed. answer questions.
VOCABULARY T63

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Tell students that a good writer focuses on one event, or experience, by
I Do
Establish a situation including only details that are related to the event. Read the Expert Model
and introduce a
passage aloud as students follow along, and identify the central event in
narrator and/or
characters; organize the story and details the author uses to describe the event.
an event sequence
that unfolds We Do
Read aloud page 23 from “Bruno’s New Home” as students follow along.
naturally. W.3.3a Identify the central event in the story so far and several details that relate
to the event. Use a word web to map out the details for students.
Include details that
focus on one event. You Do
Have pairs write sentences using the word web. They should include the
main event and details related to the event. Ask students to think of one
detail they think is not important. Have students revise their sentences.
LANGUAGE
OBJECTIVE
Write complete
sentences. Have students copy the Have students revise, Have students revise using
edited sentences. using only details related only related details and
to the main event. edit for errors.
SPELL WORDS WITH SHORT VOWELS a, i
OBJECTIVES Display and read aloud the Spelling Words on page T38. Draw out the /i/
I Do
Use spelling patterns and /a/. Point out that words with /a/ and /i/ usually have the CVC pattern.
and generalizations
(e.g., word families,
We Do
Read the Dictation Sentences on page T39 aloud for students. With each
position-based sentence, read the underlined word slowly, dividing it into syllables. Have
spellings, syllable
patterns, ending
students repeat after you and write the word.
rules, meaningful
word parts) in writing You Do
Display the words. Have students exchange their list with a partner to
words. L.3.2f check the spelling and write the words correctly.

LANGUAGE
Have students copy the Have students circle the After correcting their
OBJECTIVE
corrected words and say short-vowel spellings. words, have pairs quiz
Spell words with
the words aloud. each other.
short vowels a, i.
T64 UNIT 1 WEEK 1

WEEK 1
Grammar
S E N T E N C E S A N D S E N T E N C E F R AG M E N T S
OBJECTIVES Remind students that a sentence is a group of words that gives a complete
I Do
Produce simple, thought. Write on the board: Peter wrote a story about a famous athlete.
compound,
Underline the capital P and the period. Explain that a sentence begins with
and complex
sentences. L.3.1i a capital letter and ends with a punctuation mark, such as a period. Then
explain that a group of words that does not give a complete thought is
called a sentence fragment. Write on the board: Alice felt that the story. Tell
LANGUAGE
OBJECTIVE
students that the sentence does not tell how Alice feels about the story. It
Identify sentences is not a complete sentence. Finally, review what a statement and question
and sentence are as well as the correct punctuation for these types of sentences.
fragments.
We Do
Write the sentences below on the board. Have volunteers identify the
Grades K-6
sentences as complete or fragments. Have students explain how they

identified the sentences. Correct the sentence fragment and capitalization
Language
Transfers and punctuation errors with students. Read the corrected sentences aloud
Handbook for students to repeat.
julie decided to bake an apple pie.
Language Transfers Are you sure that snake is not dangerous!
Handbook
Speakers of many
Josh ruined the movie because.
Asian languages
often form questions You Do
Have students work in pairs to write a statement, a question, and a
by adding words to sentence fragment. Have students exchange and correct their sentence
statements such as fragments with other pairs of students.
That ring is beautiful,
no? Provide sample Beginning Intermediate Advanced/High
sentences for students
to repeat and use Have students copy their Have students underline Have students explain
to form their own sentences. Help them the capital letters and how a sentence should
questions. Give ample point to the capital letters punctuation marks. Have begin and end and what a
time for students to and punctuation marks. them explain what part sentence fragment is.
form questions. of a sentence fragment
they added to make a
complete thought.
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, then the
rest with a partner.
‡ Review the activities with correct answers.
WRITING/SPELLING/GRAMMAR T65
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: WRITING:

Character, Setting, Plot: Context Clues: Writing About Text:
Character RL.3.3 Synonyms L.3.4a Character RL3.3
Grade 3
Assessment Includes
Weekly
Assessment ‡ Pencil-and-paper administration
Assessing the Common Core

PD ‡ On-line administration
State Standards
‡ Approaching-Level Weekly
Assessment also available
Grades 1-6
Fluency Goal 61–81 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
T66 UNIT 1
WEEK 1
Using Assessment Results
TESTED SKILLS
T If … Then …
Students answer 0–6 … assign Lessons 25–27 on Character from the
multiple choice items Tier 2 Comprehension Intervention online
COMPREHENSION
correctly … PDFs.
Students answer 0–6 … assign Lesson 169 on Context Clues:

VOCABULARY multiple choice items Synonyms from the Tier 2 Vocabulary
correctly … Intervention online PDFs.
Students score … assign Lessons 25–27 and/or Write

less than “3” on About Reading Lesson 194 from the Tier 2
WRITING the constructed Comprehension Intervention online PDFs.
response …
Students have a WCPM … assign a lesson from Section 1, 7, 8, 9, or 10

score of 55–60 … of the Tier 2 Fluency Intervention online PDFs.
Students have a WCPM … assign a lesson from Sections 2–6 of the

score of 0–54 … Tier 2 Fluency Intervention online PDFs.
students requiring:
TIER

TIER
PROGRESS MONITORING T67

WEEKLY OVERVIEW
TEACH AND MODEL

celebrate Shared Read “The Dream Catcher,” 38–43
courage Genre Realistic Fiction
Lexile 470
disappointment
precious
pride
remind Comprehension Strategy ..................... Visualize, T86–T87
symbols Comprehension Skill .............................. Sequence, T88–T89

Genre ............................................................. Realistic Fiction, T90–T91
tradition
Vocabulary Strategy ............................... Context Clues, T92–T93
Writing Traits .............................................. Word Choice, T98–T99
Grammar ...................................................... Commands & Exclamations, T102–T103
Go
Digital
T68 UNIT 1 WEEK 2

TRADITIONS
Essential Question
What can traditions teach you about cultures?
WEEK 2
Complex Text
PAIRED
READ
Yoon and the Jade Bracelet, 34–53 “Family Traditions,” 54–57
Genre Realistic Fiction Genre Expository Text
Differentiated Text
“Book Cover”, copyright © 1986 by Alfred A. Knopf, from MORE STORIES JULIAN TELLS by Ann Cameron. Used by
permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc.

More Stories Julian The Boxcar Children
Tells #1
Genre Realistic Genre Realistic
Fiction Fiction
Classroom Library
WEEKLY OVERVIEW T69

TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Traditions “The Dream Catcher” Yoon and the Jade
Minilessons Bracelet
Visualize, Sequence, Realistic Fiction, “Family Traditions”
Context Clues, Writing Traits
Literature
Reading/Writing Anthology
Workshop 34–57
34–35


Go
Go Onli To-Do List
On
Online Lev
L
Le
e
ev
vel Activities
Leveled Wr
Digitall

WEEK 2
Leveled Readers Web, T96
Text Connections
Compare Cultures, T97
Ana
Analytical
A
An
Writing
W
Write an Analysis, T97
W
Weekly Assessment
13–24


3
( More
2 Activities
on back
2
15
TEACH AND MANAGE T71

Write to Sources
and Research
Summary, T88–T89
Summarize, T93T, T93W
Sequence, T93T
Analyze to Inform/Explain, T97
Summarize, 53
Comparing Texts, T109, T117, T121, T127 Sequence, 53
Teacher’s Edition Literature Anthology
Go Sequence, 13–15
Digital Genre, 16
Leveled Readers Analyze to Inform, 19
Whiteboard Sequence Your Turn Practice Book

20
Go
Go
Digital

WEEK 2
Writing Trait: Word Choice
Descriptive Details, T98–T99
Word Choice: Details,

48–49
Go
Digital Word Choice:
Word
ord Choice:
Details,
etails, 3 Details, 20
Interactive

Go
Digital
Grammar
Commands and
Command and Exclamations,, Exclamations
T102–T103
Spelling
Short Vowels e, o, u,
S
Short Vowels e,
T104–T105
T10 o, u
o
Go W
Word Sorts
Digital
Interactive
Whiteboard Teacher’s Edition Online Spelling and Grammar Games

READING
Build Background Traditions, T76–T77 Comprehension
Listening Comprehension “Ready for • Strategy: Visualize, T86–T87
Teach, Aloha!”, T78–T79 • Skill: Sequence, T88–T89
A
An
Whole Group
Model Comprehension W
Writing
• Genre: Realistic Fiction, T90–T91

• Preview Genre: Realistic Fiction
and • Preview Strategy: Visualize Vocabulary Strategy: Context Clues,
Apply Vocabulary Words in Context, T80–T81 T92–T93
Practice Your Turn 11 Practice Your Turn 12–17
Close Reading of Complex Text “The Dream
Catcher,” 39–43
Leveled Reader The Special Meal, T108–T109 Leveled Reader The Special Meal, T108–T109
Phonics/Decoding
coding Decode Words with Short Vocabulary
abular Review Vocabulary Words,
Approaching Vowel u, T110
0 2
TIER
T112
2 2
TIER

Comprehension TIER
2 2 • Identify a Sequence of Events, T1144 2
• Answer Choice Questions, T113 • Review Character, Setting, Plot: Sequence, T115
Leveled Reader A Row of Lamps, T116–T117 Leveled Reader A Row of Lamps, T116–T117
On Level Vocabulary Review Vocabulary Words, T118 Comprehension Review Character, Setting,
Small Group
Plot: Sequence, T119
Leveled Reader Dragons on the Water, Leveled Reader Dragons on the Water,
Beyond T120–T121 T120–T121
Level Vocabulary Review Domain-Specific Words,
T122
Comprehension Review Character, Setting,
Plot: Sequence, T123
Shared Read “The Dream Catcher,” T124–T125 Leveled Reader A Row of Lamps, T126–T127
English Phonics/Decoding Decode Words with Short
Vowel u, T110
Vocabulary Review Vocabulary, T128
Writing Writing Trait: Word Choice, T130
Language Vocabulary Grammar Commands and Exclamations, T131
Learners • Preteach Vocabulary, T128

Writing • Writing Trait: Word Choice/Descriptive Details, • Writing Trait: Word Choice/Descriptive Details,
Whole Group
T98–T99 T98–T99
Grammar • Writing Entry: Prewrite and Draft, T100 • Writing Entry: Revise and Edit, T100
Grammar Commands and Exclamations, T102 Grammar Commands and Exclamations, T102
Spelling Spelling Short Vowels e, o, u, T104 Spelling Short Vowels e, o, u, T104
Build Vocabulary Build Vocabulary
Build Vocabulary • Connect to Words, T106 • Expand Vocabulary, T106
• Academic Vocabulary, T106 • Review Synonyms, T106
T72 UNIT 1 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Fluency Fluency Phrasing, T95 Integrate Ideas
• Short Vowels e, o, u, T94 Integrate Ideas • Research and Inquiry, T96
• Inflectional Endings, T95 • Research and Inquiry, T96 • Text Connections, T97
Close Reading Yoon and the Close Reading “Family Traditions,” 54–57
Jade Bracelet, 34–53
Literature
Anthology
Leveled Reader The Special Meal, T108–T109 Leveled Reader Paired Read: “More About Leveled Reader Literature Circles, T109
Phonics/Decoding g Build Words with Short Mole,” T109 Comprehension Self-Selected Reading, T115
TIER
Vowels e, o, u, T110
0 2 Phonics/Decoding Practice Short Vowels e, Phonics/Decoding Inflectional Endings,
Fluency Phrasing and Intonation, T1144 2
TIER
o, u, T111 T111
Vocabulary Context Clues: Sentence Clues, T113
Leveled Reader A Row of Lamps, T116–T117 Leveled Reader Paired Read: “Diwali,” T117 Leveled Reader Literature Circles, T117
Vocabulary Context Clues: Sentence Clues, Comprehension Self-Selected Reading, T119
T118
Leveled Reader Dragons on the Water, T120–T121 Leveled Reader Paired Read: “A Great Leveled Reader Literature Circles, T121
Vocabulary Tradition,” T121 Comprehension
• Context Clues: Sentence Clues, T122 Gifted and • Self-Selected Reading, T123 Gifted and
• Analyze, T122 Talented • Independent Study, T123 Talented
Leveled Reader A Row of Lamps, T126–T127 Leveled Reader Paired Read: “Diwali,” T127 Leveled Reader Literature Circles, T127
Phonics/Decoding Build Words with Short Vocabulary Additional Vocabulary, T129 Phonics/Decoding Inflectional Endings,
Vowels e, o, u, T110 Phonics/Decoding Practice Short Vowels e, T111
Vocabulary Context Clues: Sentence Clues, o, u, T111
T129
Spelling Words with Short Vowels e, o, u, T130
LANGUAGE ARTS
• Writing Trait: Word Choice/Descriptive Details, • Writing Trait: Word Choice/Descriptive Details, • Writing Trait: Word Choice/Descriptive Details,
T98–T99 T98–T99 T98–T99
Grammar Mechanics and Usage, T103 Grammar Commands and Exclamations, T103 Grammar Commands and Exclamations, T103
Spelling Short Vowels e, o, u, T105 Spelling Short Vowels e, o, u, T105 Spelling Short Vowels e, o, u, T105
• Sentence Clues, T107 • Shades of Meaning, T107 • Morphology, T107

A C T Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Prior Knowledge Specific Vocabulary T85
Genre Realistic Fiction T91
“The Dream Catcher”

Lexile 470
Genre Realistic Fiction T93A–T93B, T93I
Dialogue T93C
Visualize T93W
Prior Knowledge Language T93E
Purpose Author’s Purpose T93G
Mood T93M
Literature Anthology Specific Vocabulary Complex Words T93K
Connection of Ideas Metaphors T93O
Yoon and the Jade Bracelet Lexile 480
Synthesize T93U–T93V
“Family Traditions” Lexile 480

SCAFFOLD
support Workshop “The Dream A Row of Lamps
scaffold instruction using the small Catcher” T124–T125 T126–T127
THEN
group suggestions. “Diwali” T127
WEEK 2
IF You need to differentiate instruction IF Students can read their leveled
more complex text.
Quick Check
Comprehension Strategy Visualize T87
Comprehension Skill Sequence T89
Genre Realistic Fiction T91
Beyond
Vocabulary Strategy Context Clues T93
Phonics/Fluency Short vowels e, o, u, Phrasing T95 T117

If Yes On Level Review T116–T119
Beyond Level Extend T120–T123 On Level
ing
Approach ELL
T109 T127
Additional Vocabulary T129 Context Writing Spelling Grammar

any belief Clues T129 Word Choice Words with Commands and
around customs T130 Short e, o, u Exclamations
away festival T130 T131


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10 Build Background
Mins
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What can traditions teach you about cultures?
Wee
We
Weekly
ekl
ekly
kly
ly Concept
Concep
Conce
Concep Tradit
Traditio
Traditions
raditions
radition
aditions
adit
ad
Essential Question
tion
Writing Workshop and look at the picture. Explain that culture is the
What can traditions teach
you about cultures?
Go Digital!
way a group of people live. Traditions are things that are passed down
within a culture from one generation to the next.
Reading/Writing Discuss
Workshop ‡ The children in the picture are learning about music and dancing. Traditions
These things are parts of their family’s culture.
OBJECTIVES ‡ When the children’s grandpa teaches them about culture, he passes
Identify real-life traditions on to them.
connections between
words and their use ‡ Traditions tell us about where our families came from and how they
Watch Video
(e.g., describe people lived in the past.
who are friendly or
helpful). L.3.5b
Talk About It
Build background Ask: What are some traditions that you have in your family? How do they
knowledge on View Photos
tradition.
COLLABORATE tell you about your family’s history and culture? Have students discuss in
pairs or small groups.
‡ Model using the Concept Web to generate words and phrases
ACADEMIC
LANGUAGE related to culture. Add students’ contributions.
• culture, tradition, ‡ Have partners share what they have learned about traditions. They Traditions
custom
can generate additional ideas by completing the Concept Web.
• Cognates: cultura, Use Graphic
tradición, custombre Organizer
Ask and Answer Questions Encourage students to ask and
answer questions as they discuss the concept. Remind them to
‡ ask questions to clarify ideas or comments they do not
understand.
‡ wait a few seconds after asking a question, to give others a
chance to think before responding.
‡ answer questions thoughtfully with complete ideas, not
one-word answers.
T76 UNIT 1 WEEK 2

WEEK 2
1

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Say: Culture is
children in the picture. describe what the the way we live. Traditions
Say and act out: These children in the picture are are things we do that we
children are learning doing. Ask students to learn from our parents.
music and dance from think of a tradition their Then ask: What is a family
their grandfather. This is a family has. Then ask: What tradition that you learned
tradition in their culture. kinds of things do you from your parents? Have Traditions
Have students repeat and your family do? Have students compare their
after you. The Spanish students respond in short family traditions with
words are tradición and phrases to describe what their partners’. Monitor
cultura. they do. Say: We learn discussions and elicit
about our culture from our information to support
family. students’ responses.

LESS O
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Mins
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OBJECTIVES Connect to Concept: Sharing Traditions Digital
Determine the main
ideas and supporting
Tell students that we can learn about our own culture and others’
details of a text read culture by sharing special traditions. Let students know that you will
aloud or information read aloud about a family who shares a special tradition from Hawaii.
media and formats,
including visually,
Preview Genre: Realistic Fiction
View
quantitatively, and Explain that the story you will read aloud is realistic fiction. Discuss Illustrations
orally. SL.3.2 features of realistic fiction:
‡ has believable characters
• Listen for a purpose.
• Identify ‡ includes a setting and events that could exist in real life
characteristics of ‡ accurately reflects life as it could be lived today
realistic fiction.
Preview Comprehension Strategy: Visualize

ACADEMIC
Explain that readers can pay attention to the descriptive details the
LANGUAGE
• realistic fiction, author uses to picture, or visualize, the characters, setting, or events
visualize in a story. As they read, they can use what they already know about a
• Cognates: ficción situation to help them better understand what they read.
realista, visualizar
Use the Think Alouds on page T79 to model the strategy.
Respond to Reading
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
understand content.
Model Think
Genre Features With students, discuss the elements of the Read Alouds
Aloud that let them know it is realistic fiction. Ask them to think about
Genre Features
other texts that you have read or they have read independently that
were realistic fiction.
Summarize Have students briefly retell the story “Ready for Aloha!” Fill in Genre
in their own words. They should include main ideas and details of the Chart
Read Aloud in their retelling.
T78 UNIT 1 WEEK 2

WEEK 2
Ready for Aloha!

Aleka woke to the sweet smell of banana cake. began to fall, two neighbors came to Nana’s and
Five yummy banana cakes cooled on the long carried her long table outside. The night twinkled
table in her grandmother’s sunny kitchen. All of with lanterns. 2
Hawaii would soon be celebrating Aloha Festival. Someone placed a lei around Aleka’s neck. “This is
Aleka couldn’t wait because it would be her beautiful!” she said, touching the flowers and shells
first one. 1 that were woven into a colorful loop. Down the
Aleka missed her parents, who were away on a street a man played a small guitar that Nana said
trip. But she was happy to visit Nana at such a was a ukelele. Children danced around him calling,
special time. “Sleepyhead!” Nana cried when she “Aloha! Aloha!” 3
saw Aleka. “Let’s make the haupia for the party. “Aloha is an important word here, right Nana?”
We’ve got lots to do to get ready.” Aleka asked. Nana smiled. “Yes, dear,” she said.
Nana poured coconut milk and sugar into a big “We use it to say hello and goodbye. But we also
pot. “Begin to stir,” said Nana. “As the milk warms, say it when we want to share joy with others.”
the haupia will get thick. Some people call this “Aloha, Nana!” cried Aleka.
dessert ‘stiff pudding.’”
“I can’t wait to try it,” said Aleka. “It smells
delicious!”
“Tonight we’ll celebrate with our friends and
share these delicious treats at the street party,”
said Nana. Aleka stacked pineapple, melons,
strawberries, and mangos on a long tray. As night
1 Think Aloud This description

Yellow Dog Productions/Digital Vision/Getty Images
helps me visualize Nana’s 2 Think Aloud When I

kitchen. I can create a picture visualize, I can see the long
in my mind of the long table table stacked high with fruits
and the banana cakes in the and other food being placed
sunny kitchen. outside where lanterns are
twinkling all around.
3 Think Aloud As I read this

description of a lei, I can
visualize the colorful flowers
and shells. Knowing what
a guitar looks like lets me
visualize the ukelele. This helps
me better understand the
words lei and ukelele.

Vocabulary
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Mins
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Model the Routine
Visual Vocabulary Cards
Digital
Introduce each vocabulary word Vocabulary
ula
ary Routine
using the Vocabulary Routine found Define:
on the Visual Vocabulary Cards. Example:
e::
Ask:

Workshop
Define: When you celebrate, you do something special.
OBJECTIVES Example: Jim and his friends will celebrate the Fourth of July.
Acquire and use Ask: How do you like to celebrate?
Celebrate
accurately grade-
appropriate
conversational,
general academic,
Definitions
Use Visual
and domain-specific ‡ courage Courage is bravery in a difficult situation. Glossary
words and phrases, Cognate: coraje
signal spatial and ‡ disappointment When something is a disappointment, a person
temporal relationships is sad because something is not as good as
(e.g., After dinner that expected.
for them). L.3.6 ‡ precious Something is precious if it is very valuable to you.
Determine the Cognate: precioso
meaning of words ‡ pride Pride is a feeling of satisfaction in something you
and phrases as they have done.
are used in a text,
distinguishing literal ‡ remind When you remind someone, you make that
from nonliteral person remember something.
language. RL.3.4
‡ symbols You use symbols to represent ideas or objects.
• Learn meanings Cognate: símbolos
of new vocabulary ‡ traditions Traditions are things that have been done for a
words. long time.
• Use new words in Cognate: tradiciones
sentences.
ACADEMIC Talk About It

LANGUAGE Have students work with a partner and look at each picture and discuss
• celebrate, symbols, COLLABORATE the definition of each word. Then ask students to choose three words
traditions
• Cognates: celebrar,
símbolos, tradiciones
T80 UNIT 1 WEEK 2

WEEK 2
1

celebrate pride disappointment remind
precious tradition courage symbols
Finish each sentence using the vocabulary word provided.

Possible responses provided.
ENGLISH LANGUAGE LEARNERS 1. (tradition) Our family gets together for a spaghetti dinner tradition
SCAFFOLD once a month
2. (celebrate) After the girl won the spelling contest, she wanted to

.
celebrate the victory .

Beginning Intermediate Advanced/High 3. (courage) He won a badge of honor for the courage that he showed
.
Use Visuals Say: Let’s Describe Say: Let’s look Discuss Have students
4. (disappointment) When I didn’t get to see my friend, I felt
look at the picture for at the picture for symbols. define the word symbols. disappointment because I didn’t know when she’d visit again .
symbols. When we see What does this flag make Then have partners give 5. (symbols) Shaking hands and hugging are sometimes considered
this flag, we think about us think about? Elicit examples of symbols symbols of friendship .
America. The flag is a responses, correcting and the things that they 6. (pride) My mom was so happy for me that she couldn’t help but show
symbol of America. Have students’ grammar and represent. Have students her pride .
students repeat after you. pronunciation. Then say: respond in complete 7. (remind) I always forget my lunch so my sister has to remind me
Tell them that symbol is A symbol is something sentences to tell about .
the same word as símbolo that makes us think of the symbols. 8. (precious) This photo of my grandfather is very precious to me
in Spanish. something else. .

p. 11 p. 11 p. 11
VOCABULARY T81
Comprehension
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Mins
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Connect to Concept: Traditions Digital
Explain to students that “The Dream Catcher” tells the story of a boy
who comes to feel pride in himself by learning about his culture’s
traditions.
eter walked home from school. Salty tears ran
After reading each section, have partners discuss what they have
down his cheeks, and his stomach hurt. He didn’t
know what to do. Grandmother was waiting for
him on the front porch.
“What’s wrong, Biyen?” said Peter’s
grandmother. Biyen was the Ojibwe name for Peter.
He called her Nokomis, which means grandmother.
Essential Question Peter looked up. “I have to give a presentation
What can traditions teach where I talk about a family tradition. I know we
you about cultures? have lots of beliefs and customs. Can you remind
Read how Peter learns about me of one?”
his culture.
Nokomis smiled and nodded her head.
learned about traditions.
Richard Johnson
“Come with me,” she said.
COLLABORATE Spread Redux.indd 1

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Reading/Writing Discuss “The

Workshop Dream Catcher”
Use Vocabulary Words in Context
OBJECTIVES celebrate courage disappointment precious
Ask questions to pride remind symbols traditions
check understanding
of information The highlighted words in the text are the vocabulary words students
presented, stay have learned. As you read, have them discuss the words’ meanings.
on topic, and link
their comments
to the remarks of Close Reading
others. SL.3.1c Reread Paragraph 1: Tell students that you are going to take a closer
Describe characters look at “The Dream Catcher.” Reread the first part together on page 39.
in a story (e.g., their Ask: Who is the main character in this story, and what does the author
traits, motivations, want us to know about him? Model how to cite evidence to answer the
or feelings) and
explain how their question.
actions contribute The main character is Peter. In the first part of the story, it says that he
to the sequence of has to give a presentation at school about a family tradition. I think
events. RL.3.3
Peter’s grandmother will show him that his family has traditions he can
Identify meanings be proud to share with his class.
of words used in Reread Paragraph 2: Model how to paraphrase the second part
context.
of the story on pages 40 and 41. Remind students that paraphrasing
or restating the text in your own words helps to ensure that you
ACADEMIC understand what you are reading about.
LANGUAGE
realistic fiction, Peter’s grandmother shows him a dream catcher. The dream catcher
visualize will give Peter courage to do his presentation, and to be proud of his
culture.
T82 UNIT 1 WEEK 2

WEEK 2
1
Explain ELLs might be unfamiliar with the expression “remind

me of” in the third paragraph on page 39. In this case, Peter
is asking his grandmother to help him remember a belief or
custom from his culture. Tell students that “remind me of” also
has another meaning. If they tell someone that he or she reminds
them of someone they know, it means that the person they are
talking to makes them think of that other person.
SHARED READ T83

Peter followed Nokomis. She went to a

closet and stretched to reach the top shelf.
She pulled out a small box and blew
away the dust. She handed it to Peter.
“Open it,” she said.
Peter opened the box. He spotted a
wooden hoop inside. It was in the shape
of a circle. String was woven and twisted
around the hoop. It looked like a spider
web. A black bead sat near the center.
Feathers hung from the bottom.
Peter wiped away his tears
and smiled.
“This is a dream catcher,” said Nokomis.

“Our people have made these for many
years. Circles are symbols of unity and
strength. Let’s hang it over your bed tonight.
It will catch your bad dreams in the web,
and your good dreams will fall through the
center. Maybe it will give you courage to do
your presentation.”
“Can I take this one to school?”
asked Peter.
“No, Biyen,” said Nokomis. “This dream
catcher is precious. I got it when I was your
Richard Johnson
age, and it means a lot to me.“
40 41

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Shared Read
Reread Paragraph 3: Remind students that ESSENTIAL QUESTION
when they come to a scene that they do not Have students review their purpose for reading.
understand, one strategy they can use is to picture Then have them discuss what tradition Peter
the situation in their heads. Begin reading the learned about and how it helped him.
second page of “The Dream Catcher.”
In the third paragraph of “The Dream Catcher” on
page 40, I read what Peter sees inside the box that
Nokomis gives him, but I don’t know what it is. If I
pay attention to descriptive words and phrases, I
can make a picture of it in my mind.
T84 UNIT 1 WEEK 2

WEEK 2
“That’s a great idea!” said Nokomis. “Let’s

celebrate after your presentation. I will bake corn
cookies and we will have a traditional Ojibwe party.”
Peter shared his dream catcher with his classmates
and showed them how to make their own. Peter
Peter felt disappointment because he wanted didn’t feel nervous or scared at all. He felt pride in his
to share the dream catcher with his class. culture. He felt pride in himself, too.
“We could make you one,” said Nokomis.
“I’d like that!” cried Peter.
Make Connections
Nokomis and Peter worked together and made
What tradition did Peter learn
a dream catcher. That night, as he gazed and looked about? How did it help him?
at the dream catcher over his bed, he made a plan. ESSENTIAL QUESTION
The next morning he told Nokomis his plan. What traditions do you take
“I’m going to show my class how to make a dream part in? TEXT TO SELF
catcher,” he said.
Richard Johnson
42 43

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Continue Close Reading

Use the following lessons for focused rereadings.
‡ Visualize, T86–T87 Prior Knowledge
‡ Character, Setting, Plot: Sequence, T88–T89 Students may not understand what Nokomis
‡ Realistic Fiction, T90–T91 means when she refers to “our people” in the
‡ Context Clues, T92–T93 first paragraph on page 41.
‡ Turn back to page 39. What kind of name
does the narrator say Biyen is? (an Ojibwe
name)
‡ When Nokomis says “our people,” she means
the Ojibwe people. The Ojibwe are a Native
American people who live in Canada and the
United States near the Great Lakes. Peter will
tell his class about Ojibwe traditions.
SHARED READ T85

LESS O
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Mins
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1 Explain Digital
Tell students that fictional texts may include complicated situations
and events, and that they may not always understand exactly what
the characters are doing. By using what they already know about a
situation, students can picture it in their minds to help themselves
better understand the characters and their actions.
Reading/Writing
Workshop ‡ Students should pay attention to any descriptive words the
author uses.
OBJECTIVES ‡ Tell students to use what they already know about the setting or
Describe characters situation in order to form a picture.
traits, motivations, ‡ Encourage students to close their eyes to help them visualize.
or feelings) and
‡ Students should change details in their pictures as they get more
explain how their
actions contribute information.
to the sequence of
events. RL.3.3 2 Model Close Reading: Text Evidence
Visualize fictional Model how visualizing can help you understand how Peter feels at
situations to increase the beginning of the story. Reread the first paragraph on page 39 of
understanding.
his culture.
“The Dream Catcher.”
Richard Johnson
38 39
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View “The
Dream Catcher”
ACADEMIC 3 Guided Practice of Close Reading
LANGUAGE
• visualize Have students work in pairs to describe how Peter feels when he
• Cognate: visualizar COLLABORATE first sees the dream catcher. Direct them to reread page 40 and
visualize what happens.
T86 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Q
Do students use descriptive words
in the text to help them visualize
situations they do not understand?

ELL Develop p. T124

ENGLISH LANGUAGE LEARNERS Read the passage. Use the visualize strategy to help you
understand what the characters are describing.
SCAFFOLD
Giving Thanks
Beginning Intermediate Advanced/High 10
Tom was happy because it was the last day before
Thanksgiving weekend. He grabbed his lunch from his kitchen
19 table and went to school. In the lunchroom after morning classes,
Clarify Meaning Help Derive Meaning Have Explain Have students 30 he sat next to Ana, a new student from India. He had never talked
44 to her before.
students reread the first students reread the first read the first paragraph 47 “Are you excited for the long weekend?” he asked.
56 “Of course,“ she said. “But why do we have these days off?”
paragraph on page 39. paragraph on page 39. on page 39. Elicit from 68 “Thanksgiving, of course!” Tom said. “Do you know what it is?”
79 “No, we don’t have it where I am from,” she said.
Point out the difficult Ask: What is happening students why this text is
sentence Salty tears to Peter? (Peter is sad. confusing. Ask: Why do 90 Thanksgiving in America
93 “Oh, Thanksgiving is so much fun,” Tom said. “We get to
ran down his cheeks, He does not know you think it is important to 104 spend precious time with family and friends. First, we have a big
116 feast with turkey, mashed potatoes, and pie. After the feast, I go
pantomiming tears what to do.) Why is this know how Peter is feeling? 128 outside and play football with my brothers.”
moving down your important? (We know Turn to a partner and 135
144
“But why do you have this tradition?” she asked.
“It’s to remind everyone to give thanks for our food and
cheeks as you explain that Peter has a problem.) explain. 155 everything from the past year,” he said. “I learned in Ms. Boone’s
167 class that the first Thanksgiving was way back in 1621 between
salty tears, ran down, and Point out why this text is 178 the English Colonists and Native Americans.”
cheeks. Help students confusing. Peter is upset,

replace the words with but we do not know what
words they know. Peter’s problem is.
pp. 13–14 pp. 13–14 pp. 13–14

Comprehension Skill
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Mins
Go
1 Explain Digital
Explain that sequence is the order in which a story’s events happen.
Understanding the sequence helps to identify and remember key
events.
‡ The sequence tells what happens at the beginning, middle, and
Reading/Writing
end of a story.
Workshop ‡ A character’s actions, words, and feelings affect the events that
come next in a story.
OBJECTIVES
Explain how
specific aspects of
a text’s illustrations Identify the key events in the story “The Dream Catcher” on
contribute to what
pages 39-43. Then model using the events written on the graphic
is conveyed by the
words in a story organizer to determine the beginning, middle, and end of the story. eter walked home from school. Salty tears ran
(e.g., create mood,

Write About Reading: Summary Model for the students how to

his culture.
Ana
Analytical
A
Richard Johnson
38 39
emphasize aspects Writing

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use the notes from the graphic organizer to write a summary of the Present the
of a character or Lesson
setting). RL.3.7 first part of the story.
• Determine the 3 Guided Practice of Close Reading

overall structure of
a text. Have students complete a graphic organizer for “The Dream
• Identify causes and COLLABORATE Catcher,” going back into the text to identify the events that happen
effects. at the end of the story. Students can work in pairs. Once the
students have completed the graphic organizer, explain how the
ACADEMIC characters’ thoughts and actions contribute to the story’s sequence
LANGUAGE
of events.
• sequence, event,
beginning, middle, end Ana
Analytical
A Write About Reading: Summary Ask pairs to work together
Writing
W
• Cognate: secuencia to write a summary of “The Dream Catcher.” They should include
what the illustrations add to the story, and how they help convey
SKILLS TRACE meaning. Select pairs of students to share their summaries with
CHARACTER, SETTING, the class.
PLOT

Unit 2 Week 6; Unit 3 Weeks
1, 2; Unit 4 Week 6; Unit 5
Assess Units 1, 3
T88 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Q
organizer for each section of
“The Dream Catcher,” are they able to
identify the sequence of events?

ELL Develop p. T124
ENGLISH LANGUAGE LEARNERS ON-LEVEL PRACTICE BOOK pp. 13–15

SCAFFOLD A. Reread the passage and answer the questions.
1. In paragraph six, what is the first thing that Tom does on
Thanksgiving?
Beginning Intermediate Advanced/High He has a big feast with turkey, mashed potatoes, and pie.

Comprehend Reread Describe Reread pages Explain Have students
2. What is the next thing that Tom does on Thanksgiving?
from “Nokomis and Peter 42–43. Ask: What happens describe the events that
He goes outside and plays football with his brothers.
worked together ...” on at the beginning of happen at the end of the
page 42 to “... a traditional page 42? What happens story, on pages 42 and 43. 3. In the passage, find another example of sequence under the head
Ojibwe party” on page in the middle of page Then have them explain Thanksgiving in India. What is the first thing that happens in this
example?
43. Ask, What happens 42? What happens at to a partner how Peter’s During Pongal, people give thanks to the rain and sun for help with
first? First, Nokomis and the end, on page 43? thoughts and action farming.
Peter . What happens Describe the events in have changed since the B. Work with a partner. Read the passage aloud. Pay attention to
phrasing. Stop after one minute. Fill out the chart.
that night? That night, order to a partner. Then beginning of the story.
. What happens the have partners describe Words Read –
Number of
Errors =
Words Correct
Score
next morning? The next the sequence of events. First Read – =
Second Read – =
morning, . What At the beginning . In
happens last? Last, . the middle . At the
end .
pp. 13–15 pp. 13–15 pp. 13–15

Genre: Literature
LESS O
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10 Realistic Fiction
Mins
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1 Explain Digital
Share with students the following key characteristics of realistic
fiction.
‡ Realistic fiction is a type of fiction, or made-up story.
‡ Everything that happens in realistic fiction could happen in real
Reading/Writing life, and the characters in realistic fiction act and talk like people
Workshop in real life.
‡ A story may be set in a real place, but the events are not based
OBJECTIVES
on history.
By the end of the year,
read and comprehend ‡ Realistic fiction includes dialogue, which tells readers exactly
literature, including what the characters say when they talk to each other.
stories, dramas, and
poetry, at the high ‡ Tell students that a story’s illustrations can provide additional
end of the grades 2–3 information about the characters, setting, and events.
text complexity band
independently and
proficiently. RL.3.10 2 Model Close Reading: Text Evidence
Explain how Model identifying characteristics that identify “The Dream Catcher”
specific aspects of as realistic fiction. Point out that “The Dream Catcher” takes place at
a text’s illustrations an ordinary family’s house. Realistic fiction also uses dialogue, or the
Essential Question
contribute to what
Peter looked up. “I have to give a presentation
exact words characters say when they talk to each other. Sometimes
his culture.
Richard Johnson
38 39
is conveyed by the
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illustrations can give readers more information or details about Present the
words in a story Lesson
(e.g., create mood, what happens in the story.
emphasize aspects
of a character or
setting). RL.3.7 3 Guided Practice of Close Reading
Have students work with partners to find two things in “The Dream
Recognize the Catcher” that could happen in real life. Partners should discuss why
COLLABORATE
characteristics of
realistic fiction. the things they find identify “The Dream Catcher” as realistic fiction.
Then have them share their work with the class.
ACADEMIC
LANGUAGE
• fiction, dialogue,
realistic, illustrations
• Cognates: ficción,
diálogo, realista,
ilustraciones
T90 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Q
Are students able to find two things in
“The Dream Catcher” that identify it as
realistic fiction?

ELL Develop p. T124
A C T Access Complex Text A Family Tradition

My mother asked, “How do you
say good-bye to your lola, Jomar?”
Lola is the Filipino word for
Genre “grandmother.”
“Please remind me,” I said.
“In the Philippines,” my mother
Students should understand that realistic explained, “we have a tradition
called Mano Po. When you say
fiction is best identified by its concern with ‘hello’ or ‘good-bye’ to your elders,
you touch their right hand to your
the same problems, thoughts, and emotions forehead. It is a sign of respect.”

I touched my lola’s hand to my forehead. “Mano Po, Lola!” I said.
that they themselves have. Answer the questions about the text.
‡ Turn to page 39. How does Peter feel in the 1. How do you know this text is realistic fiction?
The characters act and talk like people do in real life.

first paragraph? (sad, scared, unsure) 2. What is dialogue? How does it show that the text is realistic?
Dialogue is the actual words the characters speak; it shows that the
‡ Have you ever felt nervous or scared before a
characters speak the way people speak in real life.
presentation? (yes) 3. What is an example of actual words the characters speak?
Possible answer: “Mano Po, Lola!”

‡ As you read realistic fiction, ask yourself if
4. What does the illustration add to the text?
you’ve ever faced the characters’ problems, It shows what the Mano Po tradition actually looks like.
and how you would act in their situation. APPROACHING BEYOND ELL
p. 16 p. 16 p. 16
GENRE T91
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Remind students that they can often figure out the meaning of an
unknown word by using context clues within the paragraph.
‡ To find sentence clues, students should look for words or eter walked home from school. Salty tears ran
phrases near an unfamiliar word that help to define it.

his culture.
Richard Johnson
38 39
Students may also look for other nearby words and phrases
038-043_CR14_SI3_U1W2_MR_119111.indd 38 12/16/11
038-043_CR14_SI3_U1W2_MR_119111.indd
2:12 PM 39 11/4/11 2:17 PM
Reading/Writing ‡ Present the

Workshop that give examples or provide a further description of the word. Lesson
Students can use these clues to try to determine the word’s
OBJECTIVES meaning.
Use sentence-level
context as a clue
to the meaning 2 Model Close Reading: Text Evidence
of a word or
Model using context clues in the last paragraph on page 39 of “The
phrase. L.3.4a
Dream Catcher” to determine the meaning of presentation.
Use glossaries
or beginning
dictionaries, both 3 Guided Practice of Close Reading
print and digital, to
Have students work in pairs to find the meanings of woven and
the precise meaning COLLABORATE gazed in “The Dream Catcher.” Encourage partners to go back into
of key words and the text and use context clues within the paragraphs to help them
phrases. L.3.4d determine each word’s definition.
ACADEMIC
Use Reference Sources
LANGUAGE
• context clues, Dictionary Have students check a dictionary and compare
sentence clues the meanings they find there for woven and gaze with the
• Cognate: contexto meanings they came up with from context. If the dictionary
gives more than one meaning, ask students to choose the
meaning closest to that used in the selection.
SKILLS TRACE Review a dictionary entry for the word woven. Discuss each
part of the entry: the meanings and example sentences; the
CONTEXT CLUES:
SENTENCE CLUES syllabification and phonetic respelling; the part of speech label.
Then have students identify each of these parts in a dictionary
entry for gaze.
Unit 4 Weeks 3, 4; Unit 5
Weeks 3, 4
Assess Units 1, 4, 5
T92 UNIT 1 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Q
Can students identify and use sentence
clues to determine the meaning of
woven and gazed?

ELL Develop p. T129

Read each sentence below. Underline the context clues that help
ENGLISH LANGUAGE LEARNERS you understand the meaning of each word in bold. Then write
the word’s meaning on the line. Possible responses provided.
SCAFFOLD 1. He grabbed his lunch from his kitchen table and went to school.
took
2. “We get to spend precious time with family and friends.”

Beginning Intermediate Advanced/High share time
3. “First, we have a big feast with turkey, mashed potatoes, and pie.”
Use Visuals Point out Understand Point out Recognize Point out
big meal
and define the words the words woven and the words woven and
4. “During the Pongal festival, food is cooked in pots until it boils and spills
woven and gazed. gazed. Read the sentence gazed, and ask students over.”
Demonstrate each word clues from the story for to define them and give reaches a heating point and bubbles
by making a weaving these words, having examples. Have students 5. “Yes, there are many types of harvest festivals all over the world where
people give thanks for food and crops,” she said.
motion with your hands students follow along. work with a partner to
kinds
or twisting a string Then have them reread find sentence clues for 6. “Yes, there are many types of harvest festivals all over the world where
and looking intently the sentence clues with the words and replace people give thanks for food and crops,” she said.
at something. Have you. Elicit from students them with words they gathering of crops
students repeat your how clues helped them know.

demonstrations as they understand the words.
say each word.
p. 17 p. 17 p. 17
017-017_CR14_NA_YT_3_VOS_U1W2_118999.indd 17 20/01/12 4:03 AM

Develop
Comprehension
LEXILE
Yoon and 480
the Jade
Bracelet
Gr e
420
0 820
480 Yoon and the Jade Bracelet

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Genre
Genre Remind students that realistic fiction often includes
the characters’ thoughts, feelings, dreams, and
Prior Knowledge
wishes, as well as their actions.
Purpose ‡ Illustrations often help us understand what a
Specific Vocabulary character is thinking or feeling. What do the
illustrations on pages 34 and 35 show?
Connection of Ideas
T93A UNIT 1 WEEK 2

WEEK 2
Predictive Writing
Have students read the title and preview
the illustrations. Tell students to write their
predictions about what this story will be
about. Have students share what they know
about being a new student in school.
ESSENTIAL QUESTION
Question. Have students discuss what
information they expect to learn.
Note Taking:
As students read the selection, ask them to
take notes by filling in the graphic organizer
1 on Your Turn Practice Book page 12 to
record information about the sequence.
Read this sentence: “I watched the girls
in my school yard turning such a rope
and jumping and singing happy songs.”
How does visualizing the scene help you
understand what Yoon wants? (I see girls
jumping rope and having fun. Yoon wants to
be a part of the fun.)
LITERATURE ANTHOLOGY, pp. 34–35
(One shows a little girl looking away; the other

shows a little girl in white jumping rope.)
‡ What do you think the illustration tells us?
(The girl on the left is imagining jumping rope;
she likes to jump rope.)

Develop
Comprehension
Sequence
How does Yoon feel when her mother gives
her a birthday present that is thin and flat?
(Yoon is disappointed because instead of
a jump rope, she gets something else for
her birthday.) Add the information to
your chart.
Character
Yoon and Yoon’s mother
Setting
Yoon’s house
Beginning On my birthday, my mother called to me.

Yoon wants a jump rope. She doesn’t “Little Yoon, come! I have a present for you!”
get a jump rope. She gets a book. I clapped my hands and ran to her.
She handed me something thin and flat wrapped
2
in pretty paper. “Happy birthday!” she said.
Middle
Jump ropes are not thin and flat, I thought. I
tried not to show my disappointment. “Thank
you, Mother,” I said, smiling.
End
36
034_039_CR14_SA_3_U1W2_SEL_118998.indd 36 12/16/11 1:15 PM

Genre
Remind students that one of the features of (the quotation marks and the word “called” ) Who
realistic fiction is dialogue between the characters. is talking? (Yoon’s mother)
Dialogue, along with the actions of the characters, ‡ How does Yoon feel when her mother gives her the
helps move the plot. present? How is that different from what she says to
‡ Have students read the first paragraph on her mother? (Yoon is disappointed, but she smiles
page 36. How do you know someone is talking? and tells her mother “Thank you.”)
T93C UNIT 1 WEEK 2

WEEK 2
3 Vocabulary Strategy:
My mother watched excitedly as I opened the Sentence Clues
present. It was a Korean storybook about a little
girl who was tricked by a tiger. I knew the story, Tell students that sentence clues are words
and I laughed at the silly girl. or phrases in the same sentence that help
“The pictures are colorful,” I said. you figure out the meaning of an unfamiliar
“Yes, they remind me of the pictures you word. Reread the sentence: “I liked the book,
draw, Yoon.”
I liked the book, but my heart still longed for a
but my heart still longed for a jump rope.”
3 Turn to a partner and identify the words
jump rope.
“And here is another surprise,” my mother said in the sentence that can help you figure
as she handed me a lovely box. out the meaning of the phrase longed for?
(heart, still, jump rope)
37
034_039_CR14_SA_3_U1W2_SEL_118998.indd 37
Tell students when someone is disappointed, he

or she doesn’t get what he or she wanted. Make a
face that shows disappointment. Then ask: When
have you felt disappointment? (Monitor student
responses to check their understanding of the word
disappointment.)

Develop
Comprehension
What other gift does Yoon’s mother give
her? (A jade bracelet) Have students reread
the first three paragraphs on page 39 and
paraphrase how Yoon feels about the
bracelet. (Yoon loves the bracelet, but is
worried about taking it because it is so
wonderful.) Add this information to
your chart.
Character
Yoon and Yoon’s mother
Setting
Yoon’s house
Beginning
Yoon’s mother gives her a jade bracelet
with her name etched on the inside. Yoon
loves the bracelet, but is worried about
taking it because it seems so wonderful.
Middle
End
38

Prior Knowledge
Explain to students that Korean is a symbol-based name is written in? (The dancing symbols mean
language, so its alphabet looks more like pictures her name is in Korean.)
than letters. Also tell students that some names ‡ What does Yoon’s mother say the symbols are?
have specific meanings. (The symbols are Yoon’s name.)
‡ When Yoon says the bracelet has “dancing symbols,” ‡ What does Yoon’s name mean?
what does that tell you about the language her (Yoon’s name means “Shining Wisdom.”)
T93E UNIT 1 WEEK 2

WEEK 2

Generate questions of your own about the
text and share them with a partner. For
example, you might ask, “Why is Yoon afraid
Inside was a pale green bracelet. I held its to take the jade bracelet from her mother?”
cool smoothness in my hand. (Yoon thinks the bracelet is too wonderful
“A jade bracelet, Yoon,” my mother said. 4 and this makes her afraid to take it from
“When I was a young girl, my own mother her mother.) Why does Yoon’s mother tell
gave me this very bracelet. Now I am giving
her the story of jade before she puts the
it to you.”
“It is a wonderful present,” I said. It was
bracelet on Yoon’s wrist? (Yoon’s mother
so wonderful I felt afraid to take it from her. 5 wants her to know where jade comes from
“Look, Yoon,” she said. “Here is your and what it means.)
Korean name now etched inside.” She
showed me the dancing symbols that
meant Shining Wisdom.
Then she told me the story of jade. “Jade
is a stone from the earth, but it is called
the gem of the heavens. Green is the color
of happiness and hope, and it is said that
wearing jade will bring you good luck. It is the
symbol of truth and friendship. A precious
gem for a precious daughter.” My mother
slipped the bracelet onto my wrist.
39
034_039_CR14_SA_3_U1W2_SEL_118998.indd 39
Use the Visual Vocabulary Card for symbol. Point ‡ Write a student’s name on the board and say, This
to the flag and ask What is the flag a symbol for? is a symbol for [student’s name].
(America)
‡ Point out that symbol is a Spanish cognate.
(símbolo)
‡ Review the symbols on this page: the letters of
Yoon’s name, jade

Develop
Comprehension At lunchtime the next day at school, I sat at the
end of the table. An older girl from another class sat
down beside me.
“Oh, look,” she said, “you are wearing such a
pretty bracelet!”
6 Character, Setting, Plot: Sequence “Thank you,” I said.
What does Yoon think will happen when
the older girl invites her to jump rope with
her? (She thinks the girl will be the friend
she has been hoping to make.) Add this
information to your chart.
Character
Yoon and the older girl
Setting
The lunch table at school
Beginning
Middle
An older girl sits down, admires Yoon’s
bracelet, and invites her to jump rope
and be her friend.
End
40

Purpose
Remind students that the purpose of this text is ‡ What might it mean that she talks about the
to tell the story of Yoon and her bracelet and the bracelet before she says anything else?
things that happen because of her bracelet. (It might mean she is more interested in the
‡ What is the first thing the older girl says to Yoon bracelet than she is in Yoon.)
when she sits down at the table with her? (She
says, “Oh, look, you are wearing such a pretty
bracelet.”)
T93G UNIT 1 WEEK 2

WEEK 2
“You are alone today. I will be your friend. Would 6 7 Text Features: Illustrations
you like to play jump rope with me?” the older
girl asked.
Have students turn to a partner and discuss
Jump rope? “Yes, yes!” I answered. the illustration on pages 40 and 41. Have
“Good! I will teach you. We will have fun!” them talk about how the illustration helps
“Yes!” I said, smiling at my new friend. Jump rope! them understand what is in the text. (The
illustration shows that the other girl is
bigger than Yoon. It also shows that she
is looking at Yoon’s bracelet. There is no
one sitting next to Yoon, so the older girl is
correct when she says that Yoon is alone.)
7
41
040_045_CR14_SA_3_U1W2_SEL_118998.indd 41

Develop
Comprehension After lunch we ran outside to play awhile. The
older girl tied one end of the rope to the fence.
The she gave me the other end to turn, turn. She
8 jumped and sang while I turned faster, slower,
faster. I turned and turned. My arm grew tired. I
8 Author’s Craft: Repetition had learned the rope part very well, but I really
Authors might repeat words and phrases wanted to learn the jump part.
to emphasize important points in a story. “When will I jump?” I asked.
“Tomorrow,” the older girl said. The bell rang.
Reread the first paragraph on page 42 and It was time to go inside, and she took the rope
have students identify the repeated words. from me.
(turn, turn; faster, slower, faster; turned and “I really like your bracelet,” she said. “In
turned) Why did the author repeat these America, friends share things. If we are going to be
words? (to emphasize that the older girl is friends, you should share your bracelet with me.
You should let me wear it—just for today.”
making Yoon turn the rope and isn’t giving
My birthday bracelet? Oh, no, no, no. I could not
Yoon a chance to jump the rope) share that. My mother’s own mother had given it to
her, and now it was mine. No, no, I shook my head.
STOP AND CHECK
Visualize Visualize Yoon and the older girl STOP AND CHECK
jumping rope. How does Yoon feel?
Visualize Visualize Yoon and
Teacher Think Aloud Yoon repeats the the older girl jumping rope.
words, “faster, slower, faster” and “turned How does Yoon feel?
and turned.” These words help me to

visualize, or picture, Yoon turning the rope
faster, then slower, then faster again. The
picture in my mind helps me to infer that
Yoon is not happy because she is turning
the rope over and over.
42

Genre
Remind students the characters in realistic fiction ‡ Do you agree with this? (No, being friends doesn’t
sometimes act differently than the reader knows mean you have to give your things to other
they should. people.)
‡ What does the older girl tell Yoon about being ‡ Remind students that characters can be wrong
friends in America? (Being friends in America and characters don’t always tell the truth. Also
means sharing things.) remind them that they don’t have to agree with
what a character says or does.
T93I UNIT 1 WEEK 2

WEEK 2
“Well … then how can we be friends?” the older 9 Character, Setting, Plot: Sequence
girl asked. “I thought you wanted to learn how to
jump rope?”
Why does Yoon give the older girl the
I slipped the jade bracelet off and held it in my hand. 9 bracelet? (The older girl tells Yoon that
My mother said it would bring me good luck and good being friends in America means sharing
friends. But sharing it did not seem right. things.) Add this information to your chart.
Quickly the older girl grabbed the bracelet from me
and twisted it onto her own wrist. “Do not worry,” she Character
said. “I will give it back tomorrow.” Yoon and the older girl
Setting
The playground at school
Beginning
Middle
The older girl makes Yoon turn the rope
as the older girl jumps. Afterwards, the
older girl tells Yoon that being friends
in America means sharing things. She
convinces Yoon to let her borrow the jade
bracelet, although Yoon doesn’t feel right
about it.
End
43
040_045_CR14_SA_3_U1W2_SEL_118998.indd 43
Model giving a student a book and then quickly ‡ Help students discuss how it feels to be tricked.
pulling it away. Tell students: This is a trick, just like
the older girl did to Yoon to get her bracelet.
‡ Ask students, Have you ever been tricked by
someone? How did it feel? (Monitor student
responses to check their understanding of the
word trick.)

Develop
Comprehension When I got home from school, I went
straight to my room. My mother came in
to check on me. As I sat on my bed reading
my new Korean storybook, she reached for
my arm and gasped.
10 Character, Setting, Plot: Sequence “Where is your bracelet, Yoon?”
10 I shrugged with shame, not trusting
Why does Yoon shrug with shame when
her mother asks her about the missing myself to speak.
“Oh, I see a sad face. Did you lose it at
bracelet? (She feels badly about being school, Yoon?”
tricked and the precious gift being taken I shrugged again.
from her.) Add this information to “Maybe it rolled away and is hiding
your chart. somewhere here,” she said with teary eyes.
And she kneeled to look under my bed.
Character “Mother,” I said, tugging her sleeve,
Yoon and Yoon’s mother “I left it at school. I will get it tomorrow.”
Setting
Yoon’s bedroom at home
Beginning STOP AND CHECK
Visualize How does Yoon’s mother

feel about the missing bracelet?
Middle
What words help you visualize what
is happening on this page?
Yoon’s mother notices that the bracelet is
gone. Yoon is too ashamed about losing
it to tell her mother the truth about being
tricked and having it taken away.
End
44

Specific Vocabulary
Tell students that sometimes authors use complex ‡ Help students define the word gasped. (Gasped
vocabulary to show the emotions of characters. means to make a quick, noisy breath because you
Remind students they can use a dictionary to find are surprised.)
the meaning of unfamiliar words in the text. ‡ Why does Yoon’s mother gasp when she enters
‡ Reread the clause: “she reached for my arm and Yoon’s room to check on her? (Yoon’s mother is
gasped.” Point out the word gasped. surprised that Yoon is not wearing her bracelet.)
T93K UNIT 1 WEEK 2

WEEK 2
STOP AND CHECK

Visualize How does Yoon’s mother feel
about the missing bracelet? What words
help you visualize what is happening on
this page?
Teacher Think Aloud When I have
difficulty understanding what is taking
place in the text, I try to visualize it in my
mind. How can visualizing Yoon and her
mother help you figure out how her mother
feels about the missing bracelet? How
can visualizing help you figure out how
Yoon feels?
Prompt students to apply the strategy in a
Think Aloud. Ask them to visualize and make
inferences about how Yoon and her mother
feel about the missing bracelet.
Student Think Aloud Yoon’s mother
reached for her arm and gasped. This tells
me she is surprised that the bracelet she
gave Yoon for her birthday is missing. Yoon’s
mother starts to ask her questions about the
bracelet. All Yoon can do is shrug because
she is ashamed. When I close my eyes, I can
picture Yoon’s mother with tears in her eyes
as she kneels to look under Yoon’s bed for
the bracelet.
45
040_045_CR14_SA_3_U1W2_SEL_118998.indd 45
Help ELL students understand the phrase “shrugged words and sentences. Tell students this means
with shame.” they felt shame.
‡ Model the phrase by moving your shoulders up ‡ Yoon did not want to tell her mother what
and down while making a sad face. Point out the happened to the bracelet, so she ____________.
movement you just made is a shrug. (Help students pronounce the phrase “shrugged
‡ Have you ever felt bad about something you did? with shame.”)
Ask students to describe the experience in short

Develop
Comprehension The next morning I waited in the school yard for
the older girl. She was still wearing my jade bracelet.
“It is time to give back my bracelet,” I said.
“I will give it to you later,” she said, rushing past me.
All morning my heart was heavy with worry. I
11 Author’s Craft: Metaphor could not remember how to spell “cat” or how to add
Explain that a metaphor compares two two plus two.
unlike objects without using the words like After lunch, when the children ran outside, I found
the older girl again. “You have my bracelet and I want
or as. An author uses metaphors to help
it back,” I said.
readers understand the characters and “Stop bothering me! Do not be a pest!” She pushed
events in the story. Reread the sentence me away and laughed.
“I had been tricked by a tiger.” What two 11 I was just like the silly girl in my storybook. I had
objects are being compared? (the older girl been tricked by a tiger.
and the tiger in Yoon’s storybook) Was Yoon
really tricked by a tiger? (no) Who tricked
Yoon? (the older girl)

Reread the first three paragraphs on
page 47. Point out to students that Yoon’s
teacher asks her what is wrong when she
puts her head on the desk. What inference
can you make about Yoon as a student?
(Since her teacher knows something is
wrong when Yoon puts her head on the
desk, I can infer that Yoon usually pays
attention in class and that she is probably
a good student.)
46

Purpose
Tell students the author creates a tense mood in the ‡ Reread the sentences: “Stop bothering me! Do
story by showing how the older girl treats Yoon. not be a pest!” She pushed me away and laughed.
‡ What key details on the page tell you Yoon is sad How do these sentences make you feel about
because the older girl will not return her bracelet? the older girl? (They make me sad for Yoon and
(Yoon cannot remember how to spell or add. nervous because the older girl seems strong
Yoon’s heart is heavy with worry. The older girl and mean.)
calls Yoon a pest and pushes her.)
T93M UNIT 1 WEEK 2

WEEK 2

What happens when Yoon asks the older
girl to give back her bracelet? (The older
girl calls Yoon a pest and tells her to stop
bothering her.) Have students reread
page 47 and paraphrase what happens
when Yoon tells her teacher about the older
girl. (The teacher sends for the older girl and
talks to her about the bracelet.) Add this
information to your chart.
Character
Yoon and Yoon’s teacher and the older girl
Setting
Yoon’s classroom at school
Back in my classroom, I laid my head on my desk. 12 Beginning

“What is wrong, Yoon?” my teacher asked.
I told my teacher about the older girl, and she sent
for her.
“Do you have something that belongs to Yoon?” my
13 Middle
teacher asked her. “Is that her bracelet you are wearing?” Yoon asks the older girl for the bracelet
back, and is called a pest and told to go
“Oh, no!” the older girl said with her trickster tongue. away. When Yoon’s teacher asks why
“It is mine!” she is acting sad, Yoon tells her what is
“No! It is my birthday bracelet!” I said. happening and the teacher sends for the
The children in my class gathered around us. older girl.
“Yoon was wearing it yesterday,” the ponytail girl said.
“Yes,” said the freckle boy. “I saw it, too.” End
47
046_051_CR14_SA_3_U1W2_SEL_118998.indd 47
Remind students of the earlier example of tricking ‡ Why might we say someone has a trickster tongue?
someone. Tell students that someone who tricks (Because he or she uses words to trick others.)
someone else is sometimes called a trickster.
‡ Repeat this sentence after me: “Oh no! the older girl
said with her trickster tongue.”

Develop
Comprehension
What do you think Yoon whispers in her
teacher’s ear? (I think Yoon gives her
information about the bracelet that the
older girl might not know.) How does the
older girl’s answer show the bracelet does
not belong to her? Use information from
the story to make an inference. (The older
girl says that the bracelet is smooth and
“Can you tell me something about this bracelet,
green. She does not tell the teacher that the Yoon?” my teacher asked.
inside of the bracelet has Korean symbols. “My mother gave it to me,” I answered, looking
The older girl is not familiar with the into the tiger girl’s face. “This bracelet is a symbol
bracelet, so it could not belong to her.) of kindness and courage. It is a symbol of jade
friendship—true friendship.”
“Now you tell me about this bracelet,” my teacher
said to the older girl.
“Well … it is smooth and green,” she answered in a
sure voice.
I worried I would never get my bracelet back. I did
not feel like Shining Wisdom. My mother should have
nnamed me Shining Fool instead.
14 Then I had a very good idea. I whispered something
iinto my teacher’s ear.
48

Connection of Ideas
Explain to students that when Yoon calls the older ‡ Why would Yoon call the older girl “tiger girl?”
girl “tiger girl,” she is using a metaphor, as well as (The girl in the story is tricked by a tiger and Yoon
making a connection to an earlier part of the story. is tricked by the older girl; Yoon is comparing the
‡ Where else in the story is a tiger mentioned? (in older girl to the tiger in her storybook.)
Yoon’s storybook about a girl being tricked by
a tiger)
T93O UNIT 1 WEEK 2

WEEK 2

How does the teacher get the older girl to
return the bracelet to Yoon? (She uses what
Yoon knows about the bracelet to trick the
older girl into proving that she is lying.)
What happens next? (The older girl does not
know what is on the inside of the bracelet
and so the teacher makes her take it off and
give it back to Yoon.) Add this information
to your chart.
Character
Yoon and Yoon’s teacher and the older girl
“So tell me about the inside of this bracelet,” she

asked the older girl. Setting
“Well … it is smooth and green,” she repeated. 15 Yoon’s classroom at school
The teacher told her to take it off, and the girl
struggled to get it over her hand. My teacher looked Beginning
inside and saw the dancing Korean symbols.
“Do you know what this says?” she asked the girl.
“No,” the older girl said. “Well … I thought it was my
bracelet. I used to have one just like it. Maybe this one Middle
does belong to Yoon.”
My teacher’s eyes said Older-girl-you-are-in-trouble.
Then my teacher slid the jade bracelet easily over my End
hand. “Here is your name bracelet, Shining Wisdom.” Yoon’s teacher asks each girl about the
And it fit. Perfectly. bracelet to see whose bracelet it is. Yoon
knows all about the bracelet and the older
girl knows nothing. The teacher makes the
older girl give the bracelet back to Yoon.
49
046_051_CR14_SA_3_U1W2_SEL_118998.indd 49
Read aloud the last sentence on page 48. ‡ Have students whisper into their partner’s ear.
Demonstrate whispering for students. Ask students to explain when it is important
‡ When we whisper can others hear what we say? to whisper.
(No)

Develop
Comprehension 16 My mother saw the bracelet on my wrist
after
ft school. She clapped her hands. “Aha!
It was at school!”
“Mother,” I asked, “does wearing jade make
16 Strategy: Visualize wishes come true?”
What descriptive language on page 50 STOP AND CHECK

helps you visualize how Yoon’s mother
Visualize How does Yoon’s mother feel when
feels when she sees Yoon wearing the jade she sees the bracelet again? Visualize or picture
bracelet? in your mind what is happening in the story.
Student Think Aloud In the second

sentence, Yoon’s mother says, “Aha!” when
she sees Yoon wearing the bracelet. The
author’s use of exclamation marks shows
that Yoon’s mother is excited and speaking
in a loud voice. Yoon’s mother also claps
her hands, which tells me that she is happy.
I can visualize Yoon’s mother clapping her
hands and speaking loudly. The picture
in my mind of Yoon’s mother helps me
understand how happy she is to see Yoon
wearing the jade bracelet.
STOP AND CHECK

Visualize How does Yoon’s mother feel
when she sees the bracelet again? (She is
very happy.)
50
ELLs may not understand the phrase “make wishes ‡ Repeat after me: “Mother,” I asked, “does wearing
come true.” Ask them to think about something they jade make wishes come true?” Point out that
have always wanted and to tell if they got it. Have when someone gets what he or she always
students answer in short words and sentences. wanted, his or her wish came true.
‡ Tell students that you are going to close your
eyes and think about something you have always
wanted. Say: I just made a wish.
T93Q UNIT 1 WEEK 2

WEEK 2

“Yes,” she said. “It is known to happen.” She
smiled. “And what are your wishes?” Why does Yoon tell her mother a story
So I told her about my jump rope wish and my about a wise girl who tricked a tiger instead
wish for true friends. of telling her what happened at school?
And I told her a story about a wise girl who 17
tricked a tiger.
(Yoon does not want to upset her mother by
telling her how she almost lost the bracelet.)
Character
Yoon and her mother
Setting
Yoon’s house
Beginning
Middle
End
Yoon tells her mother a new story about a
wise girl tricking a tiger.
Return to Predictions
Review students’ predictions and purposes
for reading. Ask them to refer to the
different parts of the story to answer the
Essential Question. (In the beginning of
the story, we learned about the tradition of
51 passing down family items in Yoon’s culture.)
046_051_CR14_SA_3_U1W2_SEL_118998.indd 51

About the About the Author

Author and and Illustrator
Illustrator Helen Recorvits has an early
memory of her mother reading to her.
Meet the Author Her favorite story then was Cinderella.
and Illustrator When she was eight years
old, Helen began writing her
Helen Recorvits and Gabi own stories. She shared them Author’s Purpose
Why do you think the author wrote
Swiatkowska with her cousins. She wrote
about a girl and her bracelet?
a weekly newspaper column
Have students read the biographies. Ask: when she was a teenager. Today
‡ How might Helen Recorvits have used her she lives in Rhode Island. She
experiences to write stories? teaches second grade.
‡ How do Gabi Swiatkowska’s illustrations

help you visualize the events in the story? Gabi Swiatkowska
was born in Poland. Her first
memory is of the crows that
Author’s Purpose gathered in front of her house.
To Entertain She wrote stories and drew
pictures, mostly of princesses.
Remind students that authors write to She studied art at the Lyceum
entertain by creating stories with interesting of Art in Poland. Gabi also
characters and events. Point out that the studied at the Cooper Union
author uses first-person point of view to tell School of Art in New York. She
this story. We hear Yoon’s thoughts and see lives in Brooklyn, New York.
the world through her eyes. Students might
suggest the story is about things that are
precious to us.
52
Author’s Craft LITERATURE ANTHOLOGY, pp. 52–53

052_053_CR14_SA_3_U1W2_AICC_118998.indd 52 12/16/11 1:15 PM
Sensory Language: Descriptive Words
Explain that authors use descriptive words to
make a story more interesting and to help the
reader visualize what is happening.
‡ Examples: She handed me something thin
and flat wrapped in pretty paper. “Happy
birthday!” she said. Jump ropes are not thin
and flat, I thought. (p. 36)
descriptive words in the story, such as,
“Inside was a pale green bracelet. I held its
cool smoothness in my hand.” (p. 39)
T93S UNIT 1 WEEK 2

WEEK 2
Respond to
Respond to Reading Reading
Summarize Characters
Think about the important details from

Yoon and the Jade Bracelet. Summarize
Setting
Summarize
Beginning
what you learned about the characters, Review with students the information from
setting, and story structure. Details Middle
from your Story Map may help you.
the character, setting, and plot graphic
End
organizer. Model how to use the information
Text Evidence to summarize Yoon and the Jade Bracelet.
Ana
Analytical
A
1. Tell why Yoon and the Jade Bracelet is realistic W W
Write About Reading: Summarize
Writing
fiction. GENRE R i d students that a summary is a

Remind
2. What happens in the beginning of the story when restatement of the main ideas of a text. Ask
Yoon meets the older girl? SEQUENCE
students to refer to the different parts of the
3. Find the word gem on page 39. What words or phrases story and to use the story structure section of
help you figure out its meaning? SENTENCE CLUES
their graphic organizers to write a summary of
4. Write about how Yoon gets her bracelet back at the story. Have students share their summaries
the end of the story. Retell the events in order.
WRITE ABOUT READING
with a partner.
Make Connections
What did you learn about traditions Text Evidence
in Yoon’s culture? ESSENTIAL QUESTION
1. Genre Answer The people in the story
Why is learning about traditions and remind me of people I know. Evidence The
cultures important? TEXT TO WORLD
story is about a young girl from Korea. An
older girl tries to take her bracelet. These
events could really happen.
2. Sequence Answer The older girl says
she will be Yoon’s friend. But she also says
that Yoon should share her jade bracelet.
53
Evidence The older girl tells Yoon “In
America, friends share things.”
3. Sentence Clues Answer I think the word
gem means a pretty stone used for jewelry,
like jade. Evidence The sentence says
Make Connections that jade is a stone. It also says that jade is
Essential Question What did you learn about a gem.
traditions in Yoon’s culture? (Students should mention Ana
Analytical
A
W
Writing 4 Write About Reading: Character,
4.
the tradition of passing down family items and stories.) Setting, Plot: Sequence Yoon whispers
Text to World Why is learning about traditions and something in her teacher’s ear. Then the
cultures important? (Students might answer that teacher asks the older girl about the inside
learning about traditions and cultures helps them to of the bracelet. The writing is Yoon’s name.
understand cultures and people better.) The girl doesn’t know about it.

Develop
Comprehension
LEXILE
Family 480
Traditions
Gr e
420
0 820
480 Family Traditions

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Connection of Ideas
Connection of Ideas Tell students they should try to connect new
information with information they have already
Genre
learned. Remind students that they read about an
object that is believed to bring its owner good luck.
‡ Why do Chinese adults give their children bright
red envelopes during the Chinese New Year? (Red
stands for good luck and happiness.)
T93U UNIT 1 WEEK 2

WEEK 2
Compare Texts
Students will read an informational text
about family traditions in different cultures.
Ask students to do a close reading of the
text, rereading to deeply understand the
content. As they reread, encourage them
to visualize the information in the text
or to use other strategies they know to
help them. Then students will use the text
evidence they gathered to compare this text
Families wear colorful
costumes to celebrate with Yoon and the Jade Bracelet.
Chinese New Year.

This holiday is also a time for feasts. Chinese How do families celebrate the Chinese New
families share sweet, smooth, rice cakes. Some Year? What special events happen?
families eat a whole cooked fish. They give
oranges as presents. They eat noodles, too. These With a partner, use descriptive words to
foods are symbols for a happy year and long life. paraphrase the explanation of the Chinese
In most big cities families watch the Chinese New Year. (Adults give children bright red
New Year parade. Dragon dancers glide down envelopes full of good luck money; Families
the street. Lion dancers wear costumes in red,
have big feasts with delicious food; People
yellow, and green. Bands march by in rows. Their
watch parades that include dancers with
drums beat out happy tunes. People in traditional 1
costumes go by on floats. They wave to the bright costumes, loud bands, and colorful
ChinaFotoPress/Getty Images News/Getty Images
crowd. BANG! Watch out for firecrackers! They floats.)

are part of the tradition, too. Loud sounds are
symbols of a joyful time of year.
55
054_057_CR14_SA_3_U1W2_PP_118998.indd 55
‡ Think about a story you have read before. In ELLs may not understand the meaning of the word
what other cultures do parents give their children feasts. Point out that a big meal for many people is
objects that have meaning? (Yoon’s mother is called a feast.
Korean and she gave Yoon a jade bracelet. In ‡ Ask: Who can tell me about a party they went to
the Korean culture, it is said that jade brings that had a lot of food and people? Have students
good luck and happiness. Green is the color of describe their experiences using short words and
happiness and hope.) sentences.
LITERATURE ANTHOLOGY T93V

Develop
Comprehension Families Get Together
Summer is a time for family reunions. Many
African American families enjoy this tradition.
2 Ask and Answer Questions Aunts, uncles, and cousins travel from far away.
What would it be like to attend an African Family members play games together. They tell
American family reunion? family stories. They share traditional foods, such
as barbecue and homemade sweets. Sometimes
Write About Reading Make a list of there’s a talent show. Family members often
details that describe African American wear special T-shirts to show their pride.
family reunions. (Family members play Reunions can last for three days. People feel
games. They tell family stories. They share sad when the reunion ends. Then planning
traditional foods. They wear special T-shirts.) 2 begins for the next one!

What do Native American stories explain?
What are Native American pow wows?
With a partner, paraphrase the explanation
of Native American storytelling and dance.
(Native American stories are from long ago
and the stories explain things in nature
and tell about courageous people. Native
American pow wows are festivals that
Larry Dale Gordon/The Image Bank/Getty Images
include dancing and music.)
This family enjoys

traditional foods
at their reunion.
56
054_057_CR14_SA_3_U1W2_PP_118998.indd 56 12/1/11 8:20 AM

Genre
Tell students that the pictures on pages 56 and 57 good time at the reunion. The people will be sad
help the reader visualize how each group of people when it is over because they don’t want it to end.)
celebrates its traditions. How can everyone learn about Native American
‡ Look at the picture on page 56. Why do you think traditions at a pow wow? (I read in the text that
the author states that people feel sad at the end of pow wows are open to Native Americans and
an African American reunion? (Everyone is smiling people from other cultures. Native Americans
in the picture. It shows that they are having a use this celebration to teach others about their
traditions through dance, music, and stories.)
T93W UNIT 1 WEEK 2
WEEK 2
Storytelling and Dance

Many Native American cultures have
traditions of storytelling and dance.
Make Connections
The stories are from long ago. Older Essential Question Have students look
people tell the stories to their children back at the first three headings and identify
and grandchildren. They may use the the family tradition under each.
culture’s native language. The stories
explain things in nature. They tell Text to Text Have groups of students think
about the courage of early people. about the three traditions they learned
Some Native American groups get about in Family Traditions and compare
together in the summer. They meet them with the traditions they learned
at big pow wows. These festivals
about in Yoon and the Jade Bracelet. Ask
celebrate culture through dance and
music. Storytellers bring the old tales to life. 3
one group to compare what children are
The soft notes of a flute may help tell a story.
y given for the Chinese New Year with what
The firm beat of a drum adds power. People from Yoon was given. (Yoon was given a jade
other cultures can watch and listen. Everyone bracelet, which is a symbol of good luck. For
enjoys the stories and learns about the traditions. the Chinese New Year, children are given
Traditions Are Everywhere red envelopes with money, which stand for
Traditions are a kind of glue. They hold good luck.) Have another group compare
families together. They make a culture strong. Native American Yoon’s family with African American families.
And traditions help us know the many people storytellers pass (Since Yoon’s mother passed down the jade
in the United States. down tales from
long ago. bracelet to her, I think her mother values
family traditions, just like African American
families value traditions by having family
(t) Bob Rowan; Progressive Image/CORBIS (b) A. Ramey/PhotoEdit
Make Connections reunions.) Have a third group compare the

What can you learn about families through
their traditions? ESSENTIAL QUESTION
stories that Native Americans tell with the
story that Yoon read about in her storybook.
Tell about some other family traditions you
have read about. TEXT TO TEXT (Native Americans tell stories about nature
and courage. Yoon’s story was about a girl
who was tricked by a tiger.)
57
054_057_CR14_SA_3_U1W2_PP_118998.indd 57
LITERATURE ANTHOLOGY T93X

Phonics/Fluency
LESS O
IN I
M
N
20 Short Vowels e, o, u
Mins
Go
Know and apply
grade-level phonics Display the Egg, Octopus, and Umbrella Sound-Spelling Cards.
and word analysis Point to each card and say the sound. Have students repeat each
skills in decoding sound. Provide a sample word for each sound, for example: /e/ as in Short
words. Decode PD
PD
Vowels
multisyllable
egg and red; /o/ as in octopus and clock; /u/ as in umbrella and thumb.
words. RF.3.3c Present the
Read on-level prose 2 Model Lesson
and poetry orally with Write the words leg and head on the board and underline each
rate, and expression short vowel spelling. Point out that /e/ is usually spelled e, but can eter walked home from school. Salty tears ran
sometimes be spelled ea. Run your finger under each word as you
on successive
his culture.
Richard Johnson
model blending the words. Continue with the words stop and swap
38 39
readings. RF.3.4b 038-043_CR14_SI3_U1W2_MR_119111.indd 38
Spread Redux.indd 1
12/16/11
038-043_CR14_SI3_U1W2_MR_119111.indd
2:12 PM 39 11/4/11 2:17 PM
1/21/12 10:13 AM
View “The
for the /o/ sound, pointing out that sometimes the short o sound is Dream Catcher”
Rate: 61–81 WCPM spelled a, as in swap. Write gust on the board, underline the vowel
spelling, and model blending the word.
ACADEMIC
LANGUAGE 3 Guided Practice
• phrasing
• Cognate: fraseo Write the following words on the board. Guide students to use what
they know about short vowel sounds to blend each word.
nest fox drum
watch vest deck
hush top bread
Refer to the sound
transfers chart to
not transfer in Spanish,
Read Multisyllabic Words
Cantonese, Vietnamese, Transition to Longer Words Tell students that compound
Hmong, and Korean. words are made up of two smaller words. Explain that many
Grades K-6
compound words have short vowels and students should use
their knowledge of short vowel sounds to figure out how to
Language read them. Write the word sunset on the board. Draw a line
Transfers between sun and set. Say each word separately and then say
Handbook
the words together. Have students repeat. Write the following
compound words on the board and have students identify the
two words in each by drawing a line between them. Then have
students read each compound word: backhand, hilltop, hotdog,
Language Transfers
Handbook lunchbox, and watchdog.
T94 UNIT 1 WEEK 2

WEEK 2
Inflectional Endings
Monitor and
Adding -s, -ed, and -ing creates new verb forms and tenses.
‡ For many base words, adding -s, -ed, and -ing does not Quick Check
Q
change the spelling of the base word: packs, packed, packing.
Can students decode words with the
‡ For most base words that end with a vowel and a consonant,
short vowel sounds /e/, /o/, and /u/? Can
the final consonant is doubled before adding -ed, and -ing:
students read words with inflectional
step, stepped, stepping.
endings? Can students read fluently?
2 Model
Write and say clapped. Have students repeat it. Point out the
double p and model finding the base word by covering the Small Group Instruction
second p and the ending -ed.
If No Approaching Level Reteach
pp. T108, T110
3 Guided Practice ELL Develop p. T126
Write the words stops, stopped, sitting, flips, dropped, singing. Have If Yes On Level Review p. T116
students underline the endings and then say each word. Have Beyond Level Extend p. T120
students identify the words with a double consonant.
Phrasing
Explain/Model Explain that reading with appropriate ON-LEVEL PRACTICE BOOK p. 18
phrasing means knowing when to pause and when to stop. A. Circle the word with the correct short vowel sound to
complete each sentence.
Tell students that punctuation marks, such as commas, dashes, 1. I like to down the hill when it snows.
and periods can help them group phrases when reading to short e slide sled run
2. Did you find your missing ?

better convey meaning. short o sock coat cup
Model reading page 41 of “The Dream Catcher,” being sure 3. He runs and when he plays basketball.
short u leaps shoots jumps

to pause briefly at the punctuation marks. Point out how you 4. The farmer planted the in April.
stopped at the periods and paused briefly at the commas. short o corn crops oats
5. Everyone helped clean the in the city park.

Practice/Apply Have one group read the passage a sentence short e mess stream seats
at a time. A second group echo-reads, using the same B. Write the correct -s, -ed, and -ing forms to complete each set.
phrasing. Then have groups switch roles. Help students use +s + ed + ing
appropriate phrasing and offer feedback as needed. 1. tap taps tapped tapping
2. stop stops stopped stopping
3. clap claps clapped clapping

Daily Fluency Practice 4. step steps stepped stepping
Students can practice fluency using Your Turn Practice Book. 5. skip skips skipped skipping

p. 18 p. 18 p. 18
PHONICS/FLUENCY T95
Wrap Up the Week

Integrate Ideas
AlaskaStock/Masterfile
L STU
IA
DI
SOC
ES
Contributions
OBJECTIVES Prepare a Web

Conduct short
research projects Explain that students will collaborate in groups to complete a short
that build knowledge COLLABORATE research project about different cultures. They will then use their research
about a topic. W.3.7 to prepare a web that lists the contributions of that culture. Discuss the
Recall information following steps:
from experiences or
gather information 1 Choose a Culture As they begin brainstorming different cultures,
from print and digital
sources; take brief students might consider those represented in the weekly selections
notes on sources and in their neighborhoods. Make sure the cultures are specific and
and sort evidence can be researched easily.
into provided
categories. W.3.8
2 Find Resources Tell students to use the selections they read this
week and to gather information from print and digital sources to
ACADEMIC research their chosen culture. Review how to find reliable print and
LANGUAGE
online materials in the library or media center.
web, culture, traditions,
contributions
3 Guided Practice Have students take notes on the characteristics and
contributions of their chosen culture. Discuss with them how to record
the author, title, and publication information of their sources.
4 Create the Project: Web Have groups use their research and notes
to create a web that lists contributions made by their culture. Explain
that the name of the chosen culture should be placed in the center of
the web and specific details should be added around the center circle.
Remind students to stay on topic and only include important details.
Present the Web

Have groups present their webs to other groups and then post on the
Shared Research Board. Have students use the online Research Process
Checklist 3 to evaluate their research.
T96 UNIT 1 WEEK 2

WEEK 2
OBJECTIVES
Text to Text
the most important Cite Evidence Explain to students that they will work in groups to
points and key details COLLABORATE compare information they have learned about different cultures. Model
presented in two
how to compare this information by using examples from the week’s
texts on the same
topic. RI.3.9 Leveled Readers and “The Dream Catcher,” Reading/Writing Workshop
pages 38–43. Review class notes and
Explain their
own ideas and completed graphic organizers. You
understanding may also wish to model going back
in light of the into the text for more information.
discussion. SL.3.1d You can use an Accordion Foldable®
to record comparisons.
examples.
Present Information Ask groups of
students to present their findings to the class. Encourage discussion about
what different cultures teach, asking students to comment on information
on the charts and to explain their own ideas.
Ana
Analytical
A
WRITE ABOUT READING W
Writing Analyze to Inform/Explain
OBJECTIVES Write an Analysis

Describe characters
in a story (e.g., their Cite Evidence Using text evidence, students will analyze how the author
traits, motivations, or of a text they have read developed the characters, setting, and plot.
feelings) and explain
Discuss how to analyze a text by asking how and why questions.
how their actions
contribute to the ‡ Why do you think the author chose the characters for the story?
sequence of events.
‡ How do the characters’ actions help develop the plot?
RL.3.3
Use Your Turn Practice Book page 19 to read and discuss the student
extended time frames model. Then have students select a text and review the characters, setting,
(time for research, and plot. Have them analyze the author’s development of the characters,
reflection, and setting, and plot in the story. Tell students to support their explanation
with specific details and to provide a strong concluding statement.
sitting or a day or Remind them to use correct punctuation.
two) for a range of Present Your Ideas Ask partners to share their paragraphs and discuss
discipline-specific
COLLABORATE how the evidence they cited from the text supports their ideas. Partners
audiences. W.3.10 may suggest additional text evidence if necessary.
INTEGRATE IDEAS T97

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Word Choice
Mins
Go
Descriptive Details Digital
Expert Model Explain that good writers provide interesting
descriptive details to help readers see and feel the events in a story. Expert
p Model
Details
In narrative writing, details help clarify the actions, thoughts, and

Peter opened the box. He spotted a
Find details that wooden hoop inside. It was in the shape
describe an event. of a circle. String was woven and twisted
What words did the around the hoop. It looked like a spider
p
author use to tell
web. A black bead
k be near
ead sat nea center.
ar thee cente
about the event?
Featherss hung from the bottom.
bottomm.
feelings of characters as well as describe the setting, or where the story Peterr wiped
smiled.
d away his tears
tears and
takes place.
Workshop Read aloud the expert model from “The Dream Catcher.” Ask students 048-049_CR14_SI3_U1W2_WRT_119111.indd 48 2/9/12 10:20 AM
COLLABORATE to listen for descriptive details that help them picture what Peter is Editing Marks
OBJECTIVES doing. Have students talk with a partner to identify these important Grammar Handbook
details.
See page 474.
Student Model
Write narratives My Family Tradition

Every year in May, my family
goes to a big party on our street.
to develop real or Student Model Remind students that descriptive details help readers
It is so much fun? My grandmother
gives me beads to wear. First we
traditional CO L
L ABOR ATE
eat lots of food. Then we sing and Your Turn

imagined experiences dance I can’t wait! Come Identify words that
or events using
better understand what the writer is writing about. Read aloud the to the party with me.
By Ada H.
describe.
Identify a command.
Tell how revisions
improved the writing.
Go Digital!
Write
W it online
effective technique, student draft “My Family Tradition.” As students follow along, have them Student Model
descriptive details, focus on the descriptive detail the writer added to her draft.
and clear event
sequences. Use
Invite partners to talk about the draft and the descriptive detail that
dialogue and COLLABORATE Ada added. Ask them to suggest places where Ada could add more
descriptions of descriptive details.
actions, thoughts, and
feelings to develop
experiences and
events or show the
response of characters
to situations. W.3.3b
understand how
descriptive details
help readers see and
feel the events in a
story.
• Write about a
tradition in your
family.
• Add descriptive
Genre Writing
G
details to writing. Narrative Text
For full writing process lessons and rubrics, see:
ACADEMIC
LANGUAGE
details, topic, describe, ‡ Personal Narrative, pages T358–T363
interesting
T98 UNIT 1 WEEK 2

WEEK 2

SCAFFOLD

complete the sentence to complete the sentence understanding. Ask: When
frames. Every year frames. Encourage and where does the party
in , my family goes students to provide take place? What kinds of
to a . First we eat lots details. Every year things does Ada’s family do
of food. Then we in , my family goes when they are at the party?
sing and . Another to a big party. First we What are some descriptive
descriptive detail is . eat . Then we . details?
Some descriptive details
are .

Writing Every Day: Word Choice

DAY DAY
1 2
Writing Entry: Descriptive Focus on Descriptive Details Writing Entry: Descriptive
Details Use Your Turn Practice Book page Details
Prewrite Provide students with the 20 to model adding descriptive Revise Have students revise their
prompt below. details. writing from Day 1 by adding
Write about a family tradition. We make dinner for the New Year. descriptive details.
Choose interesting words and details. Every person gets to make something Use the Conferencing Routines.
Have partners think of some for the meal. We all help each other. Circulate among students and
traditions in their family. Ask them Then we wait until midnight to begin stop briefly to talk with individuals.
to think of descriptive details about our big family dinner. Provide time for peer reviews.
each tradition that they might Model adding descriptive details by Edit Have students use Grammar
include in their drafts. revising the first sentence. Handbook page 474 in Reading/
Draft Have each student select a On New Year’s Eve, my family gathers Writing Workshop to check
tradition to write about. Remind in our cozy kitchen to make a for errors in commands and
students to include descriptive delicious turkey dinner. exclamations.
details in their drafts. Discuss how adding descriptive
details helps the reader see and feel
the events. Guide students to add
more details to the model.
Teacher Conferences
This topic sounds very The details that have been work on a specific assignment,
interesting and makes me want included help me better see and such as those to the right, and
to read more. The events you feel the topic you have chosen. then meet with you to review
describe are written clearly. It would help me if you added progress.
more descriptive details to better
describe the events.
T100 UNIT 1 WEEK 2

WEEK 2
DAY DAY DAY
3 4 5
Writing Entry: Descriptive Writing Entry: Descriptive Share and Reflect
Details Details Discuss with the class what they
Prewrite Ask students to search Revise Have students revise the learned about adding descriptive
their Writer’s Notebook for topics to draft writing from Day 3 by adding details to help the reader see and
write a draft. Or, provide a prompt, details that help the reader see feel the events of the story. Invite
such as the following: and feel the events of the story. As volunteers to read and compare

Think about traditions that you know students are revising their drafts, draft text with text that has been
your friends or relatives have. Use hold teacher conferences with revised. Have students discuss
descriptive details to describe what individual students. You may also the writing by focusing on the
they are like. wish to have students work with importance of descriptive details
partners to peer conference. that help clarify the events. Allow
Edit Invite students to review time for individuals to
their topics, ask them to make a
the rules for commands and reflect on their own
word web with the topic in the
exclamations on Grammar writing progress and
center. Then have them think of
Handbook page 474 in Reading/ record observations in
information about the topic that
Writing Workshop and then edit their Writer’s
they might include in their writing.
their draft for errors. Notebooks.
Students can then use their word
webs to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on adding
Provide specific direction to help focus young writers. descriptive details to the story. Provide this
checklist to frame discussion.
Focus on a Sentence
sentence by adding descriptive details to help .
Focus on a Section
✓ Does the writing include descriptive
details that help the reader?
Underline a section that needs to be revised. Provide specific
suggestions. This section is very interesting. I want to know more ✓ Can some of the descriptive details be
about . Provide descriptive details that help me further rearranged to clarify the writing?
understand. ✓ What parts of the writing are unclear?
Focus on a Revision Strategy ✓ Are the details related to the topic?
Underline a section of the writing and ask students to use a
specific revision strategy, such as rearranging. You’ve included a
lot of good points. Try to group information that is related.

Grammar: Commands & Exclamations

DAY DAY
1 2
did your friends go to the game. did you see the dolphins jump over
Were did the game take place. the wave. We watched the dolphins
(1: Did; 2: game?; 3: Where; swam away
4: place?) (1: Did; 2: wave?; 3: swim; 4: away.)
Introduce Commands Review Commands

Reading/Writing Present the following: Review commands with students.
Workshop Have students give examples of
‡ A sentence is a group of
words that expresses a command sentences.
OBJECTIVES
Produce simple,
complete thought:
My cat likes to sleep. Introduce Exclamations
compound,
and complex James hit the ball. Present the following:
sentences. L.3.1i
‡ A command tells someone to do ‡ A command is a sentence that
• Distinguish
something. It ends with a period: gives an order. It ends with
commands and Bring the book to the library. a period:
exclamations ‡ The word you is understood at Take off your shoes before you
• Identify types of the beginning of a command, come inside.
sentences
but it is usually not written. ‡ An exclamation, or exclamatory
• Capitalize and
punctuate sentences Discuss commands using page 474 sentence, shows excitement or
correctly of the Grammar Handbook in the strong feeling. It ends with an
• Proofread sentences Reading/Writing Workshop. exclamation mark:
for mechanics and What a wonderful gift you
usage errors gave me!
COLLABORATE
TALK ABOUT IT
IDENTIFY THE SENTENCES WHICH ONE IS IT?
While working in pairs, have one Have students work in pairs. Have
Go student say a command or a simple one student say a command or
Digital sentence about a tradition in his exclamation someone might make
or her family or community. Have during a celebration or holiday.
the other student identify it as Then, his or her partner should
Commands a command or a statement and say if it was a command or an
PD
P D
&
Exclamations explain why. exclamation and then identify what
kind of punctuation there should
Grammar be at the end of the sentence.
Activities
T102 UNIT 1 WEEK 2

WEEK 2
DAY DAY DAY
3 4 5
wow, that song was great. Tell him to Is Carl helping you cleen the patio! when do the children get home from
come to my birthday party Clean the patio before lunch? school! Oh, their bus is coming now.
(1: Wow; 2: great!; 3: party.) (1: clean; 2: patio?; 3: lunch.) (1: When; 2: school?; 3: now!)

Punctuation in Commands Have students proofread the Use the Daily Language Activity and
and Exclamations following sentences and identify Grammar Practice Reproducibles
‡ Use a period at the the sentence type. page 10 for assessment.
end of a statement, or 1. put the chair in my room
declarative sentence. (1: Put; 2: command; 3: room.) Reteach
‡ Use a question mark at 2. What was the name of the Use Grammar Practice
the end of a question, or hero in that book. (1: book?; Reproducibles pages 6–9 and
interrogative sentence. 2: question) selected pages from the Grammar
‡ Use a period at the end of Handbook for reteaching. Remind
3. How beautiful the sky look’s
a command. students that it is important to
today! (1: looks; 2: exclamation)
use commands and exclamations
‡ Use an exclamation mark at 4. harold was on my team in correctly as they write and speak.
the end of an exclamation, or second grade (1: Harold; 2:
exclamatory sentence. Check students’ writing for use of
statement; 3: grade.)
the skill and listen for it in their
As students write, refer them to
Students can check their work with speaking. Assign Grammar Revision
Grammar Handbook page 474.
Grammar Handbook page 474. Assignments in their Writer’s
PLAY CHARADES MAKE A SENTENCE NAME THE SENTENCE

Have students in small groups Have partners create a list of Have students in a group write the
each write down a command on objects that have been in their four types of sentences on scraps
scrap paper and place the pieces families for a long time or special of paper and put them in a pile.
in a pile. Students will take turns days that their families celebrate. Each student in the group will
selecting a paper and acting out Then, have each student create take turns picking up a paper and
the command, as the others guess a complete simple statement, making up the type of sentence
what it is. exclamation, or command using a that is on the paper. Have them
word on the list and say it aloud. read their simple sentences aloud.
The sentences should relate to a
family or community tradition.
GRAMMAR T103
Spelling: Short Vowels e, o, u

DAY DAY
1 2
Display the spelling words. Read Review the short a and i vowel
and generalizations
(e.g., word families, them aloud, drawing out the short sounds in hand, miss, stamp. Have
position-based e, o, and u vowel sounds in each. students find words in this week’s
spellings, syllable readings with the same sounds.
patterns, ending
crops and mess. Say each word; Use the Dictation Sentences below
rules, meaningful
word parts) in writing say that words with short e, o, and for review. Read the sentence, say
words. L.3.2f u vowel sounds such as set, hot, the word, and have students write
Consult reference and mug usually have the CVC the word.
materials, including (consonant-vowel-consonant) 1. Clap when the music ends.
beginning
pattern. Show students that words 2. It is not fun to be sick.
dictionaries, as
needed to check with these vowel sounds may also
3. We had pretzels as a snack.
and correct have CCVC, CVCC, or CCVCC patterns.
spellings. L.3.2g Have students check the spellings.
Demonstrate sorting the spelling
words by pattern under key words Challenge Words Review the
mess, crops, and slump. (Write the spelling words, pointing out the
Spelling Words words on index cards or the IWB.) e, o, and u short vowel sounds.
step rock shut
mess clock luck
Remind them that the letters e, Use these Dictation Sentences for
head sock slump o, and u followed by a consonant challenge words.
crops pond bugs often indicate a short vowel sound. 1. He was not ready to wake up.
stop jumps mug
Then use the Dictation Sentences 2. She does a lot of good work.
Review clap, sick, snack from Day 5. Say the underlined
Challenge ready, does
word, read the sentence, and Have students check and correct
Differentiated Spelling repeat the word. Have students their spellings, and write the words
Approaching Level write the words. in their word study notebook. Say
step rock bugs
that double vowels (ea, oe) can
fed pond cuts make short vowel sounds.
sled top shut
yet
mess
clock
stop
jumps
pump
COLLABORATE
WORD SORTS
Beyond Level
mess stop jumps OPEN SORT PATTERN SORT
head block slump Have students cut apart the Complete the pattern sort using
check rock funnel Spelling Word Cards BLM in the the key words, pointing out the
ready shut gush
crops bathtub trust
Online Resource Book and initial short vowel sounds e, o, and u. Have
the backs of each card. Have students use Spelling Word Cards
them read the words aloud with a to do their own pattern sort. A
partner. Then have partners do an partner can compare and check
open sort. Have them record the their sorts.
T104 UNIT 1 WEEK 2
WEEK 2
DAY DAY DAY
3 4 5
Have students copy the words Write the sentences on the Use the Dictation Sentences for
below into their Writer’s Notebooks. board. Have students circle each the Posttest. Have students list
Have them figure out the spelling misspelled word and write the word misspelled words in their word
word that goes with each correctly. Remind students they can study notebook. Look for students’
definition. use print or electronic resources to use of these words in their writings.
1. a stone (rock) check and correct spelling.
1. You can stap on the rock. (step) Dictation Sentences
2. not open (shut)
2. The pig jumpes in the mud. 1. Watch your step on the ice.
3. ants, flies, spiders (bugs)
(jumps) 2. Rosie’s room was a mess.
4. a dirty, untidy jumble (mess)
3. The farmer has nice croeps of 3. I have brown hair on my head.
5. a body of water (pond)
corn and wheat. (crops) 4. His crops were corn and wheat.
Challenge students to come up 4. The rain was bad luk for the 5. The red sign means stop.
with other clues for spelling, review, picnic. (luck) 6. The rock was part of the cliff.
or challenge words.
Error Correction Some students 7. The clock said it was 12:30.
will leave off the first letter of a 8. I found the lost sock in my shoe.
final blend, such as the letter m in
9. The pond had ducks and frogs.
jump. Help these students segment
the word sound by sound by 10. Andrew jumps rope for fun.
orally stretching the sounds, 11. Shut the door, please.
/juuummmp/. Each sound should 12. It was not luck, but practice.
be held for two to three seconds.
13. The losing team was in a slump.
Then have students attach a
spelling to each sound they hear. 14. There were bugs under the log.
15. Her mom put tea in the mug.
Have students self-correct the tests.
See Phonics/Spelling Reproducibles pp. 7–12.

reading for words with short belongs. Have them take turns until
vowels e, o, and u. 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.
notebook.
SPELLING T105
Build Vocabulary
DAY DAY
1 2
Use sentence-level
context as a clue
to the meaning 1. What events do you celebrate? forms of this week’s words by
of a word or adding, changing, or removing
phrase. L.3.4a
2. What is something you did that
inflectional endings.
took courage?
Acquire and use ‡ Draw a four-column T-chart
accurately grade- 3. How do you get over feelings
on the board. Write celebrate
appropriate of disappointment?
conversational, in the left column. Then
general academic, 4. Describe something precious. write celebrated, celebrating,
and domain-specific 5. Describe something you take celebration in the other columns.
words and phrases,
pride in. Read aloud the words.
signal spatial and 6. What things remind you of ‡ Have students share sentences
temporal relationships your early childhood? for each form of celebrate.
night we went looking 7. Describe a symbol you have ‡ Students can fill in the chart for
for them). L.3.6 seen on a street sign. remind, then share sentences
8. What is one tradition your using the different forms of the
Expand vocabulary word.
by adding inflectional
family has?
endings, prefixes, and ‡ Have students copy the chart in
suffixes. their word study notebook.
Vocabulary Words
celebrate pride
COLLABORATE
courage remind vie
Re w
disappointment symbol ACADEMIC VOCABULARY SYNONYMS
precious tradition Discuss important academic words. ‡ Review finding synonyms of
‡ Display tradition, culture, symbol. unfamiliar words in the same
sentence. Write on the board an
example, such as The birthday
party was a big celebration!
Display tradition and traditional.
Go ‡
‡ Have partners copy the sentence
Digital define related words.
and underline the synonyms.
(party, celebration)
‡ Write the related words on the
‡ Have partners identify synonyms
for the vocabulary words and
PD
P D
Vocabulary answer questions using the
write sentences using the
words. Repeat with culture and
synonyms in their word study
Vocabulary symbol. Elicit examples from
Activities
notebook.
students.
T106 UNIT 1 WEEK 2

WEEK 2
DAY DAY DAY
3 4 5
1. Teddy’s teacher will remind ‡ Tell them to write sentences that the word. (example: courage)
him to . provide information about the ‡ In the second square, students
2. We are going to celebrate my words and their meanings. write their own definition of the
dad’s . ‡ Provide the Day 3 word and any related words.
3. It was a disappointment when sentence stems for students (examples: brave, bravery)
I lost my new . needing extra support. ‡ In the third square, students
4. My grandmother has a draw a simple illustration that
Write About Vocabulary Have will help them remember the
that is very precious to her.
students write something they word. (examples: a lion as a
5. A is an animal that learned from this week’s words in symbol of courage)
is sometimes a symbol of their word study notebook. For
courage. ‡ In the fourth square, students
example, they might write about
write non-examples. (examples:
an event or tradition they celebrate.
scared, nervous)
Do they feel pride or joy during the
celebration? ‡ Have students share their Word
Squares with a partner.
SENTENCE CLUES SHADES OF MEANING MORPHOLOGY

Remind students to look for clues Help students generate words Use the word disappoint as a
in a sentence to help figure out the related to celebrations. Draw and springboard for students to learn
meanings of unfamiliar words. label a word web. more words. Draw a T-Chart.
‡ Display Your Turn Practice Book ‡ Elicit words related to the topic. ‡ Write disappoint in the right
pages 13–14. Read the first Students may list specific events column. Then write the suffix
paragraph. Model figuring out or related vocabulary. Ask, What –ment in the left column.
the meaning of grabbed. makes this celebration special? ‡ Discuss the meaning of the word
‡ For additional practice, have ‡ Read aloud student suggestions disappoint and the suffix –ment,
students complete page 17. and discuss any words that are which means “state of.”
Discuss the clues students used unfamiliar. ‡ Elicit and discuss other words
to figure out the meanings of ‡ Ask students to copy the words with the suffix –ment. (examples:
spend and feast. in their word study notebook. agreement, enjoyment)
‡ Discuss the meanings of the
words.
VOCABULARY T107
Approaching Level
Realistic
Fiction
Leveled Reader: Go
The Special Meal
by Paul Mason
illustrated by Courtney Autumn Martin
Digital
Before Reading
Preview and Predict Realistic
Fiction
PD
PD
PAIRED
READ More About Mole Read the Essential Question with students. Give students a copy of by Paul Mason
Leveled Reader
The Special Meal, and have them read the title and respond to the Leveled Readers
LEXILE 380 cover illustration. Ask students to discuss how they think culture and
traditions will play a role in the story.
OBJECTIVES
Describe characters Review Genre: Realistic Fiction
traits, motivations, or Have students recall that realistic fiction tells a made-up story showing
feelings) and explain realistic people in situations that could happen in real life. Have them
how their actions find examples in The Special Meal that identify it as realistic fiction.
contribute to the
sequence of events.
RL.3.3 During Reading
• Visualize details Close Reading Character
Setting
for better Note Taking Have students use their graphic organizer while reading.
Beginning
Middle
understanding of
the story. Pages 2–3 Retell in your own words what happens at the beginning of End
• Use context clues the story. (Estela wants to go to a pool party, but she has to stay home Fill in the
Graphic
to determine the for a special family dinner.) On page 3, the author uses the word best to Organizer
meanings of words describe the tablecloth and express the importance of the family feast.
or phrases.
What other descriptive words does he use? (precious; only) What sentence
clue might help you figure out what Estela’s face dropped means? (“You
ACADEMIC can help me get ready for the family feast.”) Using this clue, what does it
LANGUAGE mean when someone’s face drops? (The person is disappointed.)
realistic fiction,
sequence, visualize, Pages 4–6 How do Estela’s actions at the beginning of the story affect the
context clues, sequence of events on pages 4 and 5? (Estela tries to convince her mother
expository
to let her go to Vicky’s party instead; she is not happy about helping in
the kitchen.) Visualize the sentence on page 6: “Estela looked at her feet.”
How do people feel when they look at their feet? (unhappy; embarrassed)
Pages 7–10 What is a tradition? (something passed down in a family)
Why is Carmen’s sauce a tradition? (It is an old family recipe; Carmen
learned how to make it from her mother; she is passing it on to Estela.)
T108 UNIT 1 WEEK 2

WEEK 2
Pages 11–13 In the middle of the story, Estela’s feelings about having
to stay home have changed. How can you tell? Reread page 11. (Estela is Literature
starting to have fun making the sauce because she is laughing with her Circles
aunt and the sauce tastes good.)
Pages 14–15 How does Estela’s change of feelings affect the end of the literature circle using the
story? (Estela is happy that she stayed home.) Generate a question of Thinkmark question to guide
your own about what you have just read, and share it with a partner. Try to the discussion. You may wish to
find the answer together by rereading the text. have a whole-class discussion
on information learned about
the topic of traditions from both
After Reading selections in the leveled reader.

Ana
W
Write
Analytical
A
An
W
Writing about Reading Check that students have correctly
id if
identified Estela’s feelings at the end of the story and cited appropriate
details from the text that suggest why she is feeling that way.
Level
Up
Realistic
Fiction
A Row
of Lamps
Fluency: Phrasing by Paul Mason
illustrated by Caroline Hu
Model Model reading page 5 with proper phrasing. Next, reread the Realistic
Fiction
page aloud, and have students read along with you.

by Paul Mason
Apply Have students practice reading with a partner. PAIRED

IRED
READ
R
REA
EAD Diwali
Diw
Realistic
R
Fi
Fictio n
Genre Expository Text

PAIRED
Compare Texts READ More About Mole
PA I R E D R E A D Read about mole sauce.
M or e illustrated b
by
by
by P
y C
Paul Mason
Cour
o tney Autu
ab ou t
mn Martin
M ol e
“More about Mole” Chocolate on chicken? Wouldn’t that
taste strange?
Well, chocolate is just one of the

things that go into mole. A mole
sauce also includes chili peppers,
have proficiently read the On Level and
Monkman/Photodisc/Getty Images
Make Connections: Write About It nuts, onion, tomatoes, garlic,

and spices. In fact, there can be PA
PAIRE
A D
READ
RE More About Mole
have the approaching-level students

100 different ingredients in a mole.
17

Leveled Reader • Echo-read the On Level main selection.
the genre of the text is expository text.
Then discuss the Essential Question. • Use self-stick notes to mark a new
After reading, have students make connections between the story detail they would like to discuss in
of The Special Meal and the information they learned from “More each section.
about Mole.”
including more domain-specific words
FOCUS ON SOCIAL STUDIES
F
and complex text structures.
S
Students can extend their knowledge of traditions by
completing the social studies activity on page 20.

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 u
2
OBJECTIVES Remind students that when a vowel appears between two consonants, it
I Do
Distinguish long and usually makes a short-vowel sound. Write the word cut on the board, and
short vowels when
read it aloud. Underline the u in cut. Point out that in this word, the vowel
reading regularly
spelled one-syllable appears between two consonants and stands for a short-vowel sound.
words. RF.2.3a Repeat with must, fuss, shut, and bug.
Decode words We Do
Write truck, cup, and just on the board. Model how to decode the first
with short-vowel word. Have students identify the vowel sound, telling if it is short or long.
spelling u. Students can read the rest aloud and identify the vowel sound.
You Do
Add these words to the board: nut, fun, sun, and duck. Ask students to read
each word aloud and identify its vowel sound. Then point to the words in
random order for students to read chorally.
TIER
B U I L D W O R D S W I T H S H O R T V O W E L S e, o, u
2
OBJECTIVES Remind students that multisyllable words consist of two or more word
I Do
Know and apply parts called syllables. Tell them they will be building words with /e/, /o/,
grade-level phonics
and /u/. Then display these Word-Building Cards one at a time: re, cust,
and word analysis
skills in decoding er, y. On the board, write the following syllables one at a time: om, luck, set,
words. Decode check, fresh, lock, and rock. Model sounding out each syllable.
multisyllable
words. RF.3.3c We Do
Have students chorally read each syllable. Repeat at varying speeds and
in random order. Next, display the cards. Work with students to combine
Build words with the Word-Building Cards and syllables on the board to form two-syllable
short vowel spellings words. Ask students to chorally read words with the /e/ short vowel sound:
e, o, and u.
reset, refresh, recheck. Repeat with /u/ words: custom, lucky; and /o/ words:
locker, rocker, rocky.
You Do
Write other syllables on the board, such as stuck, mock, ing, nest, and un.
Have students work with partners to build words using these syllables.
Have partners share the words they have built and make a class list.
T110 UNIT 1 WEEK 2

WEEK 2
P R AC T I C E S H O R T V O W E L S e, o, u
OBJECTIVES Remind students that they can use their knowledge of short-vowel sounds
I Do
Know and apply to figure out how to read multisyllable words. Write bedrock on the board,
grade-level phonics and underline the short-vowel spellings. Draw a line between bed and
and word analysis
skills in decoding rock. Say each word separately, then say the words together. Repeat for /e/
words. Decode in jetpack and /u/ in punchline.
multisyllable
Write the words necklace, fretful, cosmic, model, supper, and bathtub on the
board. Model how to decode the first word, then help students read the
Decode words with remaining words. Help them first divide each word into syllables using the
short vowels e, o, syllable-scoop technique.
and u.
You Do
INFLECTIONAL ENDINGS
OBJECTIVES Review with students that adding inflectional endings to a root word
I Do
Demonstrate creates new verb forms and tenses. The inflectional endings -s, -ed, and
command of the
-ing can be used with the root word adopt to build adopts, adopted,
conventions of
standard English adopting. For root words ending with a vowel and a consonant, such as
grammar and usage stop, double the final consonant before adding -ed and -ing: stopped,
when writing or stopping.
speaking. Form
and use regular
We Do
Write and say the word swapped. Have students repeat it. Model finding
and irregular the root word by covering the second p and the ending -ed. Then, write
verbs. L.3.1d
and say the word shred. Have students repeat it. Model how to add the
Decode words with inflectional endings -s, -ed, -ing to the word: shreds, shredded, shredding.
You Do
Afterward, write the words crawls, trusted, blocking, prepares, cropped, and
nesting on the board. Have students underline the inflectional endings and
then say each word.
Approaching Level
Vocabulary
TIER
2
OBJECTIVES Use High-Frequency Cards 11–20. Display one word at a time, following
I Do
Use conventional the routine:
spelling for high-
frequency and other Display the word. Read the word. Then spell the word.
studied words and
for adding suffixes
We Do
to base words (e.g., the word in a sentence, and have students repeat after you.
sitting, smiled, cries,
happiness). Display the word. Ask students to say the word then spell it. When
L.3.2e You Do
completed, quickly flip through the word card set as students chorally
Review high-
frequency words. speaking and writing. For example, provide sentence starters such as:
The family at the diner. Ask students to write each word in their
TIER
2
I Do
accurately grade-
the word.
appropriate
conversational, Point to the word on the card, and read the word with students. Ask them
and domain specific
words and phrases, image as prompted on the back of the vocabulary card.
signal spatial and You Do
temporal relationships match the definitions and context sentences of the words to the visuals
(e.g., After dinner that displayed. Then have students complete Approaching Reproducibles
page 11.
for them). L.3.6
T112 UNIT 1 WEEK 2

WEEK 2
ANSWER CHOICE QUESTIONS
OBJECTIVES Display the celebrate Visual Vocabulary Card and say the word aloud.
I Do
Identify real-life Point out that celebrate means “to honor a special event.” Ask students:
connections between Which event do you celebrate: a birthday or a visit to the dentist?
words and their use
(e.g., describe people Display the Visual Vocabulary Card for disappointment. Explain to students
who are friendly or We Do
helpful. L.3.5b
that disappointment refers to sadness when you do not get something
you want. Answer the question with students: How do you deal with
Answer questions disappointment: by doing chores or talking to a friend?
to demonstrate
understanding of the You Do
Display the remaining cards one at a time, saying the words aloud. Ask
meanings of words. students to answer the questions.
Which object do you consider precious: a toaster or a childhood photo?
Does forget or recall mean the opposite of remind?
Which sport requires more courage: golf or mountain climbing?
Which word is a synonym of tradition: custom or holiday?
Which symbol represents freedom: the Statue of Liberty or a dove?
Which activity do you take pride in: volunteering or shopping?
CO N T E X T C LU E S : S E N T E N C E C LU E S

I Do
Use sentence-level Reproducibles pages 13–14. Read aloud the first section. Point to
context as a clue
grabbed. Tell students that they can use context or sentence clues, words
to the meaning
of a word or or phrases in the paragraph or the sentence the word is in, to find the
phrase. L.3.4a meaning of grabbed.
Use context and Think Aloud I know that Tom’s lunch is on the kitchen table. I know that
sentence clues later on Tom has his lunch at school. Based on the illustration and the
to determine the sentence clues, I think grabbed means “took or picked up something.”
meanings of
unknown words. Write the definition for the word grabbed.
We Do
Have students point to the word spend. With students, discuss how to use
the words time and family to figure out the meaning of spend. Ask: What is
Tom doing with his family? What is another way to say spend time?
You Do
Have students find the meaning of feast and types using sentence clues.
VOCABULARY T113
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Remind students that reading with appropriate phrasing is part of reading
I Do
Read on-level text fluently. Explain that phrasing refers to how students group words
with purpose and
together as they are reading. Tell students that they must pause when
understanding.
RF.3.4a they see a comma or an ellipsis and stop completely when they see a
period. Read the first section of the Comprehension and Fluency passage
Read on-level prose
and poetry orally with on Approaching Reproducibles pages 13–14.
rate, and expression We Do
Read the rest of page 13 aloud. Have students repeat each sentence after
on successive you using the same phrasing and intonation. Tell students they should
readings. read the dialogue differently depending on which character is speaking.
RF.3.4b
You Do
Ask one group to read the rest of the selection from the Approaching
Read fluently with Reproducibles. A second group will echo-read, using the same phrasing
good phrasing. and intonation. Have the groups switch roles. Offer feedback as needed.
TIER
IDENTIFY A SEQUENCE OF EVENTS
2
OBJECTIVES Write the topic Sequence of Events. Then write: Tom grabs his lunch;
I Do
Describe characters Tom talks to Ana; Tom goes to school. Explain that the first two details
describe the events in sequence, or in the order in which they happened.
or feelings) and Help students understand that Tom goes to school is not in the correct
explain how their sequence. Tom left for school after grabbing lunch and before talking
actions contribute with Ana.
to the sequence of
events. RL.3.3
We Do
Approaching Reproducibles. Ask: Why does Tom describe Thanksgiving for
Identify important Ana? When do we find out that Ana is from India? Discuss how these details
events and put
them in the correct
are important to understanding the sequence of events.
sequence.
You Do
Have students read the second page. After each paragraph, they should
write down details about important events. Review their lists and help
them explain why it is important to understand the sequence of events.
T114 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 a character is a person in a story. The actions of the
I Do
Describe characters character can make certain events of the story happen. The plot is a series
in a story (e.g., their of events that take place in a story. The setting refers to when and where
or feelings) and the character lives. Understanding the sequence, or order, of important
explain how their events in a story will help students identify and remember events. When
actions contribute events are arranged in the order of time, they may be marked by clue
to the sequence of words such as first, next, and finally.
events. RL.3.3
We Do
Approaching Reproducibles together. Pause to point out key details
about sequence. Model how to decide which events are important. Are the
events in time order? How do Tom and Ana influence events?
You Do
Ask students to read the rest of the selection. Have them explain how Tom
and Ana’s differences lead to a discussion of traditions.

Describe characters
Have students choose a realistic-fiction book for sustained silent reading.
traits, motivations, Remind students that:
or feelings) and ‡ the plot is a series of events. The sequence of events may be marked by
explain how their
actions contribute
clue words such as first and next if they are presented in time order.
to the sequence of ‡ a character’s feelings and actions make the events in a story happen.
events. RL.3.3
‡ students should visualize characters and events using descriptive words
Visualize characters in the text to help increase their understanding of the story.
and events in the
story to increase Read Purposefully
understanding. Have students record important details about character, setting, and plot
in Graphic Organizer 90 as they read independently. After they finish,
they can conduct a Book Talk, each telling about the book they read.
‡ Students should share their graphic organizer and answer this question:
Who is the main character? Are the events presented in time order?
‡ They should tell the group if there were sections they visualized to
increase their understanding.
COMPREHENSION T115
On Level
Realistic
Fiction
A Row
of Lamps
by Paul Mason
Leveled Reader: Go
A Row of Lamps Digital
Before Reading
Preview and Predict
Realistic
Fiction
A Row
Lamps
of
PD
P D by Paul Mason
PAIRED
READ Diwali Have students read the Essential Question. Give students a copy of
Leveled Readers
A Row of Lamps. Have them read the title and table of contents and Leveled Readers
LEXILE 410 discuss the cover. Have students predict how traditions will play a role
in the story.
OBJECTIVES
Have students recall that realistic fiction tells a made-up story showing
feelings) and explain realistic people in situations that could happen in real life. Point out that
how their actions realistic fiction has realistic illustrations and dialogue. Have students
contribute to the find features in A Row of Lamps that identify it as realistic fiction.
sequence of events.
RL.3.3
During Reading
• Visualize details
for better Close Reading Character
Setting
understanding of a
Note Taking Have students use their graphic organizer while reading. Beginning
story. Middle
• Use context clues Pages 2–3 Where does this story take place? (Anjali’s new school) How End
to determine the does the setting affect Anjali? (She does not have friends; she fears Fill in the
meanings of words Graphic
talking to people.) Organizer
or phrases.
Pages 4–5 Why does Anjali not invite Mia to the Diwali celebration? (She
thinks Mia will think it is strange.) How would you describe Anjali? (She is
ACADEMIC quiet and shy.)
LANGUAGE
realistic fiction, Pages 6–8 What does Anjali’s father say the Diwali lamps represent?
sequence, visualize, (People drive away darkness by learning new things, just like the light
context clues, of the lamps.) How does hearing this convince Anjali to reconsider inviting
expository
Mia to her house? (Inviting Mia will be a good thing if it means she will
learn something new.)
Pages 9–12 When does Anjali finally invite Mia? (after Mia asks her
what Diwali means) How do Mia’s personality traits affect the sequence
of events? (Her friendliness helps Anjali invite her.) Do you think Anjali
would have invited Mia if she had not come up to her? Use evidence from
the text to support your answer. (Probably not. On page 9, she thinks,
“Maybe it was better that way.”)
T116 UNIT 1 WEEK 2

WEEK 2
Pages 13–16 Reread the first sentence of chapter 4. How do the rest of
the sentences in the paragraph support it? (They give descriptive details Literature
that tell how beautiful the house is.) What words help you visualize Circles
the house? (lamps; golden and glowing; lanterns everywhere; shone)
Summarize to a partner how the story ends. Think about how Mia has
changed. What is she proud of? Thinkmark questions to guide
After Reading have a whole-class discussion
Respond to Reading Revisit the Essential Question, and ask students traditions and culture from both
to complete the Text Evidence Questions on page 16. selections in the leveled reader.
Ana
Write about Reading Check that students have correctly identified
W
Analytical
An
W
Writing
the
h sequence of events from morning break through lunchtime, citing
appropriate details from the text to support their answer.
Fluency: Phrasing Level

Model Model reading page 11 with proper phrasing. Next, reread the
page aloud, and have students read along with you. Up
Apply Have partners practice reading the page.
PA I R E D R E A D
“Diwali” IF students read the On Level fluently

Make Connections: Write About It THEN pair them with students who
Before reading, have students note that Leveled Reader have proficiently read the Beyond Level
the genre of the text is expository text. and have on-level students
Then discuss the Essential Question. • partner-read the Beyond Level main
After reading, have students make connections between the story of A selection.
Row of Lamps and the information they learned from “Diwali.” • summarize the sequence of events in
the story.

F by including more complex sentence
S
Students can extend their knowledge of traditions by structures.
ON LEVEL T117
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review key selection words celebrate,
I Do
Acquire and use disappointment, remind, precious, symbols, courage, pride, and tradition.
accurately grade-
Point to each word, read it aloud, and have students chorally repeat it.
appropriate
and domain specific ‡ Which foods are part of the Thanksgiving tradition?
words and phrases,
‡ What are two symbols of peace?
signal spatial and ‡ Why do we consider gold precious?
‡ How do you celebrate important events?
for them). L.3.6
‡ What is one way you express disappointment?
‡ Why do you feel pride when you win a game?
OBJECTIVES Remind students that they can often figure out the meaning of an
I Do
Use sentence-level unknown word from clues in the sentence it is in. Use the Comprehension
context as a clue
and Fluency passage on Your Turn Practice Book pages 13–14 to model.
to the meaning
of a word or Think Aloud I want to know the meaning of grabbed. In the selection, it
phrase. L.3.4a
says that Tom grabbed lunch from the kitchen table. I know that Tom goes
to school and has lunch with Ana. There is also an illustration showing Tom
eating lunch. I think grabbed means “picked up or took something.”
We Do
Have students continue reading the selection, where they encounter
spend. Have students figure out the definition of the word by looking at
the words time and family in the same sentence.
You Do
Have students determine the meaning of feast and boils using sentence
clues. Ask students to find other words that are used to describe food and
cooking in the selection. Which words help you visualize the meals?
T118 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES Remind students that a character’s actions make the events of a story
I Do
Describe characters happen. Review plot and setting with students. Tell them that every plot
has a beginning, middle, and an end. Understanding the sequence, or
or feelings) and order, of events in a story helps students identify and remember events.
explain how their Events presented in a sequence might be marked by clue words or
actions contribute phrases such as first, next, or finally.
to the sequence of
events. RL.3.3
We Do
Have a volunteer read the first page of the Comprehension and Fluency
passage on Your Turn Practice Book pages 13–14. Have students orally
Retell a sequence of list details about important events. Help them explain why they are
events in a story.
important. Model how to put these important events in the sequence in
which they happen in the story. Then, work with students to identify what
motivations or feelings lead Tom and Ana to discuss their traditions.
You Do
Have partners describe the main character, setting, and plot to each other.
Have students retell how the events are organized in the story.

Describe characters
traits, motivations, ‡ Before they read, have students preview the book, reading the title and
or feelings) and viewing the front and back cover.
explain how their
actions contribute ‡ As students read, remind them to visualize characters and events.
to the sequence of
events. RL.3.3 Read Purposefully
Encourage students to read different books so they can see how authors
Visualize characters organize the events of the story.
and events in a
story to increase ‡ As students read, have them fill in key details about the character,
understanding. setting, and sequence of events in Graphic Organizer 90.
‡ They can use the organizer to help them write a summary of the book.
‡ Ask students to share their reactions to the book with classmates. Have
them discuss which words or phrases helped them visualize the events
of the story.
Beyond Level
Realistic
Fiction
Dragons
on the Water Leveled Reader: Go
Dragons on the Water
by Paul Mason
illustrated by Sean O’Neill
Digital
Before Reading
Preview and Predict
Realistic
Fiction
Dragons
PD
PD
on the Water
PAIRED
READ TheA Great Tradition
Mighty Hunter Have students read the Essential Question. Have them read the title and by Paul Mason
illustrated by Sean O’Neill
Leveled Reader
table of contents and look at the front cover of Dragons on the Water to Leveled Readers
LEXILE 700 predict what the selection might be about. Ask students to discuss how
they think culture and traditions will play a role in the story.
OBJECTIVES
Have students recall that realistic fiction tells a made-up story, but
feelings) and explain shows realistic people in situations that could happen in real life. Have
how their actions students find examples in Dragons on the Water that identify it as
contribute to the realistic fiction.
sequence of events.
RL.3.3
During Reading
• Visualize details
for better Close Reading Character
Setting
understanding of
Note Taking Have students use their graphic organizer while reading. Beginning
the story. Middle
• Use context clues Pages 2–6 Who does Joe find in the den? (Mr. Liu looking at dragon End
to determine the boat race photos from when he was younger) Why do you think Chang Fill in the
meanings of words Graphic
does not want to look at them? (He thinks his grandfather’s stories are Organizer
or phrases.
boring; he is embarrassed.) What words on page 6 help you visualize the
dragon boats? (long canoes; dragon’s head and tail; dragon’s claws)
ACADEMIC Pages 7–8 What problem does Joe face? (He wants to see the dragon
LANGUAGE
realistic fiction, context
boat race with Mr. Liu, but Chang does not.) Why does Chang not want
clues, sequence, to see the dragon boat race? (He is tired of hearing about dragon boats
visualize, expository after listening to so many of his grandfather’s stories.) How does Chang
end up agreeing to go to the dragon boat race with Joe? (if Joe plays
basketball with him) What does this tell us about Chang’s personality? (He
likes to play sports; he is competitive.)
Pages 9–11 Visualize the scene on page 9. What words would you use to
describe the festival? (busy; crowded; exciting)
Pages 10–11 Has Chang’s opinion about dragon-boat racing changed
by the end of the chapter? Why? (yes; he is impressed by the big crowd;
he is surprised to see his classmate on a team.)
T120 UNIT 1 WEEK 2

WEEK 2
Pages 12–15 What strong verbs on page 13 help you visualize the
scene? (strike; blasted; pumping; thudding; churning; surged; roared) Look Literature
at the phrase neck and neck on page 14. What do you think it means? Circles
You can use sentence clues to figure it out. (It says there are two boats in
the front; it might mean that they are right next to each other.) Have
student pairs summarize the sequence of events in Chapter 4. Thinkmark question to guide
the discussion. You might want
After Reading to have a whole-class discussion
Respond to Reading Revisit the Essential Question and ask students the topic of traditions from both
to complete the Text Evidence Questions on page 16. selections in the leveled reader.
Ana
W
Write
Analytical
A
An
W
Writing about Reading Check that students have correctly
id if
identified the sequence of events that causes Chang to change his
mind and cited appropriate details from the text to support it.
Fluency: Phrasing
Realis
Reea stic
tic
ti
ic
Fictio
Ficti
F tion
tio
ion
ion
Drragons
PA I R E D R E A D
Compare Texts
Read about the tradition of dragon boat racing.
$ *UHDW
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on tthhe Water
byy Pa
illusttrate
Paul Mason
Gifted and Talented
rated
r ed bby Sean O’Ne
ill
The tradition of dragon boat racing started
almost 2000 years ago in China. Dragon boat
races celebrated the planting of the rice crop
in summer.
Today you can see dragon boats in action in
many countries around the world.
to think of what could happen
“A Great Tradition” if Chang from Dragons on the
Water decided not to go to the
So Hing-Keung/Corbis
Make Connections: Write About It In China, the dragon is

an important symbol of
strength and power.
17
PAI
PAIRE
AI D
READ TheA Might
R
RE Great Tradition
y Hunter
dragon boat race with Joe and
Before reading, have students note that Leveled Reader his grandfather. Students should
the genre of the text is expository. make a prediction and write
Then discuss the Essential Question. about the impact it would have
After reading, have students make connections between the story on Chang and his family if he
of Dragons on the Water and the information they learned from “A believed that his culture and
Great Tradition.” traditions were not important.

F
S
completing the social-studies activity on page 20.
BEYOND LEVEL T121

Beyond Level
Vocabulary
Model
Acquire and use celebrate and symbol. Write sentence frames on the board for the students
accurately grade-
to fill in with one of the words.
appropriate
conversational, Discuss the meaning of community and culture with students. Write
general academic,
and domain-specific
sentence frames for the words on the board. Then help students fill in the
words and phrases, sentence frames using the words.
signal spatial and Apply
Have students work in pairs to discuss the meanings of the words festival
temporal relationships and precious. Then have partners write and exchange sentence frames
(e.g., After dinner that using the four words.
for them). L.3.6
OBJECTIVES Read aloud the first paragraph of the Comprehension and Fluency
Model
context as a clue
to the meaning Think Aloud I want to understand the word grabbed. Two sentence clues
of a word or help me: When at home, Tom’s lunch is on the kitchen table. Later, he eats
phrase. L.3.4a
in the school lunchroom, so Tom took his lunch from home to school. So I
can guess that grabbed means “picked up or took something.”
With students, read the rest of the page. Help them figure out the
meaning of spend time and think of another way to say spend time.
Apply
Have pairs of students read the rest of the selection. Have them use
sentence clues to determine the meaning of feast, boils, types, and harvest.
Gifted and Analyze Have partners write about the differences between the two
Talented
harvest festivals from the story. Ask students what they visualize when
they read the word harvest. Have students explain what they think a
harvest festival should include.
T122 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES Remind students that a character’s actions determine the events of a story.
Model
Describe characters Tell students that the setting is where and when the story takes place.
Explain that plot refers to the series of events that occur in the story. A plot
feelings) and explain always has a beginning, middle, and an end. Understanding the sequence,
how their actions or order, of events in a story helps readers identify and remember the plot.
contribute to the To clarify the sequence, events might be marked by clue words or phrases
sequence of events. such as first, next, or finally.
RL.3.3
Have students read the first page of the Comprehension and Fluency
Identify the sequence passage of Beyond Reproducibles pages 13–14. Ask open-ended
of events in a story.
questions to facilitate discussion, such as Are there any words or phrases
that signal the sequence of events? What do you know about the actions
that led up to Tom and Ana discussing traditions? What else would you like to
know? Students should support their responses with details from the text.
Apply
Have students fill in Graphic Organizer 90 with a description of the
characters, setting, and sequence of events. Then have partners use their
work to provide a summary of the story.

Describe characters
traits, motivations, or ‡ As students read, have them fill out Graphic Organizer 90.
feelings) and explain
how their actions ‡ Remind them to visualize difficult sections of the text.
contribute to the
sequence of events.
Read Purposefully
RL.3.3 Encourage students to keep a reading journal. Ask them to read different
books in order to learn about a variety of genres and subjects.
Visualize characters
and events to increase ‡ Students can write summaries of the books in their journals.
understanding. ‡ Ask students to share their reactions to the books with classmates.
Gifted and Independent Study Challenge students to discuss how their book
Talented
relates to the weekly theme of traditions that teach about different
cultures. Have students discuss the traditions they read about in the book.
Shared Read Go
The Dream Catcher Digital
Before Reading
Build Background
Read the Essential Question: What can traditions teach you about
Reading/Writing
cultures?
View The Dream
Workshop ‡ Explain the meaning of the Essential Question, including the Catcher
vocabulary in the question. Traditions are things that have been done
OBJECTIVES for a long time.
Describe characters
in a story (e.g., their ‡ Model an answer: Traditions can help people learn about cultures
traits, motivations, or and customs. Traditions show what is important to people in
feelings) and explain different cultures.
how their actions
contribute to the ‡ Ask students a question that ties the Essential Question to their own
sequence of events. background knowledge: Turn to a partner and think of a tradition in
RL.3.3 your family. Discuss what you learned. Call on several pairs.
• Visualize details in
a story to increase During Reading
understanding.
• Use context clues Interactive-Question Response
to determine the ‡ Ask questions that help students understand the meaning of the text
meanings of words.
after each paragraph.
LANGUAGE
OBJECTIVE ‡ Ask students questions that require them to use key vocabulary.
Describe a sequence ‡ Reinforce strategies and skills of the week by modeling.
of events.
ACADEMIC
LANGUAGE
• realistic fiction,
context clues,
sequence, visualize
• Cognates: ficción,
contexto, secuencia,
visualizar
T124 UNIT 1 WEEK 2

WEEK 2
Page 39 Page 41
Paragraph 1 Nokomis says her people have made dream

Explain and Model Visualizing Visualizing, or catchers for many years. Of what is this an example?
imagining what is happening in a story, can help (tradition) What do you think Peter will use for his
you better understand a story. Act out the details of presentation? (a dream catcher)
Salty tears ran down Peter’s cheek and His stomach
hurt. What is Peter doing? (crying) Are the tears Page 42
really running? Act out running. (no) It seems that
Peter is upset or sad. Model Sequence Have one student answer
Paragraph 2 a question and another verify the answer. First,
Explain and Model Context Clues Peter feels disappointed that he cannot use his
grandmother’s dream catcher for his presentation.
Show how Biyen is followed by an explanation
Next what does Nokomis say? Next, she says
in the next sentence, which says Biyen is Peter’s
(that they can make a dream catcher). What
Ojibwe name. Show how Nokomis means
happens then? Then, (Nokomis and Peter
“grandmother.” Look at the word Ojibwe. What do
make a dream catcher). Why do you think Nokomis
you think this word means? Provide students with
helps Peter make a dream catcher? (Possible
background knowledge. Point out that the word
Response: She wants to help him learn about
refers to Peter and Nokomis’ s culture.
a tradition in his family.) What does Peter finally
decide? Finally, Peter decides to (show his
What are words that describe your culture?
class how to make a dream catcher).
Help students verbalize their answers as needed.
Paragraph 3 Page 43
Peter has to give a presentation about a family
tradition. What is a tradition? (A tradition is Peter wants to show his class how to make dream
something people have done in a culture for a catchers. As a result, Nokomis decides to have an
long time.) Point to the title. What do you think will Ojibwe party to celebrate their traditions.
be the tradition in the story? (a dream catcher)
Peter feels pride in his culture. What context clues,
Page 40 or words in the sentences, help you know what
pride means? (The author says Peter did not feel
nervous or scared. He must be happy.) Knowing
What does Nokomis do? (She gets a box from
this tradition gives him pride, or happiness.
the closet.) What does Peter see in the box? Guide
students to fill in the sentence frame: He sees
(a wooden hoop). Can you show me what After Reading
shape it is? (Students should make a circle.) What
Make Connections
does it look like inside the circle? (a spider web)
‡ Review the Essential Question: What can
Talk with a partner about what picture of traditions teach you about cultures?
the dream catcher you can visualize, or make in your ‡ Make text connections.
head. You can reread the text to help you. (Students ‡ Have students complete ELL Reproducibles
should describe a dream catcher.) pages 13–15.


Realistic
Fiction
A Row
of Lamps
by Paul Mason
Leveled Reader: Go
A Row of Lamps
Digital
Before Reading
Preview
Realistic
Fiction
PLamps
A Row
PD
of
by Paul Mason
Read the Essential Question: What can traditions teach you about
PAIRED
Diwali
‡
READ
Leveled Reader
cultures? Leveled Readers
LEXILE 310 ‡ Refer to Sharing Traditions: How have you learned about your culture’s
traditions?
OBJECTIVES
Describe characters
‡ Preview A Row of Lamps and “Diwali.” Let’s read to learn about how a
in a story (e.g., their holiday tradition from India is celebrated.
feelings) and explain Vocabulary
how their actions
contribute to the
Use the Visual Vocabulary Cards to preteach the ELL vocabulary: luck,
sequence of events. festival, culture. Use the routine found on the cards. Point out cognates:
RL.3.3 festival, cultura.
• Visualize details in
a story. During Reading
• Use context clues
to determine the
Interactive Question-Response Character
Setting
meanings of words. Note Taking Have students use their graphic organizer on ELL Beginning
Middle
Reproducibles page 12. Use the following questions after reading each End
LANGUAGE section. As you read, use visuals or pictures to define key vocabulary. Fill in the
OBJECTIVE Pages 2–3 Who is the main character of the story? (Anjali) Anjali is at Graphic
Describe a sequence Organizer
her new school, and she feels shy. Why? (because she is new) What do we
of events.
learn about another character, Mia? (She sits by Anjali.)
Pages 4–5 What does Anjali think of Mia? She thinks ____ (she is kind).
ACADEMIC
LANGUAGE
What does Anjali want to do? Have students choral read what Anjali says
realistic fiction, about Diwali in the last paragraph on page 4 to answer the question.
sequence, visualize, Pages 6–8 The events are told in sequence, or in order. There is a
context clues
beginning, middle, and an end. Have a student restate what happened in
the beginning. (Anjali is in a new school; she meets Mia; she wants to be
her friend.) What is Anjali’s problem in the middle of the story? She wants
to ____ (invite Mia over), but she _____ (is afraid). Why? (Mia might
think it is strange.) Anjali’s dad says the lamps remind people that learning
things is like, or similar to, seeing light. He says everyone can celebrate
Diwali. Does this mean he thinks Anjali should invite Mia over? (yes)
T126 UNIT 1 WEEK 2

WEEK 2
Pages 9–12 Reread and help students visualize paragraph 1, page 9.

When does Anjali finally invite Mia? (at lunchtime) She feels worried when Literature
she invites her. Why? (She thinks Mia will say no.) How is Mia different Circles
from Anjali? (She is not afraid to talk to people.)
Have students conduct a
Page 13–15 How does the story end? (Mia and her parents come to literature circle using the
the party.) Anjali is proud. Why? Have one student answer and another Thinkmark question to guide
elaborate on the answer. (She helps Mia and her parents learn about the discussion. You may wish to
Diwali; Diwali is about helping people learn.) have a whole-class discussion
the topic of traditions from both
After Reading selections in the leveled reader.

Revisit the Essential Question. Have student pairs summarize and
answer the Text Evidence Questions. Support students as necessary,
and review all responses as a group.
Ana
W
Write About Reading Make sure students are telling the events
Analytical
A
An
W
Writing
Level
Up
Realistic
Fiction
iin the
h order they happened in the story. A Row
of Lamps
by Paul Mason
Fluency: Phrasing Realistic

Fiction
Model Model reading page 14 with proper phrasing. Next, reread the A Row
of Lamps
by Paul Mason

PAIRED
PA ED
Diwali
Diwa
READ
RE
REA D
Reali ti
Real
Realis
R tic PAIRED
Diwali
Fictio
Fi ti n
READ
Genre Expository
A Roow
w
Lamps
Compare Texts
off
Read about the tradition of Diwali.
PA I R E D R E A D Diwali illustr
byy P
b
traated
ated
Paul Mason
ted by Caroline
Hu IF students read the ELL Level fluently
The festival of Diwali started in India.

The festival happens in the fall, and it
lasts for up to five days.
Lights are an important part of the

Brijesh Singh/Reuters/CORBIS
festival. In some parts of India, people
“Diwali” THEN pair them with students who

float lamps on the rivers at night. In other
places, people hang colorful lamps
around their homes.
river
float
Make Connections: Write About It PAIRED
READ Diwa li
have ELL students
17
Before reading, point out that “Diwali” • echo-read the On Level main selection
Leveled Reader
is expository text. Then discuss the with their partner.
Essential Question. • list words they have difficulty with and
After reading, have students make connections between A Row of discuss them with their partner.
Lamps and “Diwali.”
including more complex text structures.
F
S


Vocabulary
OBJECTIVES Preteach vocabulary from “The Dream Catcher” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words celebrate,
accurately grade-
courage, disappointment, precious, pride, remind, symbols, and tradition.
appropriate
conversational, After completing the Vocabulary Routine for each word, point to the word
general academic, and We Do
domain-specific words
on the Visual Vocabulary Card, and read the word with students. Have
and phrases, including them repeat the word.
those that signal
Have students work in pairs to use two or more words in sentences or
relationships. L.3.6 questions. Then have each pair read the sentences aloud.
Preteach vocabulary Beginning Intermediate Advanced/High

words.
Help students write one Ask students to write Challenge students
sentence correctly and one sentence and to write one sentence
LANGUAGE read it aloud. one question. and one question for
OBJECTIVE 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
conversational, Vocabulary Routine on the back of each card.
general academic,
and domain-specific We Do
Have students guess the word you describe. Provide sentence frames as
words and phrases, clues. Have students name each word and define or use it in a sentence.
including those
Have pairs of students write sentence frames for two or more words. Ask
and temporal them to read the sentence frames aloud for the class to guess the words
relationships. L.3.6 and define them or use them in a sentence.

LANGUAGE
OBJECTIVE Help students write Provide sentence starters, Have students find
Use vocabulary words. completed sentences. if necessary. synonyms in a thesaurus.
T128 UNIT 1 WEEK 2

WEEK 2
OBJECTIVES Read aloud the last paragraph of “The Dream Catcher” on page 41 while
I Do
Use sentence-level students follow along. Summarize the paragraph. Point to the word
context as a clue
precious. Explain that context clues in the surrounding sentences can help
to the meaning
of a word or readers to figure out the meaning of an unfamiliar word.
phrase. L.3.4a
Think Aloud I do not know what precious means. I will try to use
sentence clues to help me figure it out. I see a phrase after precious that
LANGUAGE says, “it means a lot to me.” I think something that is precious is something
OBJECTIVE
that means a lot, or is very important, to a person.
Use sentence clues
to determine the Have students point to symbols on page 41. Find the sentence clues for the
meanings of words. We Do
word with students. Write the definition of the word on the board.
You Do
Have pairs of students write a definition for celebrate on page 43 using
sentence clues.

Help students locate the Ask students to locate and Have students explain
word and context clues on read aloud the context how they found the
the page. clues on the page. context clues on the page.
OBJECTIVES List academic language and high-frequency words from “The Dream
I Do
Produce simple, Catcher”: belief, customs, away, and A Row of Lamps: festival, around, any.
compound, and
Define each word: Belief means “something that is thought to be true.”
complex sentences.
L.3.1i Model using the words for students in a sentence: I want to go to a festival
We Do
to learn more about this culture. Write the word festival on the board. Ask
Discuss academic
language and high- students to list festivals that they have gone to.
frequency words.
You Do
Have pairs make up their own sentence frames and share them with the
class to complete them.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced/High
Use academic
language and high- Help students copy the Provide sentence starters Have students define the
frequency words. sentence frames correctly for students, if necessary. words they used.
and complete them.
VOCABULARY T129

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 Tell students that good writers use descriptive details to help readers
I Do
With guidance visualize a story’s characters, settings, and events. Read the Expert Model
and support from
passage aloud as students follow along, and identify descriptive details.
adults, produce
writing in which the Read aloud paragraph 3 on page 40 of “The Dream Catcher.“ Find details
development and We Do
organization are
describing the dream catcher, and list them in a word web. Explain how
appropriate to task the writer used the details to help readers picture the item in their minds.
and purpose. W.3.4
You Do
Have pairs write a short paragraph that describes a classroom item. They
should list the details and item in a web. Edit each pair’s writing.
LANGUAGE
Add descriptive
Have students copyedit Have students revise, Have students revise,
details to writing.
writing. adding descriptive details adding descriptive words
as needed. as needed, and edit for
errors.
S P E L L W O R D S W I T H S H O R T e, o, u
OBJECTIVES Read aloud the Spelling Words on page T104, drawing out each short-
I Do
Use spelling patterns vowel sound. Point out that when a vowel is between two consonants, it
and generalizations
will often have a short-vowel sound. Have students repeat the words.
position-based Read the Dictation Sentences on page T105 aloud for students. With each
spellings, syllable We Do
patterns, ending
sentence, read the underlined word slowly, drawing out the short-vowel
rules, meaningful sound. Have students repeat after you and write the word.
word parts) in writing
words. L.3.2f You Do
check the spelling and write the words correctly.
LANGUAGE Beginning Intermediate Advanced/High
OBJECTIVES
Have students copy the Have students circle short After students have
Spell words with
corrected words and say vowel spellings in their corrected their words,
short-vowel spellings
the words aloud. corrected words. have pairs write sentences.
e, o, u.
T130 UNIT 1 WEEK 2

WEEK 2
Grammar
CO M M A N D S A N D E XC L A M AT I O N S
OBJECTIVES Remind students that a command is a sentence that gives an order or

I Do
Produce simple, tells someone to do something. It ends with a period. Write: Sit down. Say
compound,
it aloud and model the action. Point out that the word you is understood
and complex
sentences. L.3.1i and not written. Next, remind students that an exclamation is a type of
sentence showing excitement. It ends with an exclamation mark. Write:
Identify commands We won the game! on the board. Say it aloud, modeling cheering. Point out
and exclamations. that the excitement about the game is why an exclamation mark is used.
We Do
Write the following on the board without end punctuation. Have students
LANGUAGE
OBJECTIVES
model behavior for each sentence after you read it. Tell students to listen
Write sentences. for and identify the level of excitement in the sentence to help determine
if it should end with a period or an exclamation point. Repeat each
Grades K-6
sentence, adding the correct end punctuation. Then read the sentences
aloud, having students repeat.
Language
Transfers
Handbook Bring me a pencil I just saw a snake
Put the book down I love this song
You Do
Write Commands and Exclamations on the board. Brainstorm a list of each
Language Transfers
Handbook with students. Have them model the behavior and speak with the proper
Write on the board level of excitement to convey when an exclamation point should be
a command and a used. Have pairs illustrate an example of each and write the command or
question without exclamation for the illustrations, adding proper end punctuation.
punctuation.
Punctuate the Beginning Intermediate Advanced/High
sentences with
students. Point out Have students copy their Ask students to come Ask students to come
that in Spanish, an sentences and help them up with one additional up with two additional
exclamation point or a underline the words in command and one commands and two
question mark appears each exclamation to show additional exclamation. additional exclamations.
at the beginning and excitement. Read each Ask them to underline the Ask them to write down
at the end. Say the sentence aloud. Have words in the exclamation types of emotion that
sentences aloud for students repeat. that show excitement. signal excitement.
students to repeat,
emphasizing the For extra support, have students complete the activities in the Grammar
intonation for each Practice Reproducibles during the week, using the routine below:
sentence type.
‡ Have the whole group complete the next couple of activities, and then
have partners complete the rest.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Character, Setting, Plot: Context Clues: Sentence Writing About Text:
Sequence RL.3.3 Clues L.3.4a Sequence RL.3.3
Grade 3
Assessment Includes
Weekly

State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T132 UNIT 1
WEEK 2
TESTED SKILLS
T If … Then …
Students answer 0–6 … assign Lessons 40–42 on Sequence in
COMPREHENSION multiple choice items a Story from the Tier 2 Comprehension
Students answer 0–6 … assign Lesson 134 on Context Clues:

VOCABULARY multiple choice items Sentence Clues from the Tier 2 Vocabulary

response …


students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH AND MODEL

admires Shared Read “Room to Grow,” 54–59
classmate Genre Narrative Nonfiction
Lexile 490
community
contribute
practicing
pronounce Comprehension Strategy ..................... Ask and Answer Questions, T152–T153
scared Comprehension Skill .............................. Sequence, T154–T155

Genre ............................................................. Narrative Nonfiction, T156–T157
tumbled
Vocabulary Strategy ............................... Compound Words, T158–T159
Writing Traits .............................................. Organization, T164–T165
Grammar ...................................................... Subjects, T168–T169
Go
Digital
T134 UNIT 1 WEEK 3

COMMUNITIES
Essential Question
WEEK 3
How do people from different cultures contribute to a community?

Complex Text
PAIRED
READ
Gary the Dreamer, 58–71 “Sharing Polkas and Pitas,” 72–73
Genre Narrative Nonfiction Genre Expository Text
Differentiated Text
“Book Cover,” copyright © 2001 by Random House Children's Books, from BEN FRANKLIN AND THE MAGIC SQUARES
by Frank Murphy, illustrated by Richard Walz. Used by permission of Random House Children's Books, a division of

Ben Franklin and the Benjamin Banneker:
Magic Squares Pioneering Scientist
Genre Genre Biography
Informational Text Lexile AD550
Lexile 400
Random House, Inc.
Classroom Library
WEEKLY OVERVIEW T135

TEACH AND MANAGE
How You Teach
INTRODUCE
E TEACH APPLY
Y
ding
Communities “Room to Grow” Gary the Dreamer
Minilessons “Sharing Polkas and
Ask and Answer Questions, Sequence, Pitas”
Narrative Nonfiction, Compound
Words, Writing Traits
Literature
Workshop 58–73
50–51


Go
Go Onli To-Do List
On
Online Lev
L
Le
e
ev
vel Activities
Leveled Wr
Digitall

WEEK 3
Leveled Readers Travel Brochure, T162
Text Connections
Compare Communities, T163
Ana
Analytical
A
An
Writing
W
W
Weekly Assessment
25–36


10
( More
3 Activities
on back
11
3

Write to Sources
and Research
Summary, T154–T155
Summarize, T159N, T159P
Sequence, T159N
Analyze to Inform/Explain, T163 Summarize, 71
Comparing Texts, T175, T183, T187, T193 Sequence, 71
Go Sequence, 23–25
Digital Genre, 26
Whiteboard Sequence Your Turn Practice Book

20
Go
Go
Digital

WEEK 3
Writing Trait: Organization
Sequence, T164–T165
Organization:
Sequence, 64–65
10
Go
Digital Organization:
Organization:
rganization:
Sequence,
equence, 10 Sequence, 30
Interactive

Go
Digital
Grammar
Subjects, T168–T169 Subjects
Spelling
Final e, T170–T171
F
Final e
Go Word Sorts
W
Digital
Interactive

READING
READING
Build Background Communities, T142–T143 Comprehension
Listening Comprehension Interactive Read • Strategy: Ask and Answer Questions, T152–T153
Teach, Aloud: “Faith Ringgold: Telling Stories Through • Skill: Sequence, T154–T155
A
An
Model Art,” T144–T145 W
Writing
Whole Group
Comprehension Practice Your Turn 22–27

and • Preview Genre: Narrative Nonfiction • Genre: Narrative Nonfiction, T156–T157.
Apply • Preview Strategy: Ask and Answer Questions
Vocabulary Strategy: Compound Words,
Vocabulary Words in Context, T146–T147 T158–T159
Reading/Writing Workshop Practice Your Turn 21
Close Reading of Complex Text “Room to

Grow,” 54–59
Leveled Reader Judy Baca, T174–T175 Leveled Reader Judy Baca, T174–T175
Phonics/Decoding
ecodin Decode Words with Final Vocabulary
Approaching e: a_e, T176
6 2
TIER
T178
8 2
TIER
Level Vocabulary
TIER
Comprehension
TIER
8 2 • Text Structure: Sequence, T180
0 2
• Identify Related Words, T179 • Review Text Structure: Sequence, T181
On Level Vocabulary Review Vocabulary Words, T184 Comprehension Review Text Structure:
Small Group
Sequence, T185
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Text Structure:
Level T188 Sequence, T189
Shared Read “Room to Grow,” T190–T191 Leveled Reader Judy Baca, T192–T193
English Phonics/Decoding Decode Words with Final Vocabulary Review Vocabulary, T194
e: a_e, T176
Language Vocabulary
Writing Writing Trait: Organization, T196
Grammar Subjects, T197
Learners • Preteach Vocabulary, T194

Writing • Writing Trait: Organization/Sequence, T164–T165
Whole Group
• Writing Trait: Organization/Sequence, T164–T165

• Writing Entry: Prewrite and Draft, T166 • Writing Entry: Revise and Edit, T166
Grammar Grammar Subjects, T168 Grammar Subjects, T168
Spelling Final e, T170 Spelling Final e, T170
Spelling Build Vocabulary Build Vocabulary
Build Vocabulary • Academic Language, T172 • Review Context Clues, T172
T138 UNIT 1 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Fluency Fluency Rate, T161 Integrate Ideas
• Final e, T160 Integrate Ideas • Research and Inquiry, T162
• Inflectional Endings: Drop Final e, T161 • Research and Inquiry, T162 • Text Connections, T163
Close Reading Gary the Close Reading “Sharing Polkas and Pitas,”
Dreamer, 58–71 72–73
Literature
Anthology
Leveled Reader Judy Baca, T174–T175 Leveled Reader Paired Read: “Vibrant Los Leveled Reader Literature Circle, T175
Phonics/Decoding
oding Build Words with Final e Angeles,” T175 Comprehension Self-Selected Reading, T181
TIER
Spellings, T176
6 2 Phonics/Decoding Practice Words with Final Phonics/Decoding Inflectional Endings:
Fluency Rate, T1800 2
TIER
e, T177 Drop Final e, T177
Vocabulary Compound Words, T179
Vocabulary Compound Words, T184 Angeles,” T183 Comprehension Self-Selected Reading, T185
Vocabulary Angeles,” T187 Comprehension
• Compound Words, T188 Gifted and • Self-Selected Reading, T189 Gifted and
• Tell a Story, T188 Talented • Independent Study, T189 Talented
Phonics/Decoding Build Words with Final e Angeles,” T193 Phonics/Decoding Inflectional Endings:
Spellings, T176 Vocabulary Additional Vocabulary, T195 Drop Final e, T177
Vocabulary Compound Words, T195 Phonics/Decoding Practice Words with Final
Spelling Words with Final e, T196 e, T177
LANGUAGE ARTS
• Writing Trait: Organization/Sequence, T164–T165 • Writing Trait: Organization/Sequence, T164–T165 • Writing Trait: Organization/Sequence, T164–T165
Grammar Mechanics and Usage, T169 Grammar Subjects, T169 Grammar Subjects, T169
Spelling Final e, T171 Spelling Final e, T171 Spelling Final e, T171
• Compound Words, T173 • Shades of Meaning, T173 • Morphology, T173

A C T Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Organization Passage of Time T151
Genre Autobiography T157
“Room to Grow”
Lexile 490
Genre Illustrations T159B
Autobiography T159C, T159G
Prior Knowledge T159K
Organization Sequence T159C
Compare and Contrast T159O–T159P
Connection of Ideas Text to Self T159E
Illustrations T159I
Text Features T159L
Gary the Dreamer Lexile 500
“Sharing Polkas and Pitas” Lexile 530

SCAFFOLD
support Workshop “Room to Judy Baca T192–T193
scaffold instruction using the small Grow” T190–T191 “Vibrant Los Angeles”
THEN
group suggestions. T193
WEEK 3
more complex text.
Quick Check
Comprehension Strategy Ask and Answer
Questions T153
Comprehension Skill Sequence T155
Genre Narrative Nonfiction T157 Beyond
Vocabulary Strategy Compound Words T159 T183

Phonics/Fluency Words with Final e, Rate T161

If Yes On Level Review T182–T185 On Level
Beyond Level Extend T186–T189
oaching
Apprro ELL
T175 T193
Additional Vocabulary T195 Compound Writing Spelling Grammar

achievements project Words T195 Organization Words with Subjects T197
because struggles T196 Final e T196
before unity
better


LESS O
IN I
M
N
10 Build Background
Mins
Go
How do people from different cultures contribute to a community?
Week
Weekly
We
eekly
ek y Concept
C
Concep
Co Commu
Communitie
Communit
Communities
ommunities
ommunitie
Essential Question
ties
Writing Workshop. Explain that many people from different cultures

How do people from different
cultures contribute
e to a community?
comm
Go Digital!
tal!
contribute to a community.
Discuss with students the main ideas and details of the photograph of
Phili S li /Al
Reading/Writing Discuss the
Workshop the children. Focus on how the children are sharing culture with their Concept
community.
OBJECTIVES ‡ There are many different ways to share culture with a community.
Come to discussions Some ways are sharing food, types of music and dance, and stories.
prepared, having
read or studied ‡ When people in a community share their culture, they contribute to
Watch Video
required material; the community. Sharing culture helps people learn from each other.
explicitly draw on that
preparation and other
information known Talk About It
about the topic to
Ask: How can people contribute to communities by sharing culture?
explore ideas under
discussion. SL.3.1a
COLLABORATE What are some ways to share culture in a community? Have students
discuss in pairs or groups.
Ask questions to
check understanding ‡ Model using the Concept Web to generate words and phrases related
of information to sharing culture in communities. Add students’ contributions.
presented, stay
on topic, and link ‡ Have partners continue the discussion by sharing what they know Communities
their comments about culture and communities. They can complete the Concept
to the remarks of Webs, generating additional related words and phrases. Use Graphic
others. SL.3.1c Organizer
Build background
knowledge on
communities. Collaborative Conversations
ACADEMIC Add New Ideas As students engage in partner, small-group,

LANGUAGE and whole-class discussions, encourage them to add new ideas
• community, contribute to their conversations. Remind students to
• Cognates:
‡ stay on topic.
comunidad,
contribuir ‡ connect their own ideas to things their peers have said.
‡ look for ways to connect relevant personal experiences or prior
knowledge to the conversation.
T142 UNIT 1 WEEK 3

WEEK 3
1
GRAPHIC ORGANIZER 62

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Ask students
boys dancing. Say, These describe the photograph. to discuss with partners
boys are sharing culture by Ask, What are the boys other parts of culture they
dancing. Culture is the arts, wearing? What are they have seen people share. Communities
beliefs, and customs of a holding? Would you like Ask questions to help
certain group of people. to try this dance? Give them focus. Have you seen
For example, culture can children plenty of time people dance? Have you
be a special type of dance. to respond. seen people prepare special
Demonstrate a dance. food? Have students share
Repeat after me, dancing their responses with
is part of culture. the class.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Communities Digital
Ask and answer
questions to
Tell students that art is one way people can make a contribution to
demonstrate their community. Tell students that as they listen to a passage about an
understanding of artist who tells stories with paintings and quilts, they will be asking and
a text, referring answering questions about the text.
as the basis for the
answers. RI.3.1 Preview Genre: Narrative Nonfiction View Photos
Determine the main Explain that the text you will read aloud is a biography, which is a kind
ideas and supporting of narrative nonfiction. Discuss features of biographies:
‡ are the story of a real person’s life written by another person
presented in diverse ‡ are often about a person who has made a difference or has a unique
media and formats, story to tell
including visually,
quantitatively, and ‡ may include details to add interest, but the people, events, and facts
orally. SL.3.2 in a biography are true
• Listen for a purpose. Preview Comprehension Strategy:

• Identify Ask and Answer Questions
characteristics of a
biography. Point out that readers can ask questions before they read to help
them understand what the text will be about. As they continue to
read they can ask and answer questions to help them monitor their
ACADEMIC
LANGUAGE comprehension and stay on track.
• narrative nonfiction, Use the Think Alouds on page T145 to model the strategy.
biography, ask and
answer questions
Respond to Reading
• Cognate: biografía
Think Aloud Clouds Display Think Aloud Master 1: I wonder. . . to
reinforce how you used the Ask and Answer Questions strategy to © The McGraw-Hill Companies, Inc.
understand content. Model Think

Alouds
Genre Features With students, discuss the elements of the Read
Aloud that let them know it is a biography. Ask them to think about
other texts that you have read aloud or they have read independently
Genre Features
that were biographies.
Summarize Have students determine the main idea and supporting
details in “Faith Ringgold: Telling Stories Through Art.” Then, have Fill in Genre
them briefly restate the information they learned and discuss the Chart
contributions Ringgold’s art has made to the United States.
T144 UNIT 1 WEEK 3

WEEK 3
Faith Ringgold:
Telling Stories Through Art
A young African American girl looked out her bold colors of her mother’s many quilts. Could
apartment window. Her Harlem street was a quilts tell a story, too? 2
patchwork of colors and shapes. It reminded Soon Faith began piecing together shapes of bright
her of the brightly colored quilts her mother and fabric to make pictures. Sometimes she would
grandmother made. Faith listened to the stories paint the fabric before cutting it into the shapes
they told while quilting. She learned about the hard she needed. She filled her story quilts with joyful
life of her great-great-great grandmother as the images from her childhood. One quilt told about
needle went in and out of the quilt. 1 her family’s picnics on their apartment roof in the
Because her mother worked in fashion there were summer. Later she wrote a book called Tar Beach.
always stacks of fabrics on tables and chairs. Faith She used the pictures from her quilt to tell the
was often sick as a child, so she spent a lot of time story. 3
indoors with her mother. Faith’s mother taught her Today Faith Ringgold is still using art to tell stories.
to sew and to see art in the world around her. She Some stories tell of difficult times. But she never
treasured those days. fails to bring joyful hope to all who see her work.
Faith learned that art was a way to tell a story. She Her paintings and story quilts connect people to
created paintings that told about events taking each other, to their communities, and to the world.
place in the world. Other paintings told stories
from her own life and those of her family and
friends. Faith often thought about the shapes and
2
1 Think Aloud As I read
I can ask and answer
Image Source/Getty Images
questions to help me better

understand and remember
what I read. I can ask myself,
“What did I just learn from 2 Think Aloud I wonder if
this paragraph?” Faith will try other kinds of art
besides painting to tell stories.
I know that Faith learned
how to make quilts from her
mother, so I wonder if she will
make her own quilts.
3 Think Aloud After reading

this paragraph, I ask myself,
“What do Faith’s quilts look
like?” I’m going to reread this
paragraph to try to find the
answer to my question.

Vocabulary
LESS O
IN I
M
N
10 Words in Context
Mins
Go
Vocabulary
ula
ary Routine
Define:
Example::
Ask:

Workshop
Define: When you are scared, you are afraid of something.
OBJECTIVES Example: Our dog hides during storms because he is scared.

Acquire and use Ask: What is a synonym for scared?
accurately grade- scared
appropriate
conversational,
general academic, Definitions
and domain-specific Use Visual
‡ admires When someone admires something you have done, Glossary
words and phrases,
including those that he or she likes it.
signal spatial and Cognate: admirar
temporal relationships ‡ classmate A classmate is someone who is in your class at school.
night we went looking ‡ community A community is a place where people live, work, and
for them). L.3.6 play together.
Determine the ‡ contribute When you contribute something, you give money
meaning of general
or help.
academic and
domain-specific ‡ practicing When I am practicing, I do something again
words and phrases and again.
in a text relevant to
a grade 3 topic or ‡ pronounce When you pronounce a word, you say the
subject area. sounds correctly.
RI.3.4
‡ tumbled When I lost my balance, I tumbled and fell.
ACADEMIC
LANGUAGE
Talk About It
• community, contribute Have students work with a partner and look at each picture and discuss
• Cognates: COLLABORATE the definition of each word. Then ask students to choose three words
comunidad, and write questions for their partners to answer.
contribuir
T146 UNIT 1 WEEK 3

WEEK 3
1

admires community practicing scared
ENGLISH LANGUAGE LEARNERS classmate contribute pronounce tumbled
Use a word from the box to answer each question. Then use the
SCAFFOLD word in a sentence. Possible responses provided.
1. What is another word for afraid? scared; I get scared by the sound of

thunder and lightning.
2. What word can describe a friend who sits next to you at school?
Use Visuals Let’s look at Describe Have students Discuss Ask students to classmate; My classmate is the nicest student at school.
the picture for the word describe the picture. Help discuss with a partner 3. What is another word for give? contribute; Instead of paying money
for tickets, we were asked to contribute canned goods.

scared. Demonstrate them with pronunciation. other things that might
4. What helps people get better at doing something? practicing; My
a scared pose and Ask, How can you tell the scare a pet. Have students
piano teacher told me I would get better by practicing everyday.
expression. Ask, Who is dog is scared? Guide them write a sentence about
5. What word means say the sound of? pronounce; When I read names
scared in this photograph? towards a response, such what made the dog in a book, I sometimes wonder how to pronounce them.
Have students point to as the dog is hiding under scared. Have volunteers
6. What word describes a place where people live and work together?
the dog and fill in the a blanket. share their sentences with community; My community is a great place to live.
sentence frame. The the class. 7. What word means thinks well of? admires; My little sister admires me
is scared. Give students for my great basketball skills.
ample time and support 8. What happened to the fruit when it fell out and rolled to the ground?
to answer. tumbled; My change fell out of my pocket and tumbled to the ground.

p. 21 p. 21 p. 21
VOCABULARY T147
Comprehension
LESS O
IN I
M
N
10
X Shared Read
Mins
Go
Connect to Concept: Communities Digital
Explain to students that “Room to Grow” is the story of a girl who
adjusts to living in a new community.
Spring in the City
My name is Kiku Sato. Last spring, my family
and I moved from the country to the big city.
After reading the story, have partners discuss what they have learned
Our new home in Portland had no yard. There
wasn’t even a tiny plot of land. So Mama made an
indoor garden. First she and Papa planted seeds in
pots. Then they hung them from hooks. Next they
crammed plants onto shelves. Green vines tumbled
over desks. Soon our house had plants everywhere.
At first I was scared to start school. I was afraid no
(flowers) Japack/amanaimagesRF/Corbis; (bkgd) Wetzel and Company; (c) Margaret Lindmark

one would be my friend. But I soon met a classmate.
Jill Hernandez and I were practicing reading aloud
one day. She helped me say her last name, and I
helped her pronounce mine. The next day we were
about moving to a new community.

best friends. Jill spent lots of time at my house.
COLLABORATE Essential Question

cultures contribute to a community? Our new home
Read how one family helps their in Portland
community grow.
A Map Of Oregon
54 55
11:25 AM 55 11/16/11 11:26 AM
Spread Redux.indd 1 1/21/12 12:45 PM
Reading/Writing Discuss “Room

Workshop Use Vocabulary Words in Context to Grow”
admires classmate community contribute
OBJECTIVES practicing pronounce scared tumbled
Ask and answer
questions to The highlighted words in the text are the vocabulary words students
demonstrate have learned. As you read, have them discuss the words’ meanings.
understanding of
a text, referring Close Reading
as the basis for the Reread Paragraphs 1–2: Tell students that you are going to take a
answers. RI.3.1 closer look at the first two paragraphs of “Room to Grow” on page 55.
Report on a topic or Ask: How is Kiku’s new home different from her old home? Model how to
text, tell a story, or cite evidence to answer the question.
recount an experience
with appropriate In the first paragraph I see that Kiku has moved from the country to the
facts and relevant, city. Then I see in the second paragraph that she has no yard in her new
descriptive details, home, so the family keeps many plants inside. I think that she had more
speaking clearly at room in her old home.
an understandable
pace. SL.3.4 Reread Paragraph 3: Tell students that you are going to look closely
at the third paragraph on page 55. Help students connect to the text
by recounting their own experiences of going to a new school, or their
ACADEMIC
LANGUAGE
very first day of school. Discuss: Kiku is scared to start school. I can better
concept, context, understand why she is scared when I remember my first day at a new
reread school. Have students discuss the topic using relevant, descriptive facts
and details and speaking clearly at an understandable pace.
I can understand why Kiku Sato is scared to start school. It can be scary
to be in a new place where you don’t know anybody. I can see in the
text that Kiku was scared that no one would be her friend at her new
school. I have been nervous about going to new places, but I always
make new friends. I know Kiku will make new friends too.
T148 UNIT 1 WEEK 3

WEEK 3
Explain ELLs might not understand that the title “Room to Grow”
is a play on words. Explain to students that we say there is room
to grow when we get something bigger than what is needed,
such as a house for a family that will get bigger or have more
people there in the future. Here, however, it is the opposite. Kiku’s
home is very small and there is nowhere to grow plants outside,
so her parents grow a garden inside the house. They find room to
grow a garden.
You might also want to explain the expression “make the most
of” in paragraph 1 on page 57. This again is talking about using
a place or a thing that might not be very big or seem very useful
and doing the best they can with it. In this case, they use a very
small area of land to grow a garden.
SHARED READ T149

An Idea for a Garden

One afternoon, Jill and her mother came to visit
Mama and Papa and me. First they saw our beautiful
potted plants. Jill’s mother said, “Jill admires your
indoor garden. She has told me so much about it.”
We all sat down while Mama served tea. First
she put green tea into the tea bowl. Then she added
hot water and stirred. She handed the bowl to Jill’s
mother and bowed.
Mama's s
pecial tea n
bowls ther in Japa
G randmo
“My mother taught me how to make tea,” said

Mama. “She also taught me how to plant a traditional

Japanese garden. I learned to make the most of a
small, compact space.”
All of a sudden, Jill’s mother smiled. “Can you
help us with a project?” she asked. “Our community
wants to plant a garden. Our plot is very small. There
is so much we want to grow.”
Papa looked at Mama, and they both bowed.
“Yes,” they said.
56 57
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11/16/11054-059_CR14_SI3_U1W3_MR_119111.indd 57 11/16/11 11:27 AM
Shared Read
Close Reading Reread page 57: Tell students that you are
Reread page 56: Tell students that you are going going to take a closer look at page 57. Ask: Why
to take a closer look at page 56. Ask: How did do you think Jill’s mother asks Kiku’s mother for
Kiku’s mother learn to make tea? Model how to cite help with the community garden project? Model
evidence to answer the question. how to cite evidence to answer the question.
Discuss with students how Kiku’s mother’s help
When I read the second paragraph on page 56 of with the community garden is a good example
“Room to Grow,” I see that Kiku’s mother is serving of how people can demonstrate volunteerism in
tea. She has a special way of making and serving it. their communities.
I wonder how she learned it. When I keep reading, I
see that her mother taught her. Jill’s mother can tell from looking at the potted
plants that Kiku’s mother really likes gardening.
She also knows that Kiku’s mother learned a lot
about gardening from her mother. By helping
plant a community garden, Kiku’s mother is
helping to create something useful that will will
improve the community.
T150 UNIT 1 WEEK 3

WEEK 3
Then, we used round, flat stones to make a rock

A Garden Grows path. Papa said that in Japan, stones are an important
First we had a meeting with the community. part of a garden. Finally, we planted the seeds.
Everyone agreed to contribute. Some people brought Jill and I worked in the garden all summer. Our
seeds, tools, and dirt. Then the next day we met and community grew many different vegetables. At
started our garden. the end of the summer, we picked enough to have
Papa built long, open boxes. Next, we filled them a cookout. Mama brought a big pot of miso and
with dirt. The tallest box went close to the back wall. vegetable stew. Everyone thanked Mama and Papa
The boxes got shorter and shorter. The shortest box for their help. They brought a bit of Japan to Portland.
was in the front. “All the plants will get sunlight I was so proud.
without making shade for the others,” Mama said.
ed!
w h a t we pick
Look
Make Connections
Lindmark
e Lindmark
What did Kiku’s family do to

arret
Margaret
mpanyy; (c) Margar
help their new community?

tze and Company;
What parts of their culture

Com
oom
did they share?

Wetzel
Wetzel
ESSENTIAL QUESTION
(flowers) Japack/amanaimagesRF/Corbis; kgd)) W
R orbis; (bkgd)
(bkgd
kgd
How can you and your

eessRF/C
family contribute to your

m naimages
ages
ges
Papa building boxes community? TEXT TO SELF

pa /ama
apack
pac
eds
Jill and I planting se
58 59
054-059_CR14_SI3_U1W3_MR_119111.indd 58 READING/WRITING WORKSHOP, pp. 58–59 11/16/11054-059_CR14_SI3_U1W3_MR_119111.indd

11:28 AM 59 11/16/11 11:29 AM
Make Connections
ESSENTIAL QUESTION
Have students go back in the text for evidence as
Organization
they talk about how Kiku and her family helped
their community. Ask students to explain how the Students may not realize that the last
family shared their culture. paragraph flashes forward a season. Have
students reread pages 58–59.
Continue Close Reading ‡ Which sentence tells you the garden is
Use the following lessons for focused rereadings. finished? (“Finally, we planted the seeds.”
The word finally tells me the project
‡ Ask and Answer Questions, T152–T153
is complete.)
‡ Text Structure: Sequence, T154–T155
‡ Has much time passed between building the
‡ Narrative Nonfiction, T156–T157 garden and the end of the story? (At least a
‡ Compound Words, T158–T159 season has passed. Kiku says that she and
Jill worked in the garden “all summer.”)
SHARED READ T151

LESS O
IN I
M
N
Mins
Go
1 Explain Digital
Explain that when they read a story, students may come across
something they don’t understand. Remind them that they can ask Spring in the City
questions about the story as they read and then look for answers

in the text.
Essential Question
cultures contribute to a community? Our new home
Read how one family helps their in Portland
community grow.
A Map Of Oregon
54 55
Reading/Writing
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View “Room to
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Workshop answers to their questions. Grow”

‡ When they don’t find an answer to a question, they can reread
OBJECTIVES the text.
Ask and answer
questions to ‡ Good readers develop new questions about a text as they read.
demonstrate Point out that asking and answering questions about a story will
understanding
help them understand it better.
of a text referring
as the basis for the 2 Model Close Reading: Text Evidence
answers. RI.3.1
Model how asking and answering questions can help you
Ask and answer understand why there are so many plants in Kiku’s house. Reread the
questions to increase section called “Spring in the City” on page 55 of “Room to Grow.”
understanding.

ACADEMIC
LANGUAGE
Have students reread the section “An Idea for a Garden” starting on
ask and answer COLLABORATE page 56. Direct them to work with partners to think of a question
questions about the section. Provide an example question: Why did Jill’s mother
ask Kiku’s mother for help? Then have them refer to the section again
to find the answer. Remind students to use information directly
found in the text to answer their questions.
T152 UNIT 1 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Q
Do students ask and answer questions
to better understand the story? Do
they refer to the story to answer their
questions, if necessary?

ELL Develop p. T190

SCAFFOLD Read the passage. Use the ask and answer questions strategy to
be sure you understand what you read.

Joseph Bruchac
Understand Help Explain Have students Demonstrate Growing Up Near Mountains
students reread the first reread the first two Comprehension Have 4
15
Joseph Bruchac grew up in the mountains of New York. He
lived with his grandmother and grandfather. Young Joseph loved
two paragraphs of “Spring paragraphs on page 55. students reread the first 24 to go with his grandfather everywhere he went. His grandfather
34 showed him how to walk softly through the woods and how to
in the City” on page 55. Ask: Why does Kiku’s mother two paragraphs on page 46 fish in the lakes and rivers.
52 As a child, Joseph spent time working in his grandparents’
Point out difficult words make an indoor garden? 55. Elicit from students 62 store. When he made mistakes, his grandfather would never shout
and phrases such as (because there is no yard) why this text is confusing. 72
85
or yell at him. Instead, he would talk to Joseph about what had
happened. That way Joseph could know how to do better the next
plot of land, hung, and Why is this important? Ask: Why do you think it is 97 time. During the winter, farmers would come to the store. They
108 would sit around the stove and tell Joseph stories.
crammed. Define them (We learn that having a important to know about 117 While growing up, Joseph loved to read and write. Joseph’s
127 grandmother kept bookshelves in the house full of books. There
for students with the garden is important to the this indoor garden? Turn to 137 was always plenty to read. He liked to read storybooks about
animals. He also liked reading poetry. He even wrote some
help of pictures and Satos.) Point out why this a partner and explain. 148
158 poems of his own! One time, he wrote a poem for his teacher.
demonstrations. Then text is confusing. We do 171 She was very proud.
help them replace them not know yet why having

with words they know. a garden is so important.
We will have to read on to
find out.
pp. 23–25 pp. 23–25 pp. 23–25

Comprehension Skill
LESS O
IN I
M
N
10 Text Structure: Sequence
Mins
Go
1 Explain Digital
Explain that sequence is the order in which events take place. Paying
attention to sequence can help readers better understand a story. Spring in the City
Students can look for time-order words that indicate sequence,

‡

such as first, next, then, and finally. These words show the order Essential Question
cultures contribute to a community?
Read how one family helps their
community grow.
Our new home
in Portland
A Map Of Oregon
54 55
Reading/Writing
of when things happen. 054-059_CR14_SI3_U1W3_MR_119111.indd 54
Spread Redux.indd 1
Present the
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Workshop ‡ Sequence is a way an author organizes ideas. In an Lesson

autobiography, the author often writes events in chronological
OBJECTIVES order. Understanding how to identify text structures such as
Describe the logical sequence helps readers understand the order of events.
connection between
particular sentences
and paragraphs in a 2 Model Close Reading: Text Evidence
cause/effect, first/ Point out signal words in the “Spring in the City” section on page 55.
second/third in a Demonstrate how these signal words show the text’s sequence.
sequence). RI.3.8
Ana
Analytical
A Write About Reading: Sequence Model for students how to use
Writing
W
Identify the sequence
the notes from their graphic organizers to write the sequence of the
of events in a story. events that occur in the “Spring in the City” section.
ACADEMIC
LANGUAGE Have students reread “Spring in the City.” Have them describe the
• sequence
COLLABORATE overall structure of the text, and complete a graphic organizer,
• Cognate: secuencia
listing in order the events that occur after the garden is planted.
Ana
Analytical
A Write About Reading: Summary Ask pairs of students to work
Writing
W
together to write a summary that describes the logical connection
of the main events in “Room to Grow” using words that signal
temporal relationships such as first, next, then, and finally. Select
SKILLS TRACE pairs of students to share their summaries with the class.
TEXT STRUCTURE

Unit 2 Week 6; Unit 3
Weeks 5, 6; Unit 4 Weeks
3, 4; Unit 5 Weeks 5, 6;
Unit 6 Weeks 3, 4, 6
Assess Units 1, 3, 4, 5, 6
T154 UNIT 1 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Q
organizer, can they list events from the
text in order? Can they use signal words
to tell when things happened?

ELL Develop p. T190

A. Reread the passage and answer the questions.
1. What happened during the winter at Joseph’s grandparents’ store?
ENGLISH LANGUAGE LEARNERS Farmers came to the store. They sat around the stove and told Joseph
SCAFFOLD stories.
2. What happened next after Joseph read stories to his sons?

Beginning Intermediate Advanced/High He began to write children’s books.

Use Visuals Reread the Explain Have students Discuss Have students
second paragraph of reread the second describe the order of 3. Reread the fifth paragraph. What did Joseph do after he began to
“Spring in the City.” Say: paragraph of “Spring in events after Kiku’s mother write stories?
He went to schools all over the United States. He read his stories to
Mama decides to plant the City.” Have students decides to plant an
children.
an indoor garden. What explain what Kiku’s indoor garden. Then have

happens first? Then what mother decides to do. them explain how they
B. Work with a partner. Read the passage aloud. Pay attention to rate.
happens? What happens Then have partners identified a new event Stop after one minute. Fill out the chart.
next? Help students describe the sequence of using signal words. Number of Words Correct
Words Read – =
describe the sequence of events that happen after Errors Score
First Read – =
events. First, . Then this decision. First, ; Second Read – =
. Next . then, ; next, .

pp. 23–25 pp. 23–25 pp. 23–25

Genre: Informational Text

LESS O
IN I
M
N
10 Narrative Nonfiction
Mins
Go
1 Explain Digital
Discuss the following key characteristics of an autobiography.
‡ An autobiography is a kind of narrative nonfiction. It tells the
true story of a person’s life.
‡ The author is who the text is about. You can tell because it uses
Reading/Writing pronouns such as I and me.
Workshop
‡ An autobiography usually tells the events of the author’s life in Spring in the City
chronological order.
OBJECTIVES

By the end of the year, ‡ Autobiographies often contain text features such as headings Essential Question
cultures contribute to a community?
Read how one family helps their
community grow.
Our new home
in Portland
A Map Of Oregon
54 55
read and comprehend and maps. These features help readers understand the events in 054-059_CR14_SI3_U1W3_MR_119111.indd 54
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Present the
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1/21/12 12:45 PM
informational texts, the person’s life and picture where they took place. Lesson
including history/
social studies, science,
and technical texts, 2 Model Close Reading: Text Evidence
at the high end of
the grades 2–3 text
Model identifying clues on page 55 that indicate “Room to Grow” is
complexity band an autobiography.
independently and Headings Point out the heading “Spring in the City.” Explain that
proficiently. RI.3.10
headings tell what a section is mostly about. Ask: Why does this
Recognize the heading fit this section?
characteristics of an Map Point out the map at the bottom of the page. Explain that a
autobiography. map is a flat drawing of a real place. Have students tell how the map
adds to their understanding of the story. Ask: How does this map help
ACADEMIC you understand the story?
LANGUAGE
• autobiography,
map, headings, 3 Guided Practice of Close Reading
informational text Have students work with partners to find examples in “Room to
• Cognate: Grow” that help them know it is an autobiography. Have them tell
COLLABORATE
autobiografía
their partners what they have learned about Kiku and her family’s
culture. Then have them share their work with the class.
T156 UNIT 1 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Q
Are students able to identify
autobiographical features in “Room
to Grow”? Can they identify what they
learned from them?

ELL Develop p. T190
A C T Access Complex Text Keith Little

During World War II, I was a
soldier and fought battles in the
Marshall Islands and on Iwo Jima Marshall
Japan
Islands
in the Pacific Ocean. I was one of
Genre the Navajo code talkers. The code
Iwo Jima
talkers used the language of the
Students may have difficulty identifying how Navajo people to send messages to
the troops. The enemy didn’t know
this language and couldn’t read our
the author uses an autobiography to share code. Our work helped the United
Philippines
Map of the Philippine Sea
States win many battles. After t he
a story that’s mainly about her mother. Have war, I taught people about Navajo language and culture.
students reread pages 56–57. Answer the questions about the text.
1. How do you know this text is an autobiography?

‡ Who does the author focus on the most in The narrator is telling about his own life, using I.
her autobiography? (She focuses the most

py g
on her mother.) 2. What text features does the text include?

heading; map, caption
p
‡ How do you think the author feels about 3. What information does the map give you?
The map shows you where Keith Little fought in battles.
her mother, based on the details she shares
about her? (I think the author respects her
mother and admires her traditions.) APPROACHING BEYOND ELL
p. 26 p. 26 p. 26
GENRE T157
Vocabulary Strategy
LESS O
IN I
M
N
10 Compound Words
Mins
Go
1 Explain Digital
Explain to students that they can look for the smaller words in a
compound word to help define an unfamiliar compound word. An Idea for a Garden
One afternoon, Jill and her mother came to visit
Mama and Papa and me. First they saw our beautiful
potted plants. Jill’s mother said, “Jill admires your
indoor garden. She has told me so much about it.”
We all sat down while Mama served tea. First
A compound word is made up of two smaller words.

she put green tea into the tea bowl. Then she added
hot water and stirred. She handed the bowl to Jill’s
‡
mother and bowed.
Mama's special
tea bowls Japan
her in
Grandmot
“My mother taught me how to make tea,” said

Mama. “She also taught me how to plant a traditional
Japanese garden. I learned to make the most of a
small, compact space.”
Students can look for smaller, familiar words within a word.

All of a sudden, Jill’s mother smiled. “Can you
‡
help us with a project?” she asked. “Our community
wants to plant a garden. Our plot is very small. There
is so much we want to grow.”
Papa looked at Mama, and they both bowed.
“Yes,” they said.
56 57
11:27 AM 57 11/16/11 11:27 AM
Reading/Writing ‡ Students can use the smaller words to find the meaning of the Present the
Workshop Lesson
compound word.
OBJECTIVES
Determine the 2 Model Close Reading: Text Evidence
meaning of general Model defining the compound word afternoon in the first paragraph
academic and
domain-specific
on page 56 of “Room to Grow” by breaking it into two smaller words.
words and phrases
in a text relevant to 3 Guided Practice of Close Reading
a grade 3 topic or
subject area. RI.3.4 Have students work in pairs to figure out the meanings of sunlight
COLLABORATE and cookout in “Room to Grow.” Encourage students to identify the
smaller words within the compound words and use them to figure
ACADEMIC
out the definitions.
LANGUAGE
compound word
SKILLS TRACE
COMPOUND WORDS

Review Unit 1 Weeks 3, 4
Assess Unit 1
T158 UNIT 1 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Q
Can students identify compound words
and use their parts to determine the
meanings of sunlight and cookout?

ELL Develop p. T195

Underline the compound word in each sentence. Then write its
definition. Use a dictionary to help you.
ENGLISH LANGUAGE LEARNERS Possible responses provided.
1. His grandfather showed him how to walk softly through the woods.
SCAFFOLD the father of one of your parents
Beginning Intermediate Advanced/High 2. He liked to read storybooks about animals.
books with stories in them
Identify Point out the Describe Point out Discuss Point out the
3. There were plenty of bookshelves in the house full of books.

words sunlight and the words sunlight and words sunlight and
shelves for books
cookout and define the cookout. Explain these cookout and ask students

words for students. Give words are made up of to define them and give 4. But he still lives in the hometown where he grew up.
them examples. Point out smaller words. Ask: What examples. Have students the town where a person comes from or where a person lives
the words that make up smaller words do you see also find context clues to
each compound word. inside these words? Have figure out the meanings
Have students repeat students use the smaller of the words and share
each word. words and context clues with a partner why these
and talk to a partner to clues helped.
figure out what these
words mean.
p. 27 p. 27 p. 27

Develop
Comprehension
LEXILE
Gary the 500
Dreamer
Gr e
420
0 820
500 Gary the Dreamer

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex?
Genre
Organization
Connection of Ideas
T159A UNIT 1 WEEK 3

WEEK 3
Predictive Writing
Have students read the title, preview the
illustrations, and write their predictions
about what this story will be about.
Encourage students to share the titles of
stories they have read by Gary Soto.
ESSENTIAL QUESTION
Question. Have students discuss how the
Gary
story might help them answer the question.
Note Taking:
the
Dreamer
take notes by filling in the graphic organizer
by Gary Soto on Your Turn Practice Book page 22 to
illustrated by Elizabeth Gómez record the sequence of events.
I was born in April, a month when it rains and rains. 1 Genre: Narrative Nonfiction
Maybe this is why when I was three years old I liked
to open my mouth and taste rain! Also, April ril is when
w Explain to students that an autobiography
flowers bloom. Bees arrive out of nowhere. 1 is a type of narrative nonfiction and discuss
ame w
I lived in a small white house. My dog’s name was the characteristics of an autobiography on
Blackie. My cat’s name was Boots. I had a canary just
page 59. (Autobiographies give facts about
bigger than a big person’s thumb. But my bird flew away
when the little door of its cage was left open. So sorry, the author’s life. Gary Soto tells readers he
little canary, but I think it was me who left it open! was born in April and then tells what he was
like when he was three years old.)
59
058_061_CR14_SA_3_U1W3_SEL_118998.indd 59
Genre
Remind students to connect pictures with the text. (He is three. The text says that when he was three,
‡ Help students connect the illustration on page 58 he liked to open his mouth and taste the rain.)
with the text on page 59. ‡ Who are the pets in the picture? (Blackie and Boots,
‡ Who is the boy in the illustration? (Gary Soto) Gary’s dog and cat.)
‡ How old is Gary in the picture? How do you know? ‡ Why do you think Gary’s canary is not shown?
(It flew away.)

Develop
Comprehension
2 Skill: Sequence
Authors of autobiographies use sequence
to show how they changed as they grew
older. What did Gary like to do when he
was a little boy? (He liked to play with
his friends, eat fruit, and spit seeds at his
brother.) Add the event to your graphic
organizer.
Event
Gary liked to play with his friends, eat fruit,
and spit seeds at his brother.
Event
Event I remember my high chair. I remember watching my

parents and older brother at the dinner table. When I got
a little bigger, I got to sit with them. Most mornings, I ate
Event oatmeal sprinkled with brown sugar. The sugar was like
rocket energy. I blasted out of the house ready to play.
I played tag with the neighbor kids. I played hide-and-
seek. I played catch with oranges. In our backyard, we
had an orange tree. We also had plum, lemon, and apple
trees. Lucky me! Anytime I was hungry for a snack, I just
went outside and picked a fruit!
2
60

Organization Genre
Tell students that many autobiographies are Explain to students that authors write
written by adults who are reflecting on their autobiographies from their own point of view.
childhood. They share events that happened in the Looking at the words and phrases the author chooses
past. Reread the first paragraph on page 60 with can help readers understand how the author feels.
students. Ask: ‡ How does the author feel about the fruit trees in
‡ What words help you recognize that Gary Soto is his backyard? (lucky) How do you know? (He says,
writing about his past? (I remember) “Lucky me!”)
T159C UNIT 1 WEEK 3

WEEK 3
3 Strategy: Ask and Answer Questions

Teacher Think Aloud As I read, I
pause to ask myself questions to check
my understanding. Then I reread and
paraphrase the text that answers my
question. A question I asked myself is, “Why
did Gary use pinto beans and pebbles as his
army men?” When I reread, I read that Gary
did not have a lot of toys. That is why he
used things like beans and pebbles as toys.
4 Vocabulary: Compound Words
What two words do you see in the word
watermelon? (water and melon) How
can these words help you figure out the
meaning of watermelon? (A watermelon
must be a type of melon that is
mostly water.)
I didn’t have many toys. My army men were

pinto beans and pebbles. I played with them in the
dirt. I got dirty from playing hard. It seemed like a
giant pepper shaker had sprinkled me with dust! 3
My favorite fruit was watermelon. After I ate a slice
of watermelon, I ended up with seeds in my mouth.
These seeds were my ammo to spit at my older
brother. He would spit some back at me. It was sort rt
of like a fun war. The seeds flew all over the place. 4
61
058_061_CR14_SA_3_U1W3_SEL_118998.indd 61
Tell students that Lucky me! is another way of saying ‡ Show me or tell me what Gary does with the fruit.
I am lucky. Students should respond verbally or demonstrate
‡ Why is Gary lucky? What does he have? (He has picking fruit and then eating it.
fruit trees in his backyard.) ‡ Have students chorally say, “Lucky me!”

Develop
Comprehension
5 Author’s Craft: Figurative Language
Authors use similes to compare two things
that seem different but are alike in some
way. What does the author compare the
slide to? (a big shiny spoon) Why is this
a strong comparison? (It helps readers
imagine how smooth and bright and shiny
the surface of the slide is.)
62

Connection of Ideas
Remind students that to understand characters ‡ Why does Gary wonder if a bird in a tree could be his
and their actions, they have to think about canary? (His canary flew away, so Gary wonders if
what they have already read and use their own the bird he sees could be his canary.)
knowledge. Ask: ‡ What do Gary’s actions in the classroom tell you
‡ What did you learn about Gary’s canary on about him? (He is a daydreamer and does not
page 59? (It flew away.) always pay attention. He wiggles, looks out the
window, and looks at his hands and the floor.)
T159E UNIT 1 WEEK 3

WEEK 3
6 Skill: Sequence
What did Gary learn in kindergarten? (In
kindergarten, Gary learned his colors, how
to tie his shoes, and how to be nice.) What
In kindergarten, I learned my colors. I learned to tie
did Gary do in first grade? (In first grade, he
my shoes and to be nice. I liked to sing, too. My brother
said he could hear me from the next classroom.
practiced writing the alphabet.) Add these
I made my first friend, Darrell. I made another friend, events to your organizer.
José. At recess, we went on the slide. It was like a
Event
big shiny spoon, and slippery! Then we went on the 5
In kindergarten, Gary learned his colors,
swings. It was scary but fun going high and jumping how to tie his shoes, and how to be nice.
out. Then we went on the monkey bars. If I fell, I never
got hurt.
Event
In first grade, I practiced writing the alphabet. The
In first grade, he practiced writing the
letters were big and blocky. I wrote my name: G A R Y. 6 alphabet.
Some days my nice teacher would have to tell me,
“Gary, sit still.” I wiggled a lot in my chair. I dreamed a
Event
lot. I was busy looking at the floor, or my hands, or out
the window—wow, could that be my canary in the tree?
I couldn’t pronounce some words. I couldn’t say
Event
“sandwich.” I would say “sammie.” I knew that two plus
two was four. But what was five plus seven? I counted
out my answer on my fingers, sticky from the peanut
butter and jam inside my “sammie.”
STOP AND CHECK
Ask and Answer Questions Why does
STOP AND CHECK
Gary like recess? (He likes sliding, swinging,
Ask and Answer Questions and playing with his friends on the
Why does Gary like recess? Reread
page 63 to find the answer. monkey bars.)
63
062_065_CR14_SA_3_U1W3_SEL_118998.indd 63
Encourage students to notice cognates on page 63:

alphabet/alfabeto; letters/letras; pronounce/pronunciar.
Reread the fourth paragraph on page 63 with
students. Say: Let’s act like Gary. Wiggle in your chair.
Look at your hands. Look at the floor. Look out the
window. Invite more proficient speakers to turn to a
partner and give these commands.

Develop
Comprehension
7 Make Inferences
What inference can you make about Gary’s
height? What text evidence supports your
inference? (Gary is not very tall. The text
says that his classmates grew taller, but he
seemed to stay the same size.)
STOP AND CHECK

Ask and Answer Questions How does
Gary feel about collecting pennies?
In second grade, we collected money to help
Teacher Think Aloud Remember to ask
children in Africa. They didn’t have anything to eat.
yourselves questions as you read. This is I collected pennies, lots of pennies. I noticed that the
one question you might ask yourself. pennies were the same as me. You see, I was naturally
Prompt students to apply the strategy in a brown, and even browner from running in the sun.
I felt like I was giving poor Africa a piece of me.
Think Aloud by first asking themselves the
7 My classmates got taller. But I seemed to stay the
question and then paraphrasing the text same size. I still liked playing at recess. I liked dodge
that answers it. Have students answer their ball, kickball, and foursquare. I would tumble when
question. I played soccer. I was quick. I admire people who are
quick, and who play fair.
Student Think Aloud To answer the
question, I reread the first paragraph on page STOP AND CHECK
64. Gary feels good about collecting pennies. Ask and Answer Questions How does Gary feel
He says he collected lots of them and felt like about collecting pennies? Reread to find the answer.
he was giving Africa a piece of himself.
64

Genre
Tell students that authors of autobiographies ‡ In second grade, what is the same about Gary?
sometimes use comparisons to show how they have (He is the same size; he still likes recess.)
stayed the same and how they have changed. Tell ‡ How has Gary changed by third grade? How has he
students to think about what they have already read stayed the same? (By third grade, Gary is a good
to help them recognize things that stay the same reader. He is still a dreamer.)
and things that change.
T159G UNIT 1 WEEK 3

WEEK 3
By third grade, I was a good reader. I loved

picture books. The pages were bright and colorful 8 8 Skill: Sequence
as toucans, those tropical birds with long beaks.
Every week I went to the public library. I checked What does Gary do in second grade? (Gary
out mountains of books. collects money for Africa and enjoys recess
I was still a dreamer. Sometimes I watched ants and soccer.) What is Gary like in third grade?
going in and out their holes. Or I would watch
water racing in the curb. The river of water carried
(He is a good reader and is still a dreamer.)
matchsticks, leaves, gum wrappers, and those poor Add these events to your organizer.
little ants! I rescued some of those ants. I put them Event
carefully on my finger and set them on the cement In second grade, Gary collects money for
curb. They lay for a while, like weak little shadows. Africa and enjoys recess and soccer.
Then they woke up and staggered away.
Event
In third grade, he is a good reader and is
still a dreamer.
Event
Event
65
062_065_CR14_SA_3_U1W3_SEL_118998.indd 65
‡ What does Gary like to do at recess? Have students Restate checked out mountains of books
respond verbally, or point to the picture of Gary as borrowed many books from the library.
playing soccer. Demonstrate carrying a mountain of books. Invite
‡ What else does Gary like to do? Does he like to read? students to share the names of picture books
(yes) What does he like to read? (picture books) they would check out from the library.

Develop
Comprehension
9 Strategy: Ask and
Answer Questions
Reread page 66. Turn to a partner and
tell them a question you asked yourself.
Paraphrase the text that helps you answer it.
Student Think Aloud A question I asked
myself was, “What was Gary like in third
grade?” To answer it, I reread page 66. Gary
stayed small, liked reading, and was scared
of math. He read everywhere he could.
STOP AND CHECK

Visualize How does Gary feel about
reading? (Gary loves to read, and he reads
everywhere. The words in the story help me It was fun in third grade. I still stayed small, like
picture him reading on the couch, in bed those ants I guess. I was scared of math—poor me!
with carrot sticks, and on a tree limb with But reading was what I really liked. I read on the
his cat.) couch. I read in bed with carrot sticks like pencils
in my hands. 9
STOP AND CHECK
Visualize How does Gary feel about

reading? Use the words in the story
to picture what is happening.
66

Connection of Ideas
Illustrations can help students understand the text.
‡ Reread the sentence: We sat on a fat limb, the two
of us. Point out the word limb.
‡ What does the illustration on page 67 show? (Gary
sitting on the branch of a tree) What do you think
the word limb means? (the branch of a tree)
T159I UNIT 1 WEEK 3

WEEK 3
10 Author’s Craft: Figurative Language

The author says that the engine inside
Boots began to purr. Why is this a stronger
description than if he had just said, “Boots
purred”? (This description is stronger
because it helps readers “hear” the
humming, rumbling sounds that Boots is
making, like the sound of a car engine.)
I liked to read in my favorite tree. Once, when

Boots came by, I tossed a piece of bark at him.
He looked around and meowed. I giggled. I tossed
another piece of bark at him. This time Boots saw
me and climbed up the tree. We sat on a fat limb,
the two of us. I read him a story about a bird. He
licked his paws. The engine inside him began to
purr. I guess Boots liked reading, too.
10
67
066_069_CR14_SA_3_U1W3_SEL_118998.indd 67
Point to the illustration of Gary reading in the students pronounce limb with you. Point out that
tree. Ask: the b at the end of limb is silent.
‡ What is Gary doing? (He is reading.) ‡ Point to the word climbed on page 67, pronounce
‡ Where is he reading? (in a tree) it with students, and explain that it also has a
silent b, like limb.
‡ Point to the limb of the tree and say, Gary is sitting
on a limb. A limb is a branch. Point to the limb. Have

Develop
Comprehension
11 Skill: Sequence
What happens when Gary grows up? (He
becomes an author of books for children
and adults.) Add this final event to your
graphic organizer.
Event
In second grade, Gary collects money for
Africa and enjoys recess and soccer.
Event
In third grade, he is a good reader and is
still a dreamer.
Event
Gary becomes an author of books for
children and adults.
On weekends, my family went to Chinatown.
Event We bought groceries there at the Mexican store.
I remember mariachis roving the street. Their
sombreros were huge. You couldn’t see their eyes,
only their hanging mustaches. Their trumpets
blared. The guitars strummed. Their violins seemed
to weep. The guitarrón thumped deeply.
One time, I saw a dog dance to the mariachi
music. The dog went back and forth, back and
forth, like he was doing the cha-cha.
68

Genre
Students may be unfamiliar with mariachi bands. Point out that authors of autobiographies may
Help them use the illustration to understand what include details about their culture, like the
the author is describing. description of the mariachis, to show the impact
‡ Based on the illustration, what are mariachis? that their culture had on their lives.
(Mariachis are musicians.)
‡ Point out the guitarrón in the illustration. What is
a guitarrón? (a large guitar)
T159K UNIT 1 WEEK 3
WEEK 3
Every night I took a bubble bath in our deep tub.

The water roared from the faucet as I climbed in.
The bubbles rose like mountains, no, like really pretty
Return to Predictions
clouds. I scooped up the bubbles and patted them Review students’ predictions and purposes
onto my face. I pretended that I had a beard. I placed for reading. Ask them to answer the
some of the bubbles on my head. Oh, a sombrero! Essential Question. (People from different
I was a dreamer. I was sometimes in another world.
In bed, I covered myself with two blankets. I thought
cultures contribute their food, music, art,
about the day before I fell asleep, so tired. My legs and talents to a community.)
kicked, as I dreamed I was running for a touchdown
and the whole school was watching me!
Gary Soto grew up to be an author. He dreamed

up ideas for more than forty books for children and
grown-ups. He shares his Mexican-American culture 11
through his poems and stories.
69
066_069_CR14_SA_3_U1W3_SEL_118998.indd 69
Connection of Ideas
Help students connect the details they learned ‡ How do these details connect with the final
about Gary in the story with the text in italics at the paragraph of the selection? (Gary went on to
end of the selection. write books himself. He dreamed up ideas for
‡ How did Gary describe himself throughout the 40 books.)
story? (He described himself as a dreamer who
loved books.)

About the
About the
Author and Author and Illustrator
Illustrator Gary Soto may Elizabeth Gómez
be a dreamer, but is a well-known
Meet the Author he is also a reader.

He says, “I don’t
painter and book
illustrator. Her
and Illustrator have much of a life dreamy paintings
because my nose shine with lovely
Gary Soto and Elizabeth Gómez
is often stuck in a book. But I colors. “In everything I paint,”
Have students read the biographies of the discovered that reading builds she says, “there are always
author and illustrator. Ask: a life inside the mind. I enjoy people, animals, plants, and
biographies and novels and beauty.” Elizabeth also helps
‡ What has Gary Soto achieved by being reading in Spanish.” He also likes people paint murals on school
a reader and a dreamer? (He became an theater, sports, and traveling. walls. She says that she loves
author and wrote many books.) Gary is an award-winning author to see a plain wall become a
of more than forty books for little gem.
‡ What kinds of things are always in Elizabeth
children and grown-ups.
Gómez’s paintings? (animals, plants, and
beautiful things)
Author’s Purpose
Why do you think the author
Author’s Purpose called himself a dreamer?
To Inform
Remind students that authors who write to
(l) Associated Press (r) Paulina Benavides, 2009
inform may describe themselves. Students

may say that the author called himself a
dreamer because he liked to think about
himself in other worlds, such as the world
of ants or the world of football. Being a
70
reader allowed him to feel like he was in
another world.
070_071_CR14_SA_3_U1W3_AICC_118998.indd 70
LITERATURE
L T R E ANTHOLOGY,
O L OG
O pp. 70–71 2/9/12 9:57 AM
Author’s Craft
Strong Verbs
Explain that authors choose words carefully to
convey their meaning. Discuss what this adds
to the writing.
‡ Authors use strong verbs to help readers
picture what they are describing. Example:
“Their trumpets blared. The guitars
strummed.“ (p. 68)
strong verbs, such as, “The water roared
from the faucet.” (p. 69)
T159M UNIT 1 WEEK 3
WEEK 3
Respond to
Respond to Reading Reading
Summarize Event Summarize
Think about the sequence of events in
Gary the Dreamer. Summarize what you
Event
Review with students the information from
learned about Gary’s life. Use your Event their sequence graphic organizers. Model how
Sequence Chart to help you.
Event to use them to summarize Gary the Dreamer.
Text Evidence Ana
Analytical
A
W W
Write
Writing About Reading: Summarize
1. How do you know that Gary the Dreamer
is narrative nonfiction? GENRE
Remindd students that a summary restates the
most important events in a story. Thinking
2. Which main events does Gary tell about on
page 63? Make sure they are in order. about the sequence, or order, of events can
TEXT STRUCTURE: SEQUENCE help them summarize.
3. Find the word backyard on page 60. What clues Ask students to write a summary of the
help you figure out what it means?
selection, retelling the main events in Gary’s
COMPOUND WORDS
life in order. Have students share their
4. Write about how Gary changed as he grew older.
What details did Gary use to show these
summaries with a partner.
changes? WRITE ABOUT READING
Text Evidence
1. Genre Answer In this story, Gary Soto tells
about true events from his life, so it is an
Make Connections autobiography. Evidence The author tells
What did young Gary learn from about true events in his childhood, such as
his community? ESSENTIAL QUESTION
when he was born and what sports he liked.
How do authors and writers share
their cultures? TEXT TO WORLD 2. Sequence Answer In kindergarten, Gary
learned his colors and how to be nice.
In first grade, he practiced writing the
71
alphabet. Evidence On page 63, Gary
writes about what he learned.
070_071_CR14_SA_3_U1W3_AICC_118998.indd 71 1/10/12 9:00 AM 3. Compound Words Answer I can use the
meanings of the two smaller words in this
compound word. A backyard is the land
behind a house. Evidence The sentence
Make Connections says that there is an orange tree in Gary’s
Essential Question Have students list ways Gary backyard. This helps me picture the area
learned from different cultures. Discuss why it is behind his house.
important to know about a variety of a cultures. Ana
Analytical
A
Writing
W 4
4. Write About Reading: Sequence When
Text to World Have students talk about ways that he was young, Gary played in his backyard.
authors and writers share their culture. Then invite Then as he grew older, Gary began to
students to name aspects of their culture that they explore his community more. He tells about
would like to share with others. what he learned in school, how he made
friends, and about going to Chinatown.

Develop
Comprehension
LEXILE
“Sharing 530
Polkas and
Pitas”
Gr e
420
0 820
530 “Sharing Polkas and Pitas”

‡ Whole Class
‡ Small Group
‡ Independent
Compare Texts
Students will read an informational text about
sharing cultures. Ask students to do a close
reading of the text. Encourage them to use the
ask and answer questions strategy to help
them. They will also take notes so they can
compare this text with Gary the Dreamer.

What makes this text complex? Organization
Organization Tell students that the author describes how people
in different cities share their culture. Although the
cultures are not directly compared, students should
think about ways they are alike and different.
‡ How are the Polish people of Chicago and the
Middle Eastern people of Detroit alike? (They want
T159O UNIT 1 WEEK 3

WEEK 3
The group contributes to the community all year

long. The dancers march in parades. They dance at 1 Ask and Answer Questions
festivals. Sometimes they travel to other cities and How do the Seblini brothers share their
countries to share Polish traditions. They want to
culture?
share their customs with everyone they meet.
Middle Eastern
Write About Reading Summarize how the
bread is baked Seblini brothers share their culture. (They
fresh every day.
People from many Middle Eastern It is served with own a bakery where they bake and sell
meals.
countries live near Detroit. The people Middle Eastern foods. People gather there.)
of the community contribute in many ways.
One important way is with food. The three
Seblini brothers came from Lebanon.
Make Connections
They wanted share their culture with the Essential Question Have students
community. How did theyth share? They paraphrase and share ways that the Polish
opened a bakery! 1
people of Chicago share their culture.
Every day, the brothers
brothe bake fresh pita
and other Middle Eastern breads. They bake
Suggest that they reread under “Chicago,
honey cake. They make spinach pie and Illinois.” (They add their music and dance to
stuffed grape leaves. the community at parades and festivals.)
The bakery is also a place to meet.
Text to Text Have students discuss ways
People come from all over Detroit to enjoy
food and friendship. that people in Gary the Dreamer and in this
selection share their culture. (In Gary the
Dreamer, mariachi musicians share their
When you look at our Make Connections music. The students help the people of
flag, think about the 50 How do people from the Polish Africa. In this selection, people share their
states. Then think about community contribute to life in
Chicago? ESSENTIAL QUESTION
music, dance, and food.) Have students
the different people and
talk about ways people in their community
cultures within each How can different cultures
state. Think about all the contribute to their communities? share their culture.
TEXT TO TEXT
Dwight Cendrowski
traditions people share.
73
072_073_CR14_SA_3_U1W3_PP_118998.indd 73
to share their culture. They bring their culture to Photographs can help with understanding text.
the community.) Point to the picture of the Polish dancer. Ask:
‡ How is the way they share their culture different? ‡ What is this person doing? (dancing) That’s right.
(The Polish people share their music and dance. Polish people share their music and dancing.
The Middle Eastern people share their food.) ‡ Invite students to share or demonstrate examples
of their own culture.

Phonics/Fluency
LESS O
IN I
M
N
20 Final e
Mins
Go
Know final -e and
common vowel Display the Five, and Cube Sound-Spelling Cards. Explain that when
team conventions a word is spelled with a vowel, consonant, and final e, the vowel
for representing sound is usually long. The final e and the vowel that comes before it
long vowel
act together as a team. Write the following words and say each one: PD
P De
Final
sounds. RF.1.3c
late, eve, kite, hope, use. Point to the final e in each word.
Read on-level text Present the
with purpose and Lesson
understanding. 2 Model
RF.3.4a
Write the word cane on the board. Underline the a and the final e
Rate: 61–81 WCPM and model how to pronounce the long a sound as you blend the
word. Run your finger under the word as you sound it out.
ACADEMIC
LANGUAGE 3 Guided Practice View “Room to
Grow”
• rate Write the following words on the board. Help students identify the
• Cognate: ritmo vowel plus final e spelling in each word. Guide students as they
identify the long vowel sound as they pronounce each word.
cane Steve bite
robe cute shake
bike broke mule
Refer to the sound Read Multisyllabic Words

transfers chart to
Transition to Longer Words Help students transition from
not transfer in Spanish, reading one-syllable to multisyllabic final e words. Draw a
Cantonese, Vietnamese, T-chart on the board. In the first column write cake, hive, side,
Hmong, and Korean. note. In the second column, write cupcake, beehive, inside,
notebook. Point to the words in the first column and explain
that each word has the final e spelling. Underline the vowel plus
final e spelling in each word. Model how to read each word and
have students repeat.
Point out that the words in the second column include a word
with the final e spelling. Have students underline the vowel
plus final e spelling in each word. Point to each word in random
order and have students read the words chorally.
Language Transfers
Handbook
T160 UNIT 1 WEEK 3

WEEK 3
Inflectional Endings: Drop Final e

Monitor and
Adding -ed and -ing creates new verb forms and tenses.
‡ When adding -ed or -ing to a base word with a final e spelling, Quick Check
Q
drop the final e and then add the ending: save, saved, saving;
like, liked, liking; hope, hoped, hoping; smile, smiled, smiling. Can students decode words with the
final e spelling? Can students read
2 Model words with inflected endings? Can
students read fluently?
Write and say the word dine. Have students repeat. Model
drawing a slash through the final e in dine and adding -ing to
form the word dining. Have students say the word dining.
3 Guided Practice
Write the words rate, hike, cope, and joke. Help students draw a pp. T174, T176
slash through the final e and add -ed or -ing to each word. Guide ELL Develop p. T192
them to say each base word and then the word with its inflected If Yes On Level Review p. T182
ending. Beyond Level Extend p. T186
Rate
Explain/Model Explain that good readers think about their
rate or pacing as they read. Tell them they can speed up in
sections of the text to show excitement or drama. They can
slow their pace to bring emphasis to what is being said. Tell ON-LEVEL PRACTICE BOOK p. 28
students that reading at the appropriate rate can help them A. Read each sentence. Underline the word that has a long vowel
sound and a final e.
understand what they are reading. 1. Each summer they camp at the lake.
Model reading page 57 of “Room to Grow”. Point out how you 2. The plane should land at noon today.
3. The boy read about the life of his hero.

read faster to show excitement when Jill’s mother was talking 4. Our teacher pointed to each continent on the globe.
about the community project. 5. The woman plans to skate on the pond this winter.
Practice/Apply Have one student read a sentence. Then have B. Circle the word with the correct -ed or -ing spelling to complete
each sentence. Then write it on the line.
another student join in, and a third. Repeat until all students are 1. I am saving my money to spend on vacation.
reading together. When students reach the end of the passage, 2. He

saveing
tasted
saving
the broccoli and liked it.

tell them to go back to the beginning and repeat until every tasted tasteed
3. We are making plans to visit our grandparents.

student has been included in the reading. Help students use making makeing
graded
appropriate pacing and offer feedback as needed. 4. The teacher
gradeed graded
the spelling tests last night.
5. I have been smiling ever since I heard the good news.

smilling smiling
Daily Fluency Practice 6. The artist shaped the clay into a small bowl.
shaped shapped
Students can practice fluency using Your Turn Practice Book.

p. 28 p. 28 p. 28
PHONICS/FLUENCY T161
Wrap Up the Week

Integrate Ideas
Philip Scalia/Alamy
L STU
IA
DI
SOC
ES
Communities
OBJECTIVES Create a Travel Brochure

Conduct short
research projects Explain that students will work in groups to complete a short research
that build knowledge COLLABORATE project about their community. Students will research facts about their
about a topic. W.3.7 community, such as the founders, the name, and important events. Then
Recall information they will create a travel brochure that explains why people should visit
from experiences or their community. Discuss the following steps:
gather information
from print and digital
sources; take brief
1 Community Facts As they begin their research, students might
notes on sources consider the selections they read this week. Encourage students to
and sort evidence think about why it is important to know about their community.
into provided
categories. W.3.8
2 Find Resources Have students use newspapers, the Internet, or
local historical society brochures to gather information about their
ACADEMIC community’s history. Refer to the online Unit 1 Week 3 fact sheet to
LANGUAGE explain how to create a bibliography and have students keep track of
community, founder, their sources by creating a bibliography.
bibliography
3 Guided Practice Remind students to make sure their sources are

reliable. Tell them to take notes and to create a list of important facts
about their community.
4 Create the Project: Travel Brochure Have students use their

research to create a travel brochure, listing the important facts about
their community. Encourage students to add pictures to enhance their
brochures.
Present the Travel Brochure

Have students present their brochures to another group. Afterward,
have the class share feedback. Have students use the online Presentation
Checklist 1 to evaluate their presentations.
T162 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES
Text to Text
points and key details COLLABORATE compare information they have learned about cultures and communities.
presented in two
Model how to compare this information by using examples from
texts on the same
topic. RI.3.9 the week’s Leveled Readers and “Room to Grow,” Reading/Writing
Workshop pages 54–59. Review
Explain their
own ideas and class notes and completed graphic
understanding organizers. You may also wish to
in light of the model going back into the text
discussion. SL.3.1d for more information. You can use
an Accordion Foldable® to record
comparisons.
examples.
Present Information Ask groups of students to present their findings to
the class. Encourage discussion about how people from different cultures
contribute to a community. Ask students to comment on information on
the charts and to explain their own ideas.
Ana
Analytical
A

Describe the logical Cite Evidence Using text evidence, students will analyze how the author
connection between
of a text they have read used sequence to explain the order of events.
and paragraphs in a Discuss how to analyze a text by asking how and why questions.
cause/effect, first/ ‡ Why is it important to follow the sequence of events in a text?
second/third in a ‡ How does the author show the sequence of events?
sequence). RI.3.8
model. Then have students select a text and review the sequence of
(time for research, events. Have them analyze the author’s use of sequence in the text.
reflection, and Remind students to support their explanation with details and to use
revision) and shorter subjects correctly in sentences.
sitting or a day or Present Your Ideas Ask partners to share their paragraphs and discuss
two) for a range of COLLABORATE how the evidence they cited from the text supports their ideas. Partners
discipline-specific may suggest additional text evidence if necessary.
audiences. W.3.10
INTEGRATE IDEAS T163

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Organization
Mins
Go
Sequence Digital
Expert Model Explain that in narrative writing, events are usually told
in sequence, or the order in which they occurred. Writers include words Expert Model
Sequence
that show order, such as first, next, then, and last, so that the events Name two words
that show order.
How do these words
help you understand
the way the story is
organized?
unfold naturally and make sense to the reader. Good narratives have a
clear beginning, middle, and end.
Workshop Read aloud the expert model from “Room to Grow.” Ask students to 064-065_CR14_SI3_U1W3_WRT_119111.indd 64 12/16/11 2:19 PM
COLLABORATE listen for the words the author uses that show order. Have students talk
Editing Marks
OBJECTIVES with a partner to identify the story’s sequence.

Grammar Handbook
Write narratives Student Model Remind students that adding words that show order Student Model
page 475.
to develop real or
ed
helps readers better understand the sequence of a story. Read aloud

When I was young, we live with
First
my grandmother. She lived in
Mexico. then she moved to Texas.
imagined experiences I went to school there. My family

CO L
L ABOR ATE
or events using
the student draft “My Life.” As students follow along, have them focus liked Texas? Now we have our own
house. We have a big yard. My
grandmother.
lives with us
Your Turn
Identify words that
show order.
Identify a subject.
Tell how revisions
By Ed H.
on the order words the writer used that describe the sequence of
Go Digital!
effective technique,
Write
W it online
Student Model
descriptive details, events. 064-065_CR14_SI3_U1W3_WRT_119111.indd 65 12/16/11 2:19 PM
and clear event

sequences. Establish
Invite partners to talk about the draft, the words that show order, and
a situation and COLLABORATE the revisions that Ed made. Ask them to suggest places where Ed could
introduce a narrator add more words to clarify the sequence of his writing.
and/or characters;
organize an event
sequence that unfolds
naturally. W.3.3a
Use temporal words
and phrases to signal
event order. W.3.3c
• Analyze models
to understand the
sequence of events
in a story.
• Add words that
show order to revise
writing.
Genre Writing
G
ACADEMIC Narrative Text
LANGUAGE
sequence, order words For full writing process lessons and rubrics, see:
(first, next, then, last), ‡ Friendly Letter, pages T352–T357
beginning, middle, end
T164 UNIT 1 WEEK 3

WEEK 3

SCAFFOLD

complete the sentence to complete the sentence understanding. Ask:
frames. Ed lived with his frames. Encourage When did Ed live with his
grandmother when he students to provide grandmother? Where did
was . she lived details. Ed lived with his Ed’s grandmother live first?
in Mexico. she moved grandmother . First Can you identify some of
to Texas. The sequence of she lived . Then she the words that Ed used that
events is . moved . The sequence show order? What is the
of events is . sequence of events?

Writing Every Day: Organization

DAY DAY
1 2
Writing Entry: Sequence Focus on Sequence Writing Entry: Sequence
Prewrite Provide students with Use Your Turn Practice Book page Revise Have students revise their
the prompt below. 30 to model adding words that writing from Day 1 by adding two
Write about something that really show order. or three words that show order.
happened to you. Put your ideas I went camping with my dad. I Use the Conferencing Routines.
in order. helped my dad put up our tent. We Circulate among students and
Have partners list interesting things built a fire. We roasted hot dogs and stop briefly to talk with individuals.
that happened to them. Ask them marshmallows. We put out the fire Provide time for peer reviews.
to think about the order of the and went to sleep in our tent. Edit Have students use Grammar
events within each experience. Model adding words that show Handbook page 475 in Reading/
Draft Have each student choose order by revising the second Writing Workshop to check for
an experience to write about. sentence. errors in subjects.
Remind students to include words First, I helped my dad put up our tent.
that show order in their drafts. Discuss how words that show
order help clarify the sequence of
events. Guide students to add more
time-order words to the rest of
the model.
Teacher Conferences
This first paragraph makes me I would like to know more about work on a specific assignment,
want to read more. You stated the way the story is organized. such as those to the right, and
your main idea clearly and then It would help me if you added then meet with you to review
added good supporting details. time-order words to better clarify progress.
the sequence of your story.
T166 UNIT 1 WEEK 3

WEEK 3
DAY DAY DAY
3 4 5
Writing Entry: Sequence Writing Entry: Sequence Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss with the class what they
their Writer’s Notebook for topics to draft writing from Day 3 by adding learned about adding time-order
write a draft. Or, provide a prompt, two or three time-order words to words to organize their ideas so

such as the following: organize their ideas more clearly. they make sense to the reader. Invite
Tell about a time when you As students are revising their drafts, volunteers to read and compare
experienced a different culture. Put hold teacher conferences with draft text with text that has been
your ideas in order. individual students. You may also revised. Have students discuss
wish to have students work with the writing by focusing on how
partners to peer conference. clarifying the sequence of events
their topics, ask them to create a
Edit Invite students to review made the text easier to understand.
sequence chart. Then have them
the rules for subjects on Grammar Allow time for individuals to
think of information about the
Handbook page 475 in Reading/ reflect on their own writing
topic that they might include in
Writing Workshop and then edit progress and record
their writing and in what order they
their drafts for errors. observations in
want to present that information.
their Writer’s
Students can then use their
Notebooks.
sequence charts to begin
their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on adding words
Provide specific direction to help focus young writers. that show sequence. Provide this checklist to
frame discussion.
Focus on a Sentence
sentence by adding words that show order to tell when .
Focus on a Section ✓ Does the writing include words that
Underline a section that needs to be revised. Provide specific show order to help the reader?
suggestions. This section interests me, but I’d like to know ✓ Does the sequence of events unfold
whether happened before or after . naturally?
Focus on a Revision Strategy ✓ Are any parts of the writing unclear?
Underline a section of the writing and ask students to use a ✓ What words that show order can be
specific revision strategy, such as adding. This section doesn’t added to clarify the writing?
flow as smoothly as the one after it. Try to add one or two words
that show order so that your ideas are organized more clearly.

Grammar: Subjects
DAY DAY
1 2
Bring you’re new camera, Rich! Were You can find lizard’s of all different
did you use it last. sizes in the desert. Some lizards love
(1: your; 2: Rich.; 3: Where; 4: last?) the heat?
(1: lizards; 2: heat.)
Introduce Subjects Review Subjects

Reading/Writing Present the following: Review how to recognize subjects
Workshop and have students explain what a
‡ A sentence expresses a
complete thought. Every complete subject is.
OBJECTIVES
Produce simple,
sentence has a subject
and predicate: Introduce Multiword Subjects
compound,
and complex The barn was painted red. Present the following:
sentences. L.3.1i
‡ The subject tells what or whom ‡ The complete subject of a
the sentence is about: sentence can be one word, more
• Identify subjects,
complete subjects, A big dog visited our school. than one word, or a compound
and compound ‡ The predicate identifies what subject connected by and:
subjects Dogs bark all night.
the subject does or is:
• Proofread sentences
for mechanics and
A big dog visited our school. Many animals live at
usage errors ‡ A complete subject is all the the pound.
words in a subject. The orange cat and brown
A big dog visited our school. dog belong to Amanda.
Discuss subjects using page 475 of
the Grammar Handbook.
COLLABORATE
TALK ABOUT IT
Go
FIND THE SUBJECT MATCH THE FRAGMENTS
Digital Pair students and have them write Pairs can write sentences and cut
simple sentences about different them in half, dividing subjects and
cultures in their community. Then, predicates. Place the fragments in
PD
P D
Subjects have one student read a sentence separate bags. Students can pick
aloud. The other partner will then a paper from each bag and read
Grammar identify the sentence’s subject. them aloud to see if they form a
Activities Have them take turns identifying sentence. They can pick predicates
the subjects in all of the sentences. until sentences make sense.
T168 UNIT 1 WEEK 3
WEEK 3
DAY DAY DAY
3 4 5
Have you ever been to the circus. the ran straight home? was in a cheerful Oh, what an awful day. we saw a car
little desk and wooden chair are part mood after winning the game acident on the bridge.
of the circus performer’s act (1: missing subject; 2: home.; 3: (1: day!; 2: We; 3: accident)
(1: circus?; 2: The; 3: act.) missing subject; 4: game.)

Complete Sentences and Have students correct errors in Use the Daily Language Activity and
Fragments these sentences. Grammar Practice Reproducibles
‡ Every complete sentence has 1. and crabs live at the botum of page 15 for assessment.
a subject and a predicate. It the ocean. (1: missing subject;
expresses a complete thought. 2: bottom) Reteach
‡ A fragment may be a 2. nancy and Augustus hoped Use Grammar Practice
sentence that does not have a they would get a high score on Reproducibles pages 11–14
subject. It does not express a their science project (1: Nancy; and selected pages from the
complete thought. 2: project.) Grammar Handbook for additional
‡ Correct some sentence reteaching. Remind students it is
3. and history are my to favorite
fragments by adding a subject. important to use complete subjects
subjects. (1: missing subject;
correctly as they write and speak.
As students write, refer them to 2: two)
Grammar Handbook pages 474 Check students’ writing for use of
4. i grab’ed some wood from
and 475. the skill and listen for it in their
outside to put in the fireplace.
speaking. Assign Grammar Revision
(1: I; 2: grabbed)
Assignments in their Writer’s
Have students check work using Notebooks as needed.
Grammar Handbook pages 474 and
475 on sentences and subjects.
SUBJECT QUESTION QUIZ MAKE THE PREDICATE REPLACE THE PREDICATE

Partners should write five Partner up students and have Have small groups write simple
sentences and trade them with one student say the subject of sentences about traditions in their
another pair of students. One a sentence aloud that relates to families or communities on scraps
partner should read a sentence a tradition in your community. of paper. Then have each student
aloud and the other should identify The other student then adds a read a sentence aloud, substituting
the subject by using it in a question predicate to the subject so that it a new predicate in each. Students
form (for example, What is the cat?). forms a complete simple sentence should make sure that the
and makes sense. sentences still make sense.
GRAMMAR T169
Spelling: Final e
DAY DAY
1 2
Display the spelling words. Read Review short vowel sounds in the
and generalizations
(e.g., word families, them aloud, drawing out the final e words step, rock, and luck. Have
position-based sounds in each word. students find words in this week’s
spellings, syllable readings with the same sounds.
patterns, ending
rules, meaningful lake and smoke. Say each word; Use the Dictation Sentences below
word parts) in writing point out that words, such as for the review words. Read the
words. L.3.2f kite and late, with a VCe (vowel- sentence, say the word, and have
Consult reference consonant-e) pattern usually have students write the words. Have
materials, including a long vowel sound. Show students students check the spellings.
beginning
that words with final e may also 1. We missed a step.
dictionaries, as
needed to check have CCVCe patterns.
2. A rock was in the pond.
and correct Demonstrate sorting the spelling
spellings. L.3.2g 3. Dad has good luck buying cars.
words by pattern under key words
lake and smoke. (Write the words on Challenge Words Review the
index cards or the IWB.) Sort a few spelling words, pointing out
Spelling Words words. Point out that the final e is the final e. Use this Dictation
date fine rose
lake life globe
silent. Remind students that final e for challenge words. Read the
skate rice smoke spelling words usually have a long sentence, say the word, have
plane wise come vowel sound. students write the word.
grade smile used
Then use the Dictation Sentences 1. The dust made me sneeze.
Review step, rock, luck from Day 5. Say the underlined
Challenge sneeze, stripe 2. The stripe was white.
word, read the sentence, and
Differentiated Spelling repeat the word. Have students Have students check and correct
Approaching Level write the words. their spellings, and write the words
date fine woke
lake rice dome
safe wise come
base
grade
mile
rose
fuse
used COLLABORATE
WORD SORTS
Beyond Level
plane sneeze smiled OPEN SORT PATTERN SORT
shapes fine globe Have students cut apart the Complete the pattern sort using
skate wise smoke Spelling Word Cards BLM in the key words, pointing out the
grade crime envelope
whale striped come
the Online Resource Book and final e sounds. Have students use
initial the back of each card. Have Spelling Word Cards to do their
T170 UNIT 1 WEEK 3
WEEK 3
DAY DAY DAY
3 4 5
Display the group of words below. Write the sentences below on the Use the Dictation Sentences for
Have students copy the words into board. Have students circle and the Posttest. Have students list
their Writer’s Notebooks. Say the correct each misspelled word. misspelled words in their word
words aloud and ask students to Remind students they can use print study notebooks. Look for students’
complete each category with a or electronic sources to check and use of these words in their writings.
spelling word. correct their spelling.
1. bread, potato, (rice) 1. Did you pick a dayt to visit Dictation Sentences
2. tulip, daisy, (rose) Tom’s house? (date) 1. What is today’s date?
3. clever, smart, (wise) 2. I picked a roas from the bush. 2. May we swim in the lake?
(rose) 3. The skate had 4 wheels.
4. sea, pond, (lake)
3. I smiyl when I get a good graid. 4. We flew on a plane.
5. good, well, (fine)
(smile, grade) 5. We are in the third grade.
Challenge students to come up 4. The playn flew over a very 6. It is a fine day for a walk.
with other category word groups large laik. (plane, lake)
for spelling, review, or challenge 7. I read about life in the sea.
words. Error Correction Some students 8. We had rice with our dinner.
may leave off the final e spelling,
Have partners write a sentence for 9. My grandma is very wise.
not realizing that the final e and the
each spelling word, leaving a blank 10. Grace had a big smile on her face.
vowel before it act as a team. Some
where the word should go. Then
may replace the final e spelling with 11. That is a pretty red rose.
have them trade papers and fill in
another long vowel spelling. 12. A globe is round.
the missing words.
13. We smelled smoke from a fire.
14. Where did your family come from?
15. She used markers to color.
See Phonics/Spelling Reproducibles pp. 13–18.

reading for words with final e. Have belongs. Have them take turns until
them record the words in their both have sorted all their words.
Day 2 pattern sort in their word Then have students explain how
study notebook. they sorted the words.
SPELLING T171
Build Vocabulary
DAY DAY
1 2
Use knowledge
of the meaning of
individual words to 1. Tell about a person that your forms of this week’s words by
predict the meaning family admires. adding, changing, or removing
of compound words inflectional endings.
(e.g., birdhouse, 2. Which classmate have you
lighthouse, housefly; known the longest? ‡ Draw a four-column T-chart on
bookshelf, notebook, the board. Write admire in the
bookmark). L.2.4d
3. Describe your community.
left column. Then write admired,
Use sentence-level 4. What could you contribute to admiring, admiration in the other
context as a clue help people in need? columns. Read aloud the words.
to the meaning
5. Do you like practicing sports? ‡ Have students share sentences
of a word or
phrase. L.3.4a Why or why not? for each form of admire.
6. Which words are hard to ‡ Students can fill in the chart
Expand vocabulary pronounce?
for pronounce and contribute,
endings and suffixes. 7. Are you scared of snakes? then share sentences using the
8. Describe a child who tumbled. different forms of the words.
‡ Have students copy the chart in
their word study notebook.
Vocabulary Words
admires practicing
classmate pronounce
COLLABORATE
community scared
vie
contribute tumbled Re w
ACADEMIC VOCABULARY CONTEXT CLUES
Discuss important academic words. ‡ Review using context clues to
‡ Display contribute and find the meanings of unfamiliar
community. words. Write an example
sentence on the board, such as
My family will contribute money
to help rebuild the hospital.
Go ‡ Display contribute and
‡ Have partners copy the sentence
contributed. Have partners look
Digital up and define related words.
and underline words or phrases
that help them understand the
‡ Write the related words on the meaning of contribute.
PD
P D
Vocabulary ‡ Have partners write a sentence
answer questions using the
in which the meaning of
words. Repeat with community.
a vocabulary word can be
Vocabulary
Activities understood from a sentence clue.
T172 UNIT 1 WEEK 3

WEEK 3
DAY DAY DAY
3 4 5
1. My mother admires . ‡ Tell them to write sentences that the word. (example: tumbled)
2. We have a new classmate provide information about the ‡ In the second square, students
named . words and their meanings. write their own definition of the
3. The team has been ‡ Provide the Day 3 word and any related words.
practicing hard for their next sentence stems for students (examples: fell, fell down, spilled)
game. needing extra support. ‡ In the third square, students
4. I can’t pronounce this draw a simple illustration that
Write About Vocabulary Have will help them remember
long . Can you?
students write something they the word. (example: a child
5. I was scared that I would fail learned from this week’s words in tumbling)
the . their word study notebook. For
‡ In the fourth square, students
6. I sometimes tumbled when I example, they might write about a
write non-examples. (example:
played at the . new classmate. Do new classmates
kept your balance)
sometimess feel nervous or scared?
Does joining a club or practicing ‡ Ask students to share their Word
sports help new students adjust? Squares with a partner.
COMPOUND WORDS SHADES OF MEANING MORPHOLOGY

Remind students that compound Help students generate words Use the word classmate as a
words are formed from two related to admires. Draw a word springboard for students to learn
words to make a new word with a web, labeling it “admire.” more words. Draw a three-column
different meaning. Give examples ‡ Elicit and write synonyms and chart.
such as shoelace, backyard, and words related to admire, such as ‡ Write class, mate, and classmate
sunflower. like and adore. in each column, respectively.
‡ Display Your Turn Practice ‡ Read aloud student suggestions Discuss the meaning of each
Book pages 23–24. Read the first and discuss words that are individual word. Then remind
paragraph. Model figuring out unfamiliar. them that a compound word is
the meaning of grandmother. formed from two words but has
‡ Help students add words, such
‡ Have students complete a new meaning.
as respect and appreciate.
page 27. Discuss the meanings ‡ Discuss other compound words,
‡ Ask students to copy the words
of the compound words. such as doorknob and bookshelf.
‡ Students can confirm meanings ‡ Have partners make a list of
in a print or online dictionary. other compounds words.
VOCABULARY T173
Approaching Level
Biography
Judy Baca
by Anna Harris Leveled Reader: Go
Judy Baca Digital
Before Reading
Preview and Predict
Biography
Judy Baca
PAIRED
READ Vibrant Los Angeles
PD
PD by Anna Harris
Read the Essential Question with students. Give students a copy of

Leveled Reader
Judy Baca, and have them read the title and table of contents and look Leveled Readers
LEXILE 560 at the photographs. Have students predict how they think cultural
backgrounds will play a role in the selection.
OBJECTIVES
Ask and answer Review Genre: Biography
questions to
demonstrate
Have students recall that a biography tells the true story of a person’s
understanding of life in time-order. Have students identify examples in Judy Baca that
a text, referring identify it as a biography.
answers. RI.3.1 During Reading
• Identify a sequence Close Reading Event
Event
of events in a text. Note Taking Have students use their graphic organizer as they read. Event
• Determine the
meanings of
Pages 2–4 Look at the compound word artworks on page 2. What two Event
words make it up? (art/works) What does it mean? (“works of art”) Fill in the
compound words. Graphic
When did Baca start to love art? (as a child) What happened after Baca Organizer
graduated from college? (She worked for the city of Los Angeles; Baca
ACADEMIC
LANGUAGE taught art in Boyle Heights, where she had teenagers help her make
biography, sidebar, a mural.)
compound words, Pages 5–7 What did Baca’s mural show? (It showed a Mexican American
sequence, ask and
answer questions grandmother holding out her arms.) Of what was this a symbol? (unity)
What does the sidebar on page 7 tell about? (murals of Mexico) Tell a
partner why you think the author included this information. (Possible
Response: It connects to Baca’s cultural background and the type of art
she made.)
Pages 8–10 What does The Great Wall show? (It shows people of all
different cultures who contributed to the history of Los Angeles.)
Page 11 What do we learn in the sidebar on page 11? (The Great wall
is being cleaned up and repaired.) Have partners ask a question about
something on the page and find the answer in the text.
T174 UNIT 1 WEEK 3

WEEK 3
Pages 12–14 What did Baca do in 1996? (She started the Digital Mural
Lab.) What did she do a few years later? (In 1999, she had teenagers talk Literature
about their differences and create artwork together.) How did Baca Circles
contribute to her community? (Baca made Los Angeles more colorful;
she brought people from different backgrounds together.)
Thinkmark questions to guide
After Reading the discussion. You may wish to
Respond to Reading Revisit the Essential Question, and have on things that people can learn
students complete the Text Evidence Questions on page 15. from stories, drawing from both
Ana
W
Write
Analytical
A
An
W
i
written in sequence about three of Baca’s murals or projects using
appropriate details from the text telling how they contributed to the
community.
Fluency: Rate Level

Up
Biography
Model Model reading pages 2 and 3 at the appropriate rate, reading Judy Baca
faster or slowing down when appropriate. Next, reread the pages
by Anna Harris
aloud, and have students read along. Biography
Judy Baca
Apply Have students practice reading with a partner. by Anna Harris
PAIRED
RED
D
Biography
B
Compare Texts
Read about three interesting
Judy Baca
J
neighborhoods from Judy Baca’s
by Anna Har
PA I R E D R E A D
hometown. ris
V i bran t
Los Angele s
PAIRED
Want to visit a fun Boyle

Heights
community in Los
Angeles? Venice Leimert
Beach Park
“Vibrant Los Angeles” Leimert Park is home

to many musicians.
Famous singers Ray
KEY
City of L.A.
Greater L.A.
Charles and Ella Fitzgerald once lived
in Leimert Park. Today, Leimert Park
still has many venues for live music.
It has the longest-running hip-hop PAIRE
P AIR
A IRED
D
REA
R
Make Connections: Write About It open-mic in the world, too.
8
[&9B&5B/5B*B8
:/;;B; ;;;;
EAD Vibrant Los Angel
es
LQGG


the genre of the text is expository, which have approaching-level students
tells more about a topic. Then discuss the Essential Question. • echo-read the On Level main selection.
After reading, have students make connections between the • use self-stick notes to mark the
community contributions in Los Angeles from Judy Baca and “Vibrant message or lesson in the selection.
Los Angeles.”

including more complex sentence
structures.
F
S
Students can extend their knowledge of murals by

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H F I N A L e: a _ e
2
OBJECTIVES Explain that when a word is spelled with a vowel, a consonant, and an e at
I Do
Distinguish long and the end, the first vowel sound is usually long. Write lake on the board, and
short vowels when
read it aloud. Underline the letters ake. Point out that in lake, the letters
reading regularly
spelled one-syllable a_e stand for /ā/, the long-vowel sound. Repeat with make, same, and base.
words. RF.2.3a Review the letters and sounds for each long a with final e.
Decode words with We Do

Write age, grade, and name on the board. Model how to decode the first
final-e spelling. word. Have students identify the a_e spelling and sound. Students can
read the rest aloud and identify the a_e spelling and sound.
You Do
Add these words to the board: game, cave, and tape. Have students read
each word aloud and identify the a_e spelling. 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 F I N A L e: a _ e, e_ e, i_ e, o_ e, u _ e
2
OBJECTIVES Remind students that multisyllable words are made up of smaller word
I Do
Know and apply parts—syllables—and tell them they will be building longer words that
grade-level phonics
use final-e spellings. Remind students that the final-e spelling can be used
and word analysis skills
in decoding words. to make all the long-vowel sounds. Display these Word-Building Cards
Decode multisyllable one at a time: re, de, un, ful, less. Then write these syllables on the board:
words. RF.3.3c make, lete, ripe, hope, use. Model sounding out each syllable.
Build words with final We Do

Have students chorally read each syllable. Repeat at varying speeds and in
-e spellings. random order. Next, display all the cards and syllables. Work with students
to combine the Word-Building Cards and the syllables to form two-syllable
words with final-e spellings. Have students chorally read the words:
remake, delete, unripe, hopeful, useless.
You Do
Write other syllables on the board, such as re, ning, some, work, con, trace,
eve, time, home, and fuse. Have students work with partners to build words
using these syllables. Then have partners share the words they built and
make a class list.
T176 UNIT 1 WEEK 3

WEEK 3
P R AC T I C E W O R D S W I T H F I N A L e
OBJECTIVES Remind students that when a word is spelled with a vowel, consonant, and
I Do
Know and apply final e, the first vowel is usually long. Write bite on the board. Then read
grade-level phonics the word aloud. Point out that the vowel sound in bite is the long-i sound
and word analysis skills
in decoding words. because of the i_e spelling, which in this case is spelled ite.
Decode multisyllable
Write the words shape, delete, inside, broke, and huge on the board. Model
how to decode the first word, then guide students as they decode the
Decode words with remaining words. Remind students that the long sound of each vowel
final e. makes the same sound as the name of the corresponding letter.
You Do
INFLECTIONAL ENDINGS: DROP FINAL e
OBJECTIVES Review that adding -ed or -ing creates new verb forms and tenses. Tell
I Do
Form and use regular students that when adding -ed to a root word with a final-e spelling, drop
and irregular verbs.
the final e and then add -ed: skate, skated; like, liked; use, used. When adding
L.3.1d
-ing to a root word with a final e spelling, tell students to drop the final e
Decode words with and then add -ing: bike, biking; make, making; ride, riding.
inflectional endings
-ed and -ing. We Do
Write the sample words hike, grade, joke, and hope on the board. Say each
word, and have students repeat. Model adding -ed to each word to make
hiked, graded, joked, and hoped. Then model adding -ing to each word to
make hiking, grading, joking, and hoping. Read the list out loud again while
students sound out each new word with you.
You Do
Next, write the words save, complete, file, vote, and fume on the board.
Have students add the endings -ed and then -ing to each word. Then point
to the words in random order for students to chorally read.
Approaching Level
Vocabulary
TIER
2
OBJECTIVES Use Word Cards 21–30. Display one word at a time, following the routine:
I Do
Acquire and use
accurately grade- Display the word. Read the word. Then spell the word.
appropriate
conversational, We Do
general academic, and the word in a sentence and have students repeat after you.
and phrases, including
You Do
Display the word. Ask students to say the word then spell it. When
those that signal completed, quickly flip through the word card set as students chorally
spatial and temporal
speaking and writing. For example, provide sentence starters such as I am
Review high-frequency at soccer than baseball. Have students write each word in their
words. Writer’s Notebook.
TIER
2
I Do
Acquire and use photograph illustrates the word. State the example sentence, and repeat
accurately grade-
the word.
appropriate
and phrases, including image as prompted on the back of the vocabulary card.
those that signal
relationships. (e.g., match the definitions and context sentences of the words to the visuals
After dinner that night displayed. Then ask students to complete Approaching Reproducibles
we went looking for
page 21.
them). L.3.6
T178 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES Display the scared Visual Vocabulary Card, and say aloud the word set
I Do
Demonstrate scared, relaxed, afraid.
understanding of
word relationships Point out that the word afraid means close to the same thing as scared.
and nuances in word
meanings. Identify
We Do
Display the vocabulary card for the word classmate. Say aloud the word
real-life connections set classmate, teacher, student. With students, identify the word that has a
between words and
meaning closest to classmate, and discuss why.
or helpful.) L.3.5b You Do
saying aloud each word set. Ask students to identify the words that are
Identify words that are closest in meaning to each other.
related in meaning.
admires, respects, avoids pronounce, mumble, say
practicing, quitting, training community, neighborhood, wilderness
contribute, share, take tumbled, leaped, fell
CO M P O U N D W O R D S

I Do
Use knowledge of the Reproducibles pages 23–24. Read aloud the first paragraph. Point to the
meaning of individual
sentence Young Joseph liked to go everywhere with his grandfather. Explain
words to predict the
meaning of compound to students that everywhere and grandfather are both compound words.
words (e.g., birdhouse,
lighthouse, housefly;
Think Aloud I know that every means “all of” something, and where
bookshelf, notebook, means “place,” so the word everywhere probably means “all places.” I also
bookmark). L.2.4d know that grand can mean “important” and “first,” and a father is my male
parent. I think that grandfather means “first father,” or “father of my father.”
Write the meanings of the compound words.
We Do
Ask students to point to the heading before the fourth paragraph, Abenaki
Storyteller. With students, discuss how to determine the meaning of
storyteller. Write the meaning of the compound word.
You Do
Have students find the meanings of whatever and hometown by finding
the smaller words.
VOCABULARY T179
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that good readers think about their rate, or pacing, as they read.
I Do
Read on-level prose Model reading the first paragraph of the Comprehension and Fluency
passage on Approaching Reproducibles pages 23–24 at different rates.
rate, and expression Point out how, when you read faster, you sound more excited. When you
on successive slow down, it gives the passage more emphasis.
readings. RF.3.4b
We Do
Read fluently with after you using the same rate. Explain that you try to read at a rate that is
appropriate rate. appropriate to the story being told, not too fast or too slow.
You Do
Have partners take turns reading sentences from the Approaching
Reproducibles passage. Remind them to focus on their rate. Listen in and
provide corrective feedback as needed by modeling proper fluency.
TIER
TEXT STRUCTURE
2
OBJECTIVES Write the topic Joseph Bruchac. Then write the following on a time line:
I Do
Describe the Growing Up; Learning Stories; Helping Others. Explain that authors must
structure the information so that it makes sense to readers. Here, the story
events, scientific ideas of Joseph’s life is structured so that events happen in sequence. This helps
or concepts, or steps in show when the events of Joseph’s life happened in relation to each other.
technical procedures in
a text, using language We Do
that pertains to time, Approaching Reproducibles. Ask: When do these events take place? Point
sequence, and cause/ out that the story begins with Joseph’s childhood. Then ask, How did
effect. RI.3.3
Joseph show interest in reading and writing at a young age? Explain that the
Examine text structure.
beginning of the story deals with the beginning of Joseph’s life. Discuss
why the author would choose to order the events in this way.
You Do
Have students read the rest of the passage. After each paragraph, they
should write down the order in which things happened. Review their lists
with them, and help them explain why the order of events is important.
T180 UNIT 1 WEEK 3

WEEK 3
REVIEW TEXT STRUCTURE: SEQUENCE
OBJECTIVES Remind students that text structure is a way that authors organize a text.
I Do
Describe the logical Explain that sequence is one kind of text structure that shows the order in
connection between which events take place. In biographies and autobiographies, the author
and paragraphs in a often writes the events of a person’s life in sequence. Students can look for
text (e.g., comparison, words that indicate sequence such as first, next, then, and finally.
cause/effect, first/
second/third in a We Do
Read the third paragraph of the Comprehension and Fluency passage
sequence). RI.3.8 in the Approaching Reproducibles together. Pause to point out words
that signal sequence in the text. Model how to decide the order in which
Identify the sequence events occurred. Then, work with students to summarize the sequence of
of a text.
events by referring to the text.
You Do
Have students work in pairs or small groups to come up with the sequence
of “Joseph Bruchac” in the Reproducibles. Make sure they are using words
that signal sequence.

Ask and answer
questions to
Have students choose a biography for sustained silent reading. Remind
demonstrate students that:
understanding of ‡ the text may have a sequence based on the order in which events
a text, referring
happened. In this case, one event will happen after another in order.
as the basis for the ‡ they can ask questions and then find the answers in the text to help
answers. RI.3.1 increase their understanding.
Describe the logical
connection between Read Purposefully
particular sentences Have students record the questions and answers they have about the text
and paragraphs in a
on Graphic Organizer 128 as they read independently. After they finish,
cause/effect, first/ they can conduct a Book Talk, each telling about the book they read.
second/third in a ‡ Students should share their organizers and answer this question: What
sequence). RI.3.8
was one question you answered while you read?
Identify the sequence ‡ They should also retell some of the important events from the person’s
of a text. life in sequence.
COMPREHENSION T181
On Level
Biography
Judy Baca
Judy Baca Digital
Before Reading
Preview and Predict
Biography
Judy Baca
PAIRED
PD
PD by Anna Harris
Have students read the Essential Question. Give students a copy of Judy
Leveled Reader
Baca, and have them read the title and table of contents and look at the Leveled Readers
LEXILE 630 photographs. Have students make a prediction about how Judy Baca
has contributed to the American culture.
OBJECTIVES
questions to
demonstrate
Have students recall that a biography tells about the events of a
understanding of person’s life in sequence. A biography may have headings or sidebars
a text, referring to explain more about that person. As students preview Judy Baca, have
explicitly to the text them identify features of a biography.
answers. RI.3.1
During Reading
• Identify a sequence
of events in a text. Close Reading Event
Event
• Determine the Note Taking Have students use their graphic organizer as they read. Event
meanings of
compound words. Pages 2–5 What are murals? (Possible Response: They are outdoor Event
walls painted for all to see.) Fill in the

Graphic
Summarize the sequence of events on pages 3 and 4. Use time-order Organizer
ACADEMIC
LANGUAGE
words to show the order of events. (Possible Response: At 6, Judy moved
biography, compound to a new school where she became interested in the arts. Later, she
words, sequence, ask attended college to study art. After college, Baca got a job working
and answer questions for the city of Los Angeles. At that time, she decided to create a mural.
After the mural was finished, it became a symbol of unity.)
Why did Judy choose a design for the Boyle Heights mural showing a
grandmother with outstretched arms? (to show unity; she wanted
different groups of teenagers to get along)
Pages 6–7 What two words make up the compound word citywide on
page 6? (city/wide) Define the word to a partner. (“happening across
the city”)
Why did Judy start the group SPARC? (to create art for all) How does the
sidebar on page 7 relate to the main topic of the book? (It tells about the
tradition of murals in Mexico.)
T182 UNIT 1 WEEK 3

WEEK 3
Pages 8–11 How does the Great Wall of Los Angeles represent different
cultures? (It shows Native American people who first lived in the area Literature
and immigrant groups who came later.) What do we learn in the sidebar Circles
on page 11? (The Great Wall is getting cleaned and repaired.)
Pages 12–14 Turn to a partner and tell the sequence of projects Baca literature circle using the
accomplished in Chapter 3. (1996: Digital Mural Lab; 1999: Shoulder to Thinkmark questions to guide
Shoulder Project) Have partners ask a question about the text and find the discussion. You may wish to
the answer in the text. have a whole-class discussion
on ways people share culture in
their community.
After Reading
Respond to Reading Revisit the Essential Question, and have
students complete the Text Evidence Questions on page 15.
Ana
W
Write
Analytical
A
An
W
i
written about four of Baca’s murals or projects in order using
appropriate details from the text.
Level
Up
Biography
Judy Baca
Fluency: Rate by Anna Harris
Model Reread page 6. Model reading the passage with appropriate Biography
Judy Baca
rate. Next, read the passage aloud, and have students read along by Anna Harris
with you. PAIRED
ED
D
READ Vibrant Los Angele
Angeles
Apply Have students practice reading the passage with a partner.
Biography
B
PAIRED
Compare Texts
Read about three neighborhoods
Judy Baca
J
from Judy Baca’s hometown.
by Anna Har
PA I R E D R E A D V i br a n t
L o s A ng e l e s
Lo
ris

Do you want to Boyle
check out Los Angeles?
This city has some very
cool communities.
Venice
Beach
Park
Heights
Leimert
“Vibrant Los Angeles”
Leimert Park is
in south central Los
Angeles. It is home
KEY
City of L.A.
Greater L.A.
to many artists and
musicians. Famous
singers Ray Charles and Ella Fitzgerald
once lived in Leimert Park. Leimert Park is
have proficiently read Beyond Level and
also home to the longest-running hip-hop
open-mic in the world.
16
PAIRE
P AIR
A
REA
READ
IRED
D
Vibrant Los Angel
es have on-level students
&9B&5B/5B*B8:
/B2B
• partner-read the Beyond Level main

LQGG

the genre of the text is expository, which selection.
tells more about a topic. Then discuss the Essential Question. • list difficult words and find the
After reading, have students make connections between the definitions in a dictionary.
community contributions in Los Angeles from Judy Baca and
“Vibrant Los Angeles.”
The Beyond Level challenges students by
F including more domain-specific words
S
Students can extend their knowledge of murals by and complex sentence structures.
ON LEVEL T183
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review key selection words admires,
I Do
Acquire and use classmate, practicing, pronounce, scared, and tumbled. Point to each word,
accurately grade-
read it aloud, and have students chorally repeat it.
appropriate
conversational, Ask these questions and help students respond and explain their answers.
domain-specific words ‡ Who is someone that you admire in your life?
and phrases, including
‡ Who in your classroom is not a classmate of yours?
those that signal
spatial and temporal ‡ How does practicing help you get better at something?
relationships (e.g.,
After dinner that night You Do
Have students work in pairs to respond to these questions and explain
we went looking for their answers.
them). L.3.6
‡ Where can you look to learn how to correctly pronounce a word?
‡ How do people react when they are scared of something?
‡ If you tumbled down, what might have been the cause?
OBJECTIVES Remind students that compound words are made up of two smaller
I Do
Use knowledge of the words. Use the Comprehension and Fluency passage on Your Turn
Practice Book pages 23–24 to model.
words to predict the
meaning of compound Think Aloud I want to know what the word grandfather means. I know
that grand can mean “important” and “first,” and a father is a male parent.
bookshelf, notebook, So grandfather means the “first father,” or “the father of his father.”
bookmark). L.2.4d
We Do
Have students read the second paragraph, where they encounter
grandmother. Have students figure out what the word means by figuring
out the meaning of the smaller words first.
You Do
Have students work in pairs to determine the meaning of storyteller and
whatever as they read the rest of the selection.
T184 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES Remind students that authors can organize a text using sequence to show
I Do
Describe the logical the order in which events take place. Explain that paying attention to
connection between
sequence can help readers better understand a story. Students can look
and paragraphs in a for time-order words that indicate sequence, such as first, next, then, and
text (e.g., comparison, finally. These words show the order in which things happen.
Have a volunteer read the third paragraph of the Comprehension and
sequence). RI.3.8 Fluency passage on Your Turn Practice Book pages 23–24. Have students
orally list events in the third paragraph, and help them explain how the
Identify the sequence events relate to each other in a sequence. Model how to determine how
of a text.
the events are sequenced and how they are connected. Then, work with
students to identify the sequence of the next paragraph.
You Do
Have partners identify the sequence in the final paragraph of the passage.
Then ask them to describe the sequence of the passage as a whole.

Ask and answer
questions to
Have students choose a biography for sustained silent reading.
demonstrate ‡ Before they read, have students preview the book, reading the title
understanding of and viewing the front and back cover, and looking at any headings,
a text, referring
illustrations, maps, or charts.
as the basis for the ‡ As students read, remind them to reread difficult sections and ask and
answers. RI.3.1 answer questions about the text as they read.
connection between Read Purposefully
particular sentences Encourage students to read different books in order to learn about a
and paragraphs in a
variety of subjects.
cause/effect, first/ ‡ As students read, have them fill in the sequence on Graphic Organizer
second/third in a 128.
sequence). RI.3.8
‡ 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
Biography
Judy Baca
Judy Baca Digital
Before Reading
Preview and Predict
Biography
Judy Baca
PAIRED
PD
P D
by Anna Harris
Have students read the Essential Question. Pass out the leveled reader
Leveled Reader
Judy Baca and have students read the title and the opening pages and Leveled Readers
LEXILE 750 look at the front cover of the leveled reader to predict how Judy Baca
has contributed to American culture.
OBJECTIVES
questions to
demonstrate
Have students recall that a biography tells about the events of a
understanding of person’s life in order. It may have headings or sidebars to explain more
a text, referring about that person. As students preview Judy Baca, have them identify
explicitly to the text features of a biography.
answers. RI.3.1
During Reading
of events in a text. Close Reading Event
Event
• Determine the Note Taking Have students use their graphic organizer as they read. Event
meanings of
compound words. Pages 2–5 On page 2, why does the author place the word “real” in Event
parentheses? (“Real” art does not have to hang in a museum but can be Fill in the
Graphic
a mural.) Define the compound word classmates on page 3 to a partner. Organizer
ACADEMIC
LANGUAGE (“fellow students in a class”)
biography, sidebar, How did Judy progress from going to college to designing the Boyle Heights
compound words, mural? Explain the sequence of events to a partner using time-order words.
sequence, ask and (Possible Response: After going to college to study art, Baca taught art
answer questions
in her old high-school. In 1970, Baca got a job working for Los Angeles
city and taught in parks. During that time, she created a mural to unify
the neighborhood.)
Pages 6–7 What is the purpose of SPARC? (It is to create art for people
of all backgrounds and cultures.)
How does the sidebar on page 7 support Judy’s purpose for creating
murals? (The sidebar tells about the tradition of murals in Mexico;
murals reach many people.)
T186 UNIT 1 WEEK 3

WEEK 3
Pages 8–11 Summarize the various parts of the Great Wall of Los
Angeles. (Possible Response: Native American people who used to live Literature
in the area; arrival of Spanish explorers; hardships groups of people Circles
experienced and heroic things people did)
Pages 12–14 How do Baca’s murals contribute to her community? (can literature circle using the
help unify people) Have partners ask a question about the text and Thinkmark questions to guide
find the answer in the text. the discussion. You may wish to
on ways people share culture in
After Reading their community.
Ana
W
Write
Analytical
A
An
W
i
written about five of Baca’s murals or projects in order citing
appropriate details from the text.
Fluency: Rate
Model Reread page 2. Model reading the passage with appropriate
rate. Next, read the passage aloud, and have students read with you.
Apply Have students practice reading the passage with a partner.
Compare Texts
Biography
B
Read about three interesting neighborhoods from

Judy Baca
J
Gifted and Talented
Judy Baca’s hometown.
by Anna Har
PA I R E D R E A D V i bran t
ris
Los Angele s
Do you want to check
out a fun community in
Boyle
Heights
to design a mural to represent
Los Angeles?
the diversity and history of their

Leimert
Venice
Park
Leimert Park is in south Beach
central Los Angeles. It

is home to many artists
and musicians. Famous KEY
singers Ray Charles and

Ella Fitzgerald once lived in
Leimert Park. Today, Leimert Park has clubs
City of L.A.
Greater L.A.
community. Students can write
where people can go to hear jazz music. It
also has the longest-running hip-hop open-mic
in the world, called Project Blowed. Another
organization, The World Stage, supports local
PAIRE
P
a short paragraph describing
music and literature. AIR
A IRED
D
REA
R
Make Connections: Write About It 16
[&9B&5B/5B*B8
:/;;B;B;;;;LQG
EAD Vibrant Los Angel
es
a mural for their community
G

or create a sketch or diagram.
the genre of the text is expository, which Students can draw from their
tells more about a topic. Then discuss the Essential Question. own knowledge or do additional
research to find historical events
After reading, have students make connections between the
they may wish to represent.
community contributions in Los Angeles from Judy Baca and
“Vibrant Los Angeles.”
FOCUS ON SOCIAL
F SCIENCESTUDIES
S
Main
Students
Textcan extend their knowledge of murals by
BEYOND LEVEL T187

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Acquire and use classmate and pronounce. Write social studies related sentences on the
accurately grade-
board using the words.
appropriate
conversational, Write the words background and differences on the board, and discuss the
general academic, and
meanings with students. Then help students write sentences using
and phrases, including these words.
those that signal
spatial and temporal Apply
Have students work in pairs to discuss the meanings of the words unity,
relationships (e.g., issues, struggles, and history. Then have partners write sentences using
After dinner that night the words.
we went looking for
them). L.3.6
Model
Use knowledge of the passage on Beyond Reproducibles pages 23–24.
words to predict the Think Aloud When I read this paragraph, I want to understand the word
meaning of compound everywhere. I know that every means “all of” something, and where means
lighthouse, housefly,
“place,” so everywhere means “all places.”
bookshelf, notebook,
bookmark). L.2.4d
With students, read the third paragraph. Help them figure out the
meaning of the compound word bookshelves.
Apply
Have pairs of students read the rest of the passage. Ask them to determine
the meaning of sometimes, whatever, and inside.
Gifted and Tell a Story Have partners write a short story based on their own
Talented
experiences. Ask them to tell the story in front of the class. Have a
discussion about the role that stories and storytellers play in our culture.
T188 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES Remind students that authors use sequence to create a sense of

Model
Describe the logical time order in the structure of a text. Explain that, in biographies and
connection between
autobiographies, authors often write the events of the subject’s life
and paragraphs in a in chronological order. Point out that understanding how to identify
text (e.g., comparison, sequence helps readers understand the order of events in a story.
second/third in a Have students read the third paragraph of the Comprehension and
sequence). RI.3.8 Fluency passage of Beyond Reproducibles pages 23–24. Ask open-ended
questions to facilitate discussion, such as How does the author use sequence
Identify the sequence in this paragraph? and How did Joseph come to write children’s books?
of a text.
Students should support their responses with text evidence.
Apply
Have students identify the sequence of each paragraph for the rest of the
passage as they independently fill in Graphic Organizer 128. Then have
partners use their work to describe the sequence of the whole passage.

Ask and answer
questions to
demonstrate ‡ As students read, have them fill in Graphic Organizer 128.
understanding of
a text, referring ‡ Remind them to ask questions and find the answers by rereading.
Read Purposefully
answers. RI.3.1 Encourage students to keep a reading journal. Ask them to read different
Describe the logical books in order to learn about a variety of people.
connection between ‡ Students can write summaries of the books in their journals.
and paragraphs in a ‡ Ask students to share their reactions to the books with classmates.
cause/effect, first/ Gifted and Independent Study Challenge students to discuss how their books
Talented
second/third in a relate to the weekly theme of communities. Have students compare the
sequence). RI.3.8 different people and cultures they have read about. How did these people
contribute to their communities? Have them write a few paragraphs
comparing two people they read about and their contributions.
Shared Read Go
Room to Grow Digital
Before Reading
Build Background
Read the Essential Question: How do people from different cultures
Reading/Writing
contribute to a community?
View Room to
Workshop ‡ Explain the meaning of the Essential Question, including the Grow
vocabulary in the question: Culture is the traditions, art, music, food,
OBJECTIVES
and language of a certain group of people. To contribute means “to
Ask and answer
questions to
give.” A community is a place where people live, work, and play.
demonstrate ‡ Model an answer: Sometimes people perform dances for the
understanding of community. To dance is a way to share culture. They are contributing
a text, referring
to the community by sharing culture and helping the people in the
as the basis for the audience learn something new.
answers. RI.3.1 ‡ Ask students a question that ties the Essential Question to their own
background knowledge: Think about a part of your culture. How could
of events in a text. you share it?
• Determine the
meanings of During Reading
compound words.
Interactive-Question Response
LANGUAGE ‡ Ask questions that help students understand the meaning of the
OBJECTIVE text after each paragraph.
Identify a sequence of
events in a text. ‡ Reinforce the meanings of key vocabulary words.
ACADEMIC ‡ Reinforce strategies and skills of the week by modeling.
LANGUAGE
• ask and answer
questions, sequence,
compound words
• Cognate: secuencia
T190 UNIT 1 WEEK 3

WEEK 3
Page 55 Page 58
Spring in the City A Garden Grows

Paragraph 1 Paragraph 1
Explain and Model Asking and Answering What does the heading tell you about what will
Questions I can ask questions about what I have happen in this section? Have one student answer
read and then find the answer by continuing to read. and another verify the answer. (The community
As I read the first paragraph, I see that Kiku recently garden will start to grow.)
moved from the country to the big city. I wonder how
her life is different. Look at the illustrations and read the
Paragraph 2 captions. How will these steps help the garden grow?
Cite evidence to answer the question about how (The boxes will hold the plants. The people need
Kiku’s life is different. Point out that her new home to plant seeds to grow plants.)
has no yard.
Page 59
Kiku and her family do not have a yard.
How does this affect them? (Possible Response: A Garden Grows
They have no room for plants outside, so they Paragraph 2
create an indoor garden.) Explain and Model Compound Words Show
how cookout in the third sentence can be broken
Page 56 into two words: cook and out. Ask students: What
does cook mean? (“to heat food”) What does out
An Idea for a Garden mean? (“in the open, outside”) Guide students to
Paragraph 2 define cookout: “to cook or heat food outside.”
Model Sequence In this paragraph, you will learn
the order of how Kiku’s mother makes tea. Point How does the garden help the community?
out the word first in the second sentence. Guide Help students expand upon their responses.
students to fill in the sentence frame: First Kiku’s
mother (puts tea into the bowl). After Reading
Then what happens? (Then, Kiku’s mom Make Connections
adds hot water and stirs.) ‡ Review the Essential Question: How do
people from different cultures contribute to a
Page 57 community?
‡ Make text connections.
Paragraph 2 ‡ Have students complete the ELL
Jill’s mother asks Kiku’s mother to help with a Reproducibles pages 23–25.
project. Have one student answer the following
question, then have another verify or elaborate on
the answer: How does Kiku’s mother’s background
make her a good person to help with the community
garden? (Her mother taught her to plant a garden.
She can make a nice garden in a small space.)


Biography
Judy Baca
Judy Baca Digital
Before Reading
Preview
Biography
Judy Baca
PAIRED
P
PD by Anna Harris
‡ Read the Essential Question: How do people from different cultures

Leveled Reader
contribute to a community? Leveled Readers
LEXILE 610 ‡ Refer to Making a Contribution: How can sharing art from a culture
help a community?
OBJECTIVES
Ask and answer
‡ Preview Judy Baca and “Vibrant Los Angeles”: Let’s read about how
questions to people from different cultures have contributed to their communities.
demonstrate
understanding of a Vocabulary
text referring explicitly
to the text as the basis Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
for the answers. RI.3.1 neighborhood, program. Use the routine found on the cards. Point out
the cognate: programa.
Find the meanings of
compound words.
During Reading
LANGUAGE Interactive Question-Response
OBJECTIVE Note Taking Have students use the graphic organizer on ELL Event
Identify a sequence of Event
events in a text. Reproducibles page 22. Ask the following questions after reading each Event
section. As you read, use visuals or pictures to define key vocabulary. Event
Pages 2–3 Point to the photo and read the caption on page 2. What is Fill in the
ACADEMIC Graphic
LANGUAGE a mural? (a painting on a wall) Point to other murals in the selection. Organizer
ask and answer Pages 4–5 Let’s tell the events on page 4 in order. First, Judy finished
questions, sequence,
compound words
college. Then, she (worked for the city of Los Angeles). Next,
(teenagers helped her make a mural). What is a question you have about
this page? Help students find the answer in the text.
Pages 6–7 Point out that the compound word citywide contains two
words: city and wide. So it is something happening across what? (a city)
What are two facts you learn about the Murals of Mexico from the sidebar
on page 7? (the Maya painted murals; famous Mexican mural artists
Diego Rivera and Jose Clemente Orozco)
Pages 8–10 What is the Great Wall of Los Angeles? (It is a mural created
to show the different groups of people in Los Angeles.)
T192 UNIT 1 WEEK 3

WEEK 3
Page 11 Look at the sidebar on page 11. What has damaged The Great
Wall? (sun, rain, pollution) What is being done to the mural? Have one Literature
student answer and another verify the answer. (It is being cleaned and Circles
repaired.)
Pages 12–14 Have students echo-read Judy Baca’s quote on page 14. literature circle using the
What is your biggest vision or dream? Tell it to a partner. Thinkmark questions to guide
After Reading on ways people share culture in
their community.
Respond to Reading Help students complete their graphic
organizers. Revisit the Essential Question. Have student pairs
summarize and answer the Text Evidence Questions. Support students
as necessary, and review all responses as a group.
Ana
W
Write
Analytical
A
An
W
Writing About Reading Make sure students use facts from the text
to d
describe three of the projects or murals and that events are in order.
Level
Fluency: Rate
Up
Biography
Judy Baca
by Anna Harris
Model Reread page 6. Model reading the passage with appropriate

rate. Next, read the passage aloud while students read along with you. Biography
Judy Baca
Apply Have students practice reading the passage with a partner. by Anna Harris
PAIRED
D
READ Vibrant Los Angele
Angeles
Biography
B
Compare Texts
Read about three neighborhoods
Judy Baca
J
from Judy Baca’s hometown.
PA I R E D R E A D V i br a n t
by Anna Har
ris PAIRED
L o s A ng e l e s
Lo
Let’s learn about a Boyle
Heights
fun community in Los
Angeles. Leimert
Venice
Park
Beach

Many artists and
musicians live in
KEY
Leimert Park. Famous
City of L.A.
singers Ray Charles and
Ella Fitzgerald lived in
Leimert Park. Today,
Greater L.A.
Leimert Park has many places to hear

jazz music. It has a famous hip-hop show.
Make Connections: Write About It Anyone from the audience can perform.
16
PAIRE
P AIR
A
REA
READ
IRED
D
Vibrant Los Angel
es
[&9B&5B/5B*B8
:/;;B;B;;;;LQG
G have proficiently read the On Level and
Leveled Reader have ELL students
the genre of this story is expository. It
explains about a certain topic. Have students discuss • echo-read the On Level main selection.
the Essential Question. • list words with which they have
After reading, have students make connections between how people difficulty.
contribute different cultures to Los Angeles communities in Judy Baca • discuss these words with their partners.
and “Vibrant Los Angeles.”

S
Students can extend their knowledge of murals by and complex sentence structures.


Vocabulary
OBJECTIVES Preteach vocabulary from “Room to Grow” following the Vocabulary

I Do
Acquire and use Routine found on the Visual Vocabulary Cards for scared, classmate,
accurately grade-
pronounce, practicing, tumbled, admires, community, and contribute.
appropriate
conversational, After completing the Vocabulary Routine for each word, point to the
and domain-specific
word on the Visual Vocabulary Card, and read the word with students. Ask
words and phrases, students to repeat the word. Act out each word using gestures or actions.
including those
Have student partners define one or two words. Ask students to draw a
and temporal picture illustrating each definition. Have pairs read their definitions aloud.
LANGUAGE Have students copy the Have students use the Have students write two
OBJECTIVE definitions. drawings to explain definitions and explain
Use vocabulary words. the words. their illustrations.
REVIEW VOCABULARY
I Do
accurately grade-
appropriate
conversational, Vocabulary Routine on the back of each card.
general academic,
Use sentence frames as clues. Have students name each word and use the
words and phrases, words in complete sentences.
including those
Have pairs write sentence frames for the remaining words. Have them read
and temporal these frames aloud for the class to guess the word and use in a sentence.
LANGUAGE Have students copy the Have students use a Have students use a
OBJECTIVE sentence frames and read synonym in their clues. synonym and antonym in
Use vocabulary words. them aloud. their clues.
T194 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES Read aloud the second paragraph of “Room to Grow” on page 55 while
I Do
Use knowledge students follow along. Point to the word classmate after summarizing the
of the meaning of
paragraph. Tell students that classmate is a compound word. Compound
individual words to
predict the meaning words are made up of two shorter words, and a reader can look at the
of compound words shorter words to figure out the meaning of the longer word. Ask students:
(e.g., birdhouse, Who does Kiku Sato refer to as a classmate? What is a classmate?
bookshelf, notebook, Think Aloud I see that classmate is made up of two smaller words, class
bookmark). L.2.4d and mate. Kiku goes to class at school. Lisa is her only friend, or mate, at
school. Classmate must mean a person in her class.
LANGUAGE
OBJECTIVE We Do
Have students point to afternoon on page 56. Find the meaning of the
Determine the word with students using a clock. Write the definition of the word.
meanings of
compound words. You Do
Have student partners write a definition for sunlight on page 58. Ask
students to list three compound words using the words sun or light.

Help students draw or Students define their new Have students define
point to a picture of the compound words. the new words and write
two shorter words. sentences using them.
OBJECTIVES List academic language and high-frequency words from “Room to Grow”:
I Do
Produce simple, project, before, because, better; and Judy Baca: unity, struggles, achievements.
compound,
Define each word for students: Struggles are things that are difficult to do.
and complex
sentences. L.3.1i Model using the words for students in sentences: Lily trained every day
We Do
before running the race. Provide sentence frames and complete them with
Discuss academic
language and high- students: We were asked to before coming to class.
frequency words.
You Do
Have student partners write a sentence about Kiku Sato in “Room to Grow”
using the word before. Ask students to share their sentences with the class.
LANGUAGE
Use high-frequency Help students write Provide students with Have students explain how
words and academic a sentence using the the sentence frame it helps them understand
language. word before. before . order of events.
VOCABULARY T195

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 narratives, or stories, have a beginning, a middle, and
I Do
Write narratives an end. Most writers describe events in the order in which they happened.
to develop real or
Not doing so can make the story confusing. Read the Expert Model
or events using passage aloud. Identify time-order words as you read.
descriptive details, We Do
Read aloud both paragraphs on page 56 of “Room to Grow“ as students
and clear event follow along. Use a sequence chart to order the events.
sequences. Use
temporal words and You Do
Have pairs describe the steps they take to prepare something using a
phrases to signal sequence chart. Edit each paragraph, pointing out where students could
event order. W.3.3c use time-order words.

LANGUAGE
OBJECTIVE Have students copy the Have students revise their Have students revise their
Use time-order words edited paragraph. writing, making sure they writing to make sure they
in writing. have used order words. have used order words
and to edit for errors.
SPELL WORDS WITH FINAL e
OBJECTIVES Read aloud the Spelling Words on page T170. Draw out the long-i sound in
I Do
Use spelling patterns fine. Tell students that words with the vowel-consonant-e pattern usually
and generalizations in
have a long vowel sound. Tell students that the final e is silent.
writing words. L.3.2f
We Do
Spell words with
sentence, read the underlined word slowly, drawing out the long-vowel
final e.
sound. Have students repeat after you and write the word.
LANGUAGE You Do
Display the words. Have students exchange their lists with a partner to
OBJECTIVE check the spelling and write the words correctly.
Spell words with
final e. Beginning Intermediate Advanced/High
Have students copy the Have students circle After students have
words with correct spelling the CVe spelling in their corrected their words, have
and say the words aloud. corrected words. pairs quiz each other.
T196 UNIT 1 WEEK 3

WEEK 3
Grammar
SUBJECTS
OBJECTIVES Remind students that a sentence is a group of words that expresses a

I Do
Produce simple, complete thought. A sentence has two parts: a subject and a predicate.
compound,
The subject of a sentence tells what or whom the sentence is about. It
and complex
sentences. L.3.1i can be one word. The predicate of a sentence tells what the subject of a
sentence is or does. For example: Four women drank the tea. The subject of
Identify subjects. this sentence is women. The complete subject is all the words that are part
of the subject, including the word Four. Explain that the predicate in this
LANGUAGE sentence is drank the tea. It tells what the women are doing.
OBJECTIVE
Write complete We Do
Write the following sentence frames on the board. Read them aloud for
sentences students to repeat. With students, fill in the blank spaces with a subject.
Next, ask a volunteer to underline the subject and the predicate in each
sentence. Have students suggest other predicates for each subject.
Grades K-6
are hot and dry. Angry rushed into the store.
Language The fluffy slept on the rug. loved the book about baseball.
Transfers
Handbook
You Do
Brainstorm a list of new subjects with students. Have partners write
sentences using the subjects. Have students underline the subject and
predicate in each sentence. Ask students to create an illustration of one of
Language Transfers the subjects to go with a sentence. Remind students to focus on writing a
Handbook complete sentence with correct capitalization and end punctuation.
Have students
underline the subjects Beginning Intermediate Advanced/High
in example sentences
Have students copy their Have students underline Ask students to underline
written on the board.
sentences. Help them the subject and predicate the subject and predicate
For example: The
underline the subject in each sentence. Ask in each sentence. Ask
school has a new
and the predicate in students to identify the students to explain what
piano. Tatiana and
each sentence. simple subjects and the the complete subject of a
Paul play on the same
complete subjects in sentence describes.
soccer team. Ask
each sentence.
questions to reinforce
understanding that
subjects tell what or For extra support, have students complete the activities in the Grammar
whom a sentence is Practice Reproducibles during the week, using the routine below:
about. What has a new
piano? Who plays on ‡ Explain the grammar skill.
the soccer team? ‡ Model the first activity in the Grammar Practice Reproducibles.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Text Structure: Compound Words L.2.4d Writing About Text:
Sequence RI.3.8 Sequence RI.3.8
Grade 3
Assessment Includes
Weekly

State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T198 UNIT 1
WEEK 3
TESTED SKILLS
T If … Then …
Students answer 0–6 … assign Lessons 73–75 on Text Structure:
multiple choice items Sequence from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 … assign Lesson 156 on Compound Words

VOCABULARY multiple choice items from the Tier 2 Vocabulary Intervention
correctly … online PDFs.

response …

score of 55–60 … of the Tier 2 Fluency Intervention online
PDFs.

students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH AND MODEL

design Shared Read “Mary Anderson's Great Invention,” 70–75
encouraged Genre Biography
Lexile 460
examine
investigation
quality
simple Comprehension Strategy ..................... Ask and Answer Questions, T218–T219
solution Comprehension Skill .............................. Cause and Effect, T220–T221

Genre ............................................................. Biography, T222–T223
substitutes
Vocabulary Strategy ............................... Metaphors, T224–T225
Writing Traits .............................................. Word Choice, T230–T231
Grammar ...................................................... Predicates, T234–T235
Go
Digital
T200 UNIT 1 WEEK 4

INVENTIONS
Essential Question
How can problem solving lead to new ideas?
WEEK 4
PAIRED
READ
All Aboard! Elijah McCoy's Steam Engine, 74–91 “Lighting the World,” 92–93
Genre Biography Genre Biography
Differentiated Text
“Book Cover,” copyright © 2001 by Random House Children’s Books, from BEN FRANKLIN AND THE MAGIC SQUARES
by Frank Murphy, illustrated by Richard Walz. Used by permission of Random House Children’s Books, a division of

Lexile 400
Random House, Inc.
Classroom Library

TEACH AND MANAGE
How You Teach
INTRODUCE
E TEACH APPLY
Y
ding
Inventions “Mary Anderson’s Great Invention” All Aboard! Elijah McCoy’s
Minilessons Steam Engine
Ask and Answer Questions, Cause “Lighting the World”
and Effect, Biography, Metaphors,
Writing Traits
Literature
Workshop 74–93
66–67


Go
Go Onli To-Do List
On
Online Lev
L
Le
e
ev
vel Activities
Leveled Wr
Digitall

WEEK 4
Leveled Readers Action Plan, T228
Text Connections
Compare Inventions, T229
Ana
Analytical
A
An
Writing
W
W
Weekly Assessment
37–48


6
( More
4 Activities
on back
13
4

Write to Sources
and Research
Sequence, T220–T221
Cause and Effect, T225R
Comparing Texts, T241, T249, T253, T259
Summarize, 91
Predictive Writing, T225B Cause and Effect, 91
Go Cause and Effect, 33–35

Digital Genre, 36
Whiteboard Cause and Effect Your Turn Practice Book

21
Go
Personal Narrative,
T358–T363
Pee
Go
Digital
Narrative Text: Personal
Whiteboard Teacher’s Edition Personal Narrative, Card 21 Multimedia Presentations

WEEK 4
Writing Trait: Word Choice
Time-Order Words, T230–T231
Word Choice: Time-

Order Words, 80–81
Go Word
o Choice:
Digital Word Choice: Time-
Time-Order
me-Order
Words,
ords, 6 Order Words, 40
Interactive

Go
Digital
Grammar
Predicates, T234–T235 Predicates
Spelling
Long a, T236–T237
L
Long a
Go Word Sorts
W
Digital
Interactive

READING
Build Background Inventions, T208–T209 Comprehension
Teach, Aloud: “Chester Greenwood and His Cold Ears,” • Skill: Cause and Effect, T220–T221
• Write About Reading, T31 Anal Analytical
A
An
Model T210–T211 W
Writing
Whole Group
• Genre: Biography, T222–T223

Comprehension
and • Preview Genre: Biography Vocabulary Strategy: Metaphors,
Apply • Preview Strategy: Ask and Answer Questions T224–T225
Vocabulary Words in Context, T212–T213 Practice Your Turn 32–37
Close Reading of Complex Text “Mary

Anderson’s Great Invention,” 70–75
Leveled Reader The Amazing Benjamin Leveled Reader The Amazing Benjamin
Franklin, T240–T241 Franklin, T240–T241
Approaching Phonics/Decoding
Decod
a: ay, T242
2 2
TIER
Decode Words with Long Vocabulary
T244
4 2
TIER
Level Vocabulary Comprehension

TIER TIER
4 2 • Text Structure, T246
6 2
• Identify Related Words, T245 • Cause and Effect, T247
On Level Franklin, T248–T249 Franklin, T248–T249
Small Group
Vocabulary Review Vocabulary Words, T250 Comprehension Cause and Effect, T251
Franklin, T252–T253 Franklin, T252–T253
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Cause and Effect, T255
Level T254
Shared Read “Mary Anderson’s Great Leveled Reader The Amazing Benjamin
Invention,” T256–T257 Franklin, T258–T259
English Phonics/Decoding Decode Words with Long Vocabulary Review Vocabulary, T260
Language a: ay, T242 Writing Writing Trait: Word Choice, T262
Learners Vocabulary
• Preteach Vocabulary, T260
Grammar Predicates, T263
Readers to Writers
Writing Readers to Writers
Whole Group
• Writing Trait: Word Choice, T230–T231 • Writing Trait: Word Choice, T230–T231
• Writing Entry: Prewrite and Draft, T232 • Writing Entry: Revise and Edit, T232
Grammar Grammar Predicates, T234 Grammar Predicates, T234
Spelling Long a, T236
Spelling Spelling Long a, T236
Build Vocabulary
Build Vocabulary
• Expand Vocabulary, T238
Build Vocabulary • Connect to Words, T238
• Academic Vocabulary, T238 • Review Compound Words, T238
T204 UNIT 1 WEEK 4

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Fluency Fluency Expression, T227 Integrate Ideas
• Long a Spellings, T226 Integrate Ideas • Research and Inquiry, T228
• Plurals -s and -es, T227 • Research and Inquiry, T228 • Text Connections, T229
Close Reading All Aboard! Elijah Close Reading “Lighting the World,” 92–93
McCoy’s Steam Engine, 74–91
Literature
Anthology
Leveled Reader The Amazing Benjamin Leveled Reader “Beulah Henry: Leveled Reader Literature Circles, T241
Franklin, T240–T241 Inventor,” T241 Comprehension Self-Selected Reading, T247
Phonics/Decoding Build Words with Long a: Phonics/Decoding Practice Words with Phonics/Decoding Plural Endings -s and
TIER
ay, ai, a_e, eigh, T242
2 2 Long -a Spellings, T243 -es, T243
TIER
Fluency Expression, T246 6 2
Vocabulary Metaphors, T245
Franklin, T248–T249 Inventor,” T249 Comprehension Self-Selected Reading, T251
Vocabulary Metaphors, T250
Franklin, T252–T253 Inventor,” T253 Comprehension
Vocabulary • Self-Selected Reading, T255 Gifted and
Gifted and • Independent Study, T255 Talented
• Metaphors, T254
Talented
• Analyze, T254
Franklin, T258–T259 Inventor,” T259 Phonics/Decoding Plural Endings -s and -es,
Phonics/Decoding Build Words with Long a: Vocabulary Additional Vocabulary, T261 T243
ay, ai, a_e, eigh, T242 Phonics/Decoding Practice Words with
Vocabulary Metaphors, T261 Long-a, T243
Spelling Words with Long a, T262
LANGUAGE ARTS
• Writing Trait: Word Choice, T230–T231 • Writing Trait: Word Choice, T230–T231 • Writing Trait: Word Choice, T230–T231
Grammar Mechanics and Usage, T235 Grammar Predicates, T235 Grammar Predicates, T235
Spelling Long a, T237 Spelling Long a, T237 Spelling Long a, T237
• Metaphors, T239 • Shades of Meaning, T239 • Morphology, T239

A C T Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Organization Sequence T217
Organization Cause and Effect T221
“Mary Anderson’s Great Invention”

Lexile 460
Purpose Author’s Purpose T225B, T225E
Prior Knowledge History T225C, T225H
Organization Sequence T225G,
T225S–T225T
Sentence Structure T225I, T225L
Specific Vocabulary Technical Text T225J,
Literature Anthology T225K, T225M–T225N
All Aboard! Genre Voice T225M, Text Features T225O
Elijah McCoy’s Steam Engine Lexile 430
“Lighting the World” Lexile 570

SCAFFOLD
support Workshop “Mary The Amazing Benjamin
scaffold instruction using the small Anderson’s Great Franklin T258–T259
THEN
group suggestions. Invention” T256–T257 “Beulah Henry: Inventor”
T259
WEEK 4
more complex text.
Quick Check
Questions T219
Comprehension Skill Cause and Effect T221
Genre Biography T223 Beyond
Vocabulary Strategy Metaphors T225 T249

Phonics/Fluency Long a, Expression T227

ing
Approach ELL
T241 T259
Additional Vocabulary T261 Figurative Writing Spelling Grammar

called model Language Word Choice Words with Predicates T263
can problem T261 T262 Long a T262
improve solved


LESS O
IN I
M
N
10 Build Background
Mins
Go
Have students read the Essential Question on page 66 of the Reading/ We
Weekly
eekly
k Concept
Conce
Concep
Con
nce Inventions
Inventio
nventions
ntio
ntions
Essential Question
Writing Workshop. Explain that problem solving can lead to new ideas
How can problem
blem solving
lead to new ideas?
deas?
Go Digital!
and that the solution, or answer to the problem, might be an invention.

Discuss the photograph of the boy and the invention. Focus on how the
Workshop boy solved his problem and examined, or closely inspected, the new Concept
invention to make sure that it worked.
OBJECTIVES ‡ Almost every new invention starts with a problem and a new idea.
Engage effectively in a ‡ Inventions can make our lives better.
range of collaborative
discussions (one-on- ‡ Some inventions help us learn. Others entertain us.
one, in groups, and Watch Video
teacher-led) with
diverse partners on Talk About It
grade 3 topics and
texts, building on
Ask: What problem do you think the boy had before thinking of a
others’ ideas and COLLABORATE solution? What is the process the boy followed to examine his invention in
expressing their order to make sure it worked? Have students discuss in pairs or groups.
own clearly. Explain View Photos
their own ideas
‡ Model using the graphic organizer to generate words and phrases
and understanding related to inventions. Add students’ contributions.
in light of the ‡ Have partners continue the discussion by sharing what they have
discussion. SL.3.1d
learned about inventions. They can complete the graphic organizers, Inventions
Build background generating additional related words and phrases.

Use Graphic
knowledge on Organizer
inventors and
inventions.
ACADEMIC Be Open to All Ideas As students engage in partner, small-
LANGUAGE
• examine, solution group, and whole-class discussions, remind them
• Cognates: examinar, ‡ that all ideas, questions, or comments are important and
solución should be heard.
‡ not to be afraid to ask a question if something is unclear.
‡ to respect the opinions of others.
‡ not to be afraid to offer opinions, even if they are different
from others’ viewpoints.
T208 UNIT 1 WEEK 4

WEEK 4
1

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have students
boy and the invention. describe the picture. work with partners to
Say: The boy had a Ask: What problem came think of how the boy
problem. His solution was first? What was the boy’s came up with a new idea.
an invention. Remind solution? How did the Ask questions to help
students that solution in invention make his life them focus. What problem
Spanish is solución. Point better? Give children did the boy have? How Inventions
to the invention as you plenty of time to respond. did this problem lead to
say invention. Say: Repeat Elicit details to strengthen a solution, which was a
after me. First, there was a students’ responses. new idea? What invention
problem. Next, the boy had did the new idea lead to?
an idea. Last, the boy made Elicit details to strengthen
an invention. students’ responses.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Inventions Digital
Ask and answer
questions to
Tell students that a problem can sometimes lead to a new idea. Let
demonstrate students know that you will be reading aloud a passage about a boy
understanding of whose problem with cold ears led to an invention.
a text, referring
Preview Genre: Biography
View Photos
answers. RI.3.1 Explain that the text you will read aloud is a biography. Discuss features
Determine the main of biographies:
ideas and supporting ‡ is an accurate story of a real person’s life
aloud or information ‡ tells about someone’s accomplishments
presented in diverse ‡ may include dialogue and details to add interest
media and formats,
including visually,
quantitatively, and Preview Comprehension Strategy:
orally. SL.3.2 Ask and Answer Questions
Explain that asking questions about a text before reading can help
Identify characteristics
of a biography. readers better understand what they are about to read. During and
after reading, readers can check their comprehension by asking
and answering questions by rereading the text to make sure they
ACADEMIC
LANGUAGE
understand what the author wants them to know.
• biography, ask and Use the Think Alouds on page T211 to model the strategy.
answer questions
• Cognate: biografía Respond to Reading
Think Aloud Clouds Display Think Aloud Master 1: I wonder . . . to
reinforce how you used the Ask and Answer Questions strategy to
understand content. Model Think
Alouds
Genre Features With students, discuss the elements of the Read
Aloud that let them know it is a biography. Ask them to think about Genre Features
other texts you have read or they have read independently that were
biographies.
Summarize Have students determine the main ideas and supporting Fill in Genre
Chart
details from “Chester Greenwood and His Cold Ears.” Then, have them
summarize the passage using their own words.
T210 UNIT 1 WEEK 4

WEEK 4
Chester Greenwood and

His Cold Ears
On a cold day in 1873, fifteen-year-old Chester very cold. His factory made earmuffs for over sixty
Greenwood of Farmington, Maine, tried out a years. Thanks to earmuffs, Greenwood became a
new pair of ice skates. But it was not easy to skate rich man. His hometown of Farmington is called
and keep his ears warm at the same time. Chester the “earmuff capital of the world.” 3
wrapped his wool scarf around his head to keep But Chester Greenwood didn’t stop at earmuffs.
his ears warm. But the wool was too thick and During his life he invented many other useful
scratchy, and it kept falling off. 1 items. He got patents for a steel tooth rake, a tea
He thought there must be a better way. How could kettle, and a special mouse trap.
he keep his ears warm? Then he got an idea. He Over a hundred years later, the people in
found two loops of wire and curved them into Farmington, Maine, still remember Chester
two ovals. He asked his grandmother to sew fur to Greenwood. Each year in December the town
cover the wire loops. He called his new invention celebrates his life and all that he accomplished by
ear protectors. He soon improved them by adding hosting a parade in his honor.
a metal band to hold the earmuffs in place. Finally,
he got a patent for them so that nobody could steal
his idea. 2
A few years later he set up a factory in West
Farmington and began to make earmuffs. When
World War I began, Greenwood made earmuffs
for the soldiers who fought in places that were
1 Think Aloud I can

ask questions to help
Stockbroker/SuperStock

what I read. “How do I keep
2 Think Aloud I can check
my understanding by asking
my ears warm in the cold?”
questions about Chester’s
This helps me think about
invention. “How did Chester
the problem.
make his earmuffs better?
What do they look like today?”
3 Think Aloud As I read, I

can ask myself, “Did Chester
Greenwood invent anything
else?” I will continue reading to
see if I can find the answer to
my question.

Vocabulary
LESS O
IN I
M
N
10 Words in Context
Mins
Go
Vocabulary
u Routine
Define:
Example::
Ask:

Workshop
Define: When you design something, you make a drawing or a plan.
OBJECTIVES Example: Jake and Andy are helping to design a picture for
the school’s new wall.
Determine the
meaning of general Ask: How would you design something new?
academic and
domain-specific design
words and phrases
in a text relevant to Definitions
a grade 3 topic or ‡ encouraged When you are encouraged, you are given hope to do
subject area RI.3.4 something. Use Visual
Glossary
Acquire and use
‡ examine When people examine something, they look at it
accurately grade-
appropriate very carefully.
conversational, Cognate: examinar
general academic,
‡ investigation In an investigation, people search carefully for
and domain specific
words and phrases, something.
including those that Cognate: investigación
signal spatial and
‡ quality Quality items are made of the finest materials.
(e.g., After dinner that ‡ simple When something is simple, it is easy to do.
night we went looking Cognate: simple
for them). L.3.6
‡ solution A solution is a way to fix a problem.
Cognate: solución
ACADEMIC
‡ substitutes Substitutes take the place of something else.
LANGUAGE
• examine, solution
• Cognates: examinar, Talk About It
solución
Have students work with a partner and look at each picture and discuss
T212 UNIT 1 WEEK 4

WEEK 4
1

design simple investigation encouraged
ENGLISH LANGUAGE LEARNERS substitutes quality examine solution
SCAFFOLD Use a word from the box to answer each question. Then use the
word in a sentence. Possible responses provided.
1. What is another word for a careful search for something?
Beginning Intermediate Advanced/High investigation; The girl did a careful investigation of the nest she found.
2. How might you describe a product that is well made? quality; The

Use Visuals Say: Let’s Describe Have students Discuss Ask students chair was made using quality wood.
look at the picture for the describe the picture. to talk about the picture 3. What word might describe an answer to a problem? solution; He
word investigation. Point Help them with the with a partner and write worked hard to find a solution to the difficult math problem.
to the picture. Pantomime pronunciation. Ask: What a definition. Then have 4. What would you be doing if you were to create a plan? design; Is it
hard to design a tall building?
investigation with a can you learn during them share the sentence
5. When you inspect something closely, what do you do? examine;
magnifying glass. Ask: Am an investigation? Have with the class. Correct
The doctor will examine the patient when she arrives.
I up close or far away for students fill out the students’ responses as
6. What is another word for given hope to do something? encouraged;
my investigation? Restate following frame: I can needed. It was helpful when the teacher encouraged us to do our best.
students’ responses. learn about ____ during
7. What do you call things that take the place of other things?
Remind students that an investigation. Correct substitutes; The new teachers were substitutes for the ones that retired.
investigation in Spanish is pronunciation as needed. 8. What is another word for easy? simple; It was simple to follow the
investigación. recipe in the cookbook.

p. 31 p. 31 p. 31
VOCABULARY T213
Comprehension
LESS O
IN I
M
N
10 Shared Read
Mins
Go
Connect to Concept: Inventions Digital
Explain to students that “Mary Anderson’s Great Invention” tells about
how someone solved a problem and invented something new.
After reading each section, have partners discuss what they have
COLLABORATE learned about solving a problem with an invention. Essential Question
How can problem solving lead to
new ideas?
You might think that a ride in a bus or car is
the same today as it was long ago. That isn’t true.
The first cars were not as fast. They were noisy.
Cars didn’t even have windshield wipers!
When it rained, drivers rubbed their windshields
with an onion. The oil from the onion would repel,
or keep off, rain and sleet. It wasn’t the best
solution, but there were no better substitutes.
Nothing else worked. Then a woman named Mary
Read about how someone solved a
Anderson solved the problem.
Malene Laugesen
problem and invented something new.
70 71
070-075_CR14_SI3_U1W4_MR_119111.indd 70 12/16/11
070-075_CR14_SI3_U1W4_MR_119111.indd
2:19 PM 71 12/9/11 1:32 PM
Reading/Writing Discuss “Mary

Workshop Use Vocabulary Words in Context Anderson’s
Great Invention”
design encouraged examine investigation
OBJECTIVES quality simple solution substitutes
Ask and answer
questions to The highlighted words in the text are the vocabulary words students
demonstrate have learned. As you read, have them discuss the words’ meanings.
understanding of
a text, referring Close Reading
as the basis for the Reread Paragraph 2 on Page 71: Tell students that when they
answers. RI.3.1 read parts of a text they do not understand, one strategy is to ask
Determine the and answer questions about the text. Say: When I read paragraph 2, I
meaning of general wanted to clarify why drivers rubbed their windshields with an onion.
academic and I am going to reread the paragraph to see if I can better understand.
domain-specific
words and phrases After rereading the first two sentences, say: Now I understand that
in a text relevant to drivers rubbed their windshields with an onion because the oil from
a grade 3 topic or the onion would repel, or keep off, sleet and rain. That answers
subject area. RI.3.4
my question.
Identify meanings Reread Paragraph 3 on Page 72: Tell students you have a question
of words used in about the first part of paragraph 3. Say: Why would the drivers hop out
context.
of their cars in the snow? As I reread this paragraph, I will look for the
answer to that question.
ACADEMIC Tell students that you have found the answer to your question in the
LANGUAGE
biography, ask and middle of the paragraph. Say: I read that drivers would hop out of their
answer questions cars so they could wipe the snow off their windshields.
T214 UNIT 1 WEEK 4

WEEK 4
1
Explain On page 71, in the last sentence of paragraph 1, the use

of even might be confusing to ELLs. Tell students that adding even
before the verb is as if they were saying, “It is difficult to believe
that the cars did not have windshield wipers!” Provide other
example sentences that begin with “It is difficult to believe ____,”
and have students change the sentences to use even instead.
You might also want to explain that back then on page 72, in
paragraph 2, means “in that time,” and in this story, “in 1902.”
Finally, on page 73, in paragraph 2, explain that to make sure
means “to be certain.”
SHARED READ T215

It Started with Snow The Next Step

Mary Anderson grew up in Alabama. In the Mary thought about this problem. How could
winter of 1902, she went to New York City. It was drivers clean their windshields without stopping?
a cold and windy day. The sky was a gray curtain. Could they do it without opening their windshield?
Snow was a white blanket on the ground. Mary was Back home in Alabama, Mary sketched her idea.
cold and wet. Because she wanted to warm up and Then she added notes. She wanted to examine her
get dry, she rode a streetcar. solution to make sure that it worked. Next, Mary did
Back then, some streetcar windshields had her own investigation. She looked for facts about
two parts. They opened with a push. From her what drivers needed. She invented a windshield
seat, Mary watched snow and ice build up on the wiper that a driver could use from inside the car.
windshield. The streetcar driver could not see. So, Then she worked out a design, or plan. On paper,
he pushed open the windshield. This helped him Mary’s invention looked simple. She hoped drivers
to see better. As a result, snow and ice blew in his would find it easy to use.
face. Soon his nose and ears were ice cubes.
Other cars kept stopping, too. Sometimes
the drivers hopped out. They wiped off their Mary Anderson’s Windshield Wiper
windshields. Then, they got back in and drove. As
a result, traffic moved slowly.
Wiper
Window
Malene Laugesen
The first windshield wiper was moved by a handle inside the car.
72 73

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Shared Read
Reread Paragraph 1 on Page 74: After reading ESSENTIAL QUESTION
to the end of the section “The Next Step” on Have students review their purpose for reading
page 74, tell students you wonder why Mary had and tell a partner how problem solving led Mary
a model of her windshield wipers built. Say: If Anderson to a new idea. Have them elaborate on
Mary had already investigated and designed her how her invention and other inventions they can
invention, then why did she have to have a model think of have made their own lives better.
built? Maybe if I reread I will find the answer.
After rereading, say: Now I understand why Mary
had a model built. She had to make sure that her
invention would work before she could sell it. This
answers my question.
T216 UNIT 1 WEEK 4

WEEK 4
Mary had a model built. It was made of quality

wood, rubber, and metal. Soon the model was
ready to test. It was fitted on a windshield. The
driver moved a handle inside the car. The handle
caused a blade to move back and forth across
the glass. It worked! Mary’s idea was a gem! She
felt encouraged and was sure it would sell.
Solving the Problem

Mary’s windshield wipers solved a problem.
But it took many years before people used them.
That’s because most people did not own cars.
By 1913, more people bought and drove cars.
Those cars had windshields. Finally windshield
wipers began to sell. Driving became safer and
easier because of Mary Anderson’s idea.
Make Connections
Talk about how Mary Anderson’s solution
to a problem led to a new idea. ESSENTIAL QUESTION
What inventions can you think of that have made
your life better? TEXT TO SELF
Malene Laugesen
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Continue Close Reading A C T Access Complex Text

Ask and Answer Questions, T218–T219 Organization
Cause and Effect, T220–T221 Students might have difficulty understanding
Biography, T222–T223 the sequence of events in a biography. Read
the headings in “Mary Anderson’s Great
Figurative Language, T224–T225
Invention.”
How are the headings organized? (in time
order)
How do the headings tell the order of events?
(The first heading uses the word “started.”
The next heading uses the word “next.”
The last events are listed under the word
“solving,” which signals the end of a series.)
SHARED READ T217

LESS O
IN I
M
N
Mins
Go
1 Explain Digital
Explain that when they read informational text, students may come
across a part they do not understand. Remind them that they can
ask questions about the information in the text and then look for
answers in the text.
Reading/Writing
‡ Good readers ask questions about events or information they do
Workshop not understand.
‡ Students can look for details explicitly in the text to support the
OBJECTIVES answers to their questions.
Ask and answer
questions to ‡ When they do not find an answer to a question, they can reread
demonstrate the text.
understanding of
Point out that asking and answering questions will help them better
a text, referring
explicitly to the text understand the story.
answers. RI.3.1 2 Model Close Reading: Text Evidence It Started with Snow The Next Step
Ask questions to

check understanding
of information understand why drivers pushed open their windshields in bad Window
Wiper
Malene Laugesen
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View “Mary
on topic, and link Anderson’s
their comments Great Invention”
to the remarks of 3 Guided Practice of Close Reading
others. SL.3.1c Have students work in pairs to come up with a question about
COLLABORATE Mary Anderson’s invention. An example question is: How did it work?
ACADEMIC Direct students to page 74. Partners can reread the section to make
LANGUAGE sure they understand how the invention worked and then answer
ask and answer the question. Have partners come up with more questions about
questions
other sections in “Mary Anderson’s Great Invention” and then find
the answers to those questions. Remind students to look for the
answers in the text.
T218 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Q
Do students ask and answer questions
to better understand the text? Do they
reread parts of the text to answer their
questions, if necessary?

ELL Develop p. T256

ENGLISH LANGUAGE LEARNERS Read the passage. Use the ask and answer questions strategy to
be sure you understand what you read.
SCAFFOLD
Victor Ochoa’s New Idea
Beginning Intermediate Advanced/High 11
Have you ever made something that no one else had made
before? It is not an easy thing to do. People who make something
24 new are called inventors. They look around and see what can
Understand Help Monitor Have students Describe Have students 35
48
be made better and then they do it! Victor Ochoa was one of
those people. He made many things. One of them was a flying
students reread the reread “It Started with reread “It Started with 60 machine. Victor looked at birds to get his ideas. He wanted to
72 learn everything about how birds flew.
section “It Started with Snow” on page 72. Ask: Snow” on page 72. Elicit
78 Many Jobs
Snow” on page 72. Why did the streetcar driver from students why this 80 Victor was born in Mexico in 1850 and grew up in Texas. He
Point out difficult open the windshield? (so text is confusing. Ask: 93 lived all over the United States. He loved to work with writers.
105 He wrote for newspapers. He even started two new papers. He
words and phrases he could see) Why did Why do you think the 116 worked hard and never gave up, no matter how hard the job was.
such as windshield, kept car drivers hop out of author is explaining what 129 A New Plane
stopping, and hopped out. their cars? (to wipe off drivers had to do when 132
143
Victor’s mind was a motor that never turned off. He was
always thinking of new ways to make life better. In 1908, he was
Pantomime the words their windshields) Point driving in bad weather? 156 thinking about the way that birds fly. He thought that he could
168 make a plane that flew like a bird. So he set to work.
and define them. Then out why this section Turn to a partner and
help them replace them is confusing. Driving explain.
with words they know. in bad weather was
uncomfortable and slow.
pp. 33–34 pp. 33–34 pp. 33–34

Comprehension Skill
LESS O
IN I
M
N
10 Text Structure: Cause and Effect
Mins
Go
1 Explain Digital
Explain that text structure is a way that authors organize a text.
Cause and effect is one kind of text structure. It shows the order of
how and why things happen.
‡ A cause is why something happens. An effect is what happens.
Reading/Writing ‡ Sometimes an author will use a series of cause and effect
Workshop relationships in sequence, or in time order. In this case, an effect
in one relationship will act as the cause in another.
OBJECTIVES
‡ Students can look for words and phrases that indicate cause and
connection between effect, such as because, so, and as a result.
and paragraphs in a 2 Model Close Reading: Text Evidence
text (e.g., comparison, It Started with Snow
Mary Anderson grew up in Alabama. In the
winter of 1902, she went to New York City. It was
a cold and windy day. The sky was a gray curtain.
Snow was a white blanket on the ground. Mary was
cold and wet. Because she wanted to warm up and
get dry, she rode a streetcar.
The Next Step
Mary thought about this problem. How could
drivers clean their windshields without stopping?
Could they do it without opening their windshield?
Back home in Alabama, Mary sketched her idea.
Then she added notes. She wanted to examine her
solution to make sure that it worked. Next, Mary did
Identify the cause-and-effect relationship in paragraph 1 of the

second/third in a
section “It Started with Snow” on page 72. Then model finding out Window
Wiper
Malene Laugesen
sequence). RI.3.8
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Present the
Use words and
ice building up on the windshields. Explain how the two cause-and- Lesson
phrases that indicate effect events are sequentially related.
cause and effect. Ana
Analytical
A Write About Reading: Sequence Model for students how to
Writing
W
use the notes from the graphic organizer to write the sequence of
ACADEMIC events from paragraph 1 and the first part of paragraph 2.
LANGUAGE
• sequence, cause, effect
• Cognates: secuencia,
causa, efecto Have students work in pairs to complete a graphic organizer
COLLABORATE explaining more cause-and-effect relationships in the rest of the
section “It Started with Snow,” going back into the text to find these
relationships.
SKILLS TRACE Ana
Analytical
A Write About Reading: Sequence Ask pairs to work together to
Writing
W
TEXT STRUCTURE write in sequence about the cause-and-effect relationships in the
Introduce Unit 1 Week 3 last part of “It Started with Snow.” They should make sure they are
using words and phrases explaining cause and effect as well as
Unit 2 Week 6; Unit 3 sequence.
Weeks 5, 6; Unit 4 Weeks 3,
4; Unit 5 Weeks 5, 6; Unit 6
Weeks 3, 4, 6
Assess Units 1, 3, 4, 5, 6
T220 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Q
organizer, can they list events from the
text in order? Can they use signal words
to tell when things happened?

ELL Develop p. T257

A C T Access Complex Text 1. What was the cause of Victor’s actions in the third paragraph?
Victor wanted to make life better.
Organization 2. What effect did this cause have on Victor?
He became an inventor and wanted to make a plane that could fly like a
Students may have difficulty understanding bird.
that cause-and-effect relationships can be
sequentially related. Reread page 72. 3. What kinds of things did Victor invent to make life better?
He invented a flying machine with wings like a bird. He also made a pen
‡ What happens because of the snow and ice that held its own ink and a motor that could go forward and backward.
on the windshield? (The driver cannot see.) B. Work with a partner. Read the passage aloud. Pay attention to
expression. Stop after one minute. Fill out the chart.
‡ What happens next? (The driver pushes Words Read –

Number of
Errors =
Words Correct
Score
open the windshield to see better.) First Read – =
Second Read – =
‡ What happens next as a result of opening

the windshield? (Snow and ice blow in
his face.) APPROACHING BEYOND ELL
pp. 33–35 pp. 33–35 pp. 33–35


LESS O
IN I
M
N
10 Biography
Mins
Go
1 Explain Digital
Share with students the following key characteristics of a
biography.
‡ A biography tells the true story of a person’s life in order.
‡ It is written by another person. You can tell because it uses
Reading/Writing pronouns such as he and she.
Workshop
‡ It may include text features such as diagrams, labels, and
sidebars.
OBJECTIVES
Use text features and
search tools (e.g., 2 Model Close Reading: Text Evidence
key words, sidebars,
hyperlinks) to locate
Model identifying clues on page 73 that indicate “Mary Anderson’s
It Started with Snow The Next Step
Great Invention” is a biography.

information relevant
to a given topic
Diagrams Point out the diagram titled “Mary Anderson’s

Wiper
Window
efficiently. RI.3.5
Windshield Wiper.” Explain that diagrams are simple drawings that
Malene Laugesen
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Use information give information. Ask: What information does this diagram give? Present the
gained from Lesson
illustrations (e.g., Labels Point out the labels within the diagram. Explain that labels
maps, photographs) name the parts of the diagram. Ask: What is labeled in this diagram?
and the words in a
text to demonstrate Sidebars Point out the diagram is in a sidebar. Explain that sidebars
understanding of the give more information about the topic. Ask: What information is
text (e.g., where, when, shared in this sidebar?
why, and how key
events occur). RI.3.7
Recognize the Have students work with partners to find and list the text features
characteristics of a
COLLABORATE in “Mary Anderson’s Great Invention.” Partners should discuss the
biography.
information they learned from each feature and how it helped them
gain a better understanding of the text. Then have them share their
ACADEMIC work with the class.
LANGUAGE
• biography, diagrams,
labels, sidebars,
informational text
• Cognates: biografía,
diagramas
T222 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Q
Are students able to identify
biographical features in “Mary
Anderson’s Great Invention?” Can they
identify what they learned from them?

ELL Develop p. T256

George Crum’s Potato Chip
ENGLISH LANGUAGE LEARNERS George Crum was born in Thinly slice
1822. Later on in life, he beca me
SCAFFOLD the chef at Moon’s Lake House
in Saratoga, New York. One
potato
Brush with
day in 1853, a customer ordered
butter on tray
french-fried potatoes but sent
Beginning Intermediate Advanced/High them back to the kitchen. He
said they were too thick and Bake at 500° F
soft. Annoyed, Crum sliced for 20 minutes
Use Visuals Point to Describe Point to the Discuss Have students some potatoes very thin and
the diagram on page diagram on page 73. Ask: reread page 73. Ask: fried them crispy. They were
great! George Crum had invented the potato chip.
73. Remind students What does the diagram What does the diagram
that a diagram gives show? Point to the tell about Mary Anderson’s Answer the questions about the text.
1. How do you know this text is a biography?

information. Point to labels and sidebar. Have windshield wipers? (It tells
It tells a story about a person’s life but is written by another person.
and read the title out students work in pairs how the windshield wiper
2. What text feature does this text include?
loud. Ask: What does the to complete the frame: worked.) Elicit details diagram
diagram tell about? The The diagram tells about to strengthen students’ 3. What does the diagram show you? What title would you give this
____ tells about Mary ____ (Mary Anderson’s responses. diagram?
It shows you how to make potato chips; “How to Make Potato Chips.”
Anderson’s Windshield windshield wiper). Elicit
4. How can you tell that the events in the text are in the order that they
Wiper. Allow ample time details to strengthen happened?
for students’ responses. students’ responses. The text first tells what happened in 1822, then what happened in 1853.

p. 36 p. 36 p. 36
GENRE T223
Vocabulary Strategy
LESS O
IN I
M
N
10 Figurative Language
Mins
Go
1 Explain Digital
Remind students that a metaphor is a type of figurative language
that compares two things that are very different. It Started with Snow
Mary Anderson grew up in Alabama. In the
winter of 1902, she went to New York City. It was
The Next Step
Mary thought about this problem. How could
drivers clean their windshields without stopping?
get dry, she rode a streetcar.
Students should know that a metaphor does not mean exactly

solution to make sure that it worked. Next, Mary did
‡
what it says in everyday language. Window

Wiper
Malene Laugesen
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Metaphors use figurative, nonliteral language that helps readers


Workshop picture or visualize something. They do not use literal language. Lesson
‡ Metaphors compare two very different things without using the

OBJECTIVES
words like or as.
Demonstrate
understanding of
word relationships 2 Model Close Reading: Text Evidence
and nuances in word
meanings. Distinguish Model identifying what is being compared in the metaphor “The sky
the literal and was a gray curtain” from page 72.
nonliteral meanings
of words and phrases
in context (e.g., take 3 Guided Practice of Close Reading
steps). L.3.5a Have students work in pairs to identify what is being compared in
COLLABORATE the metaphors “Snow was a white blanket on the ground” and “Soon
ACADEMIC his nose and ears were ice cubes.” Encourage partners to go back into
LANGUAGE the text and use context clues within the paragraphs to help them
• metaphor determine the meaning of each metaphor. Have partners discuss
• Cognate: metáfora why the comparisons do not mean exactly what they say.
SKILLS TRACE
FIGURATIVE LANGUAGE:
METAPHORS

Review Unit 1 Week 5;
Unit 4 Week 5
Assess Units 1, 4
T224 UNIT 1 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Q
Can students identify metaphors and
use context clues to determine their
meanings within the text?

ELL Develop p. T261
ENGLISH LANGUAGE LEARNERS ON-LEVEL PRACTICE BOOK p. 37

SCAFFOLD A. Read each sentence from the passage. Then write what two
things are being compared in the metaphor on the lines.
1. Victor’s mind was a motor that never turned off.
Beginning Intermediate Advanced/High Victor’s mind and a motor
Demonstrate Practice Read the Expand Have students 2. Making new things from new ideas was the blood in his veins.
Understanding Point to metaphor on page 72: read the metaphors. making new things and blood
and read “Soon his nose “Soon his nose and ears Have partners identify
and ears were ice cubes.” were ice cubes.” Ask: What what is being compared. 3. Victor was a spinning top.
Victor and a top

Explain that a metaphor is being compared? Have Then have them discuss

(metáfora) compares two pairs read for context the difference between
B. Reread the passage. Use what you have learned to write two
things that are not the clues. Elicit details to the literal and nonliteral metaphors based on the life of Victor Ochoa.
same. Say and act out, strengthen students’ meanings of the 1. Answers will vary but should include the correct use of a metaphor.
An ice cube is cold. Have responses. metaphors. Monitor their
students complete the discussions and correct 2. Answers will vary but should include the correct use of a metaphor.
frame: His nose and ears them as needed.
were ____. (cold) Give

students ample time to
answer.
p. 37 p. 37 p. 37

Develop
Comprehension
All Aboard! LEXILE
430

Gra
430
43
4 30 820
420 All Aboard!

‡ Whole Class
‡ Small Group
‡ Independent
This selection is suggested for use as an

Extended Complex Text. See pages T364–T369.

What makes this text complex?
Purpose Sentence Structure
Prior Knowledge Specific Vocabulary
Connection of Ideas Genre
Organization
T225A UNIT 1 WEEK 4

WEEK 4
Predictive Writing
Summer days were mowing days Have students read the title and preview
in Colchester, Ontario. Elijah McCoy the illustrations. Tell students to write their
watched his father cut the tall grass. He
predictions about what the selection will be
was waiting for the machine to break.
When it did, he jumped for joy. Elijah about. Encourage them to share what they
was only six, but already he was good know about trains and railroads.
at tinkering with tools.
ESSENTIAL QUESTION
From All Aboard! Elijah McCoy’s Steam Engine by Monica Kulling,

illustrated by Bill Slavin. © 2010 published by Tundra Books.
Question. Have students discuss what
information they expect to learn.
1
Note Taking:
fill in the graphic organizer on Your Turn
Practice Book page 32 to record the causes
and effects in each section.

Turn to a partner to discuss the illustration
on pages 74–75. What can you learn about
the story by looking at the illustration? (The
clothing the characters are wearing and
the horse-drawn mower tell me this story is
probably set in the past.)
Credits TK
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Purpose
Point to the paragraph on page 75. Tell students ‡ Who is Elijah McCoy? (the little boy in the picture)
that even though the purpose of this text is to give ‡ What do you learn about Elijah? Make sure you use
information, the author also wants to entertain by the text to find the answer. (He is happy because
telling a story. the grass-cutting machine broke, and he likes to
‡ What is the purpose of this paragraph? (to provide try to fix things.)
the setting and inform readers about Elijah)

Develop
Comprehension Elijah McCoy was born in 1844. His parents
had come to Canada on the Underground
Railroad. They didn’t talk much about the slave
days. Elijah and his eleven brothers and sisters kept
2 Skill: Cause and Effect them busy.
2 Elijah’s mother and father saved every penny
Elijah’s family lived in Canada. While he they could to send Elijah to school. At sixteen, he
grew up, his parents saved money for him. crossed the ocean to study in Scotland. Elijah had
What caused them to save money? (The a dream: he wanted to work with machines. He
wanted to become a mechanical engineer.
cause is that they wanted to send Elijah to
school.) What was the effect of them saving
money? (The effect is that he traveled to
Scotland to study.) Add this cause and
effect relationship to your chart.
Cause Effect
First He went to school in
Scotland.
Elijah’s parents
saved money for him
to go to school.
76

Prior Knowledge
Point students to the second sentence on page 76. ‡ How are the Underground Railroad and a regular
Explain that the Underground Railroad was a secret railroad the same? (They are both used to
network of people working to help runaway slaves transport people long distances.)
escape to freedom. Explain that the Underground ‡ How are they different? (The regular railroad
Railroad was not actually a railroad, but a series of uses locomotives to transport people quickly
secret routes and hiding places that provided safety and publicly, and the Underground Railroad is
during the long journey. secretive and takes a long time.)
T225C UNIT 1 WEEK 4

WEEK 4
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ELLs may have difficulty understanding the ‡ Explain that the Underground Railroad was
Underground Railroad. a secret. Ask: Why do you think it was called
‡ What does underground mean? (beneath the Underground? (because they did not want
surface of the ground; buried) anybody to see them, just like something that
was buried)
‡ Can you see something that is underground? (no)

Develop
Comprehension
What inferences can you make about 3
locomotives based on this illustration?
(Everybody is looking at the train and
pointing or rushing to see it, that tells me
that trains are exciting and new to them.
Also, there are large clouds of smoke and
steam that make it seem like trains are dirty,
hot, and loud.)
78

Purpose
Remind students that the author’s purpose in this ‡ Why would the author include text that is so difficult
text is to give information in an entertaining way. to understand? (To put us in the scene; to make us
Have them reread the third paragraph. feel that we’re next to Elijah while he tries to get
‡ Why is it so difficult to understand what the boss his first job.)
is saying? (He uses a lot of slang and words that
only people who work on the railroad know.)
T225E UNIT 1 WEEK 4

WEEK 4
In 1866, Elijah finished school in Scotland.

His family now lived in Michigan. One day, a 4 Strategy: Ask and Answer Questions
locomotive rolled into the station with Elijah on
board. His mind was crackling with ideas. Teacher Think Aloud The text does not
In Michigan, he was going to be an engineer! always tell me exactly what is happening.
Elijah went looking for work at the Michigan I can paraphrase the text, then ask myself
Central Railroad.
questions and answer them to make sure I
“It takes learnin’ to be an engineer,” said the
boss, spitting at Elijah’s feet. “I got ashcat work if understand the sequence of events. I know
you wannit. Ain’t hard. You bail it in. You grease from the title of the story that Elijah became
the pig.” involved in the railroad in some way. My
“Excuse me?” said Elijah. biggest question so far in the story is how
“You shovel coal into the firebox,” replied the he got started. The text says that his mind
boss, slowly. “You oil thee whee
wheels. You oil the
bearings. It’s not hard.” 4
was “crackling with ideas” during a train trip.
He must have been inspired by riding the
train. But it seems he had to start by doing
the dirty work, so my biggest question so far
is: How did he learn from the job?
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Connection of Ideas
Have students review the third paragraph. Although Explain to ELLs that the railroad boss’s phrases “it
this text is very difficult to understand, the author takes learnin” and “Ain’t hard” are informal speech
clarifies it by writing the fifth paragraph. that are written the way people talk. They mean
‡ At first, does Elijah understand what the boss said? “You need an education to be an engineer” and “It is
(No, he asked the boss to repeat himself.) not hard.” Also point out that “wannit” is the phrase
“want it” combined so that students read it the way
‡ What does this job involve? (shoveling coal; oiling
it is pronounced in casual conversation.
the wheels and bearings)

Develop What a letdown! Elijah knew engines inside out.

He knew how to design them. He knew how to build
Comprehension 5
them. He also knew the boss didn’t think much of him
because he was Black. But Elijah needed work, so he
took the job.
The steam locomotive was exciting. People called
5 Skill: Cause and Effect 6 it the Iron Horse. It was a fire-breathing monster.
When it had a head of steam, it was faster than a horse
What causes Elijah to take the job with
and buggy!
the railroad? (He needed work and has an
interest in engines.) Use this cause and
effect to fill in the second row of your chart.
Cause Effect
Scotland.
Elijah’s parents
saved money for him
to go to school.
Next He takes a difficult

job with the railroad.
Elijah needs a job
and likes engines.
80

Organization
Point to the first paragraph on page 81. Tell students the water) Why was water boiled? (to make steam)
that this paragraph is organized as a sequence What did the steam do? (worked the machinery)
of events that ends with a cause-and-effect ‡ What was the effect if the fire was too hot? (the
relationship. boiler would explode) What was the effect if the
‡ The first sentence starts the sequence and fire wasn’t hot enough? (the train wouldn’t have
introduces the topic. What happened first? (coal enough power)
was fed into the firebox) What did the fire do? (boil
T225G UNIT 1 WEEK 4

WEEK 4
Feeding coal into the firebox was hot, hard work. It

was also tricky. The fire boiled the water. The boiling 6 Vocabulary: Figurative Language
water made steam. The steam worked the machinery. If
the fire got too hot, the boiler might explode. If it wasn’t Reread the second paragraph on page 80.
hot enough, the train wouldn’t move. Or it couldn’t What metaphor do you see in this
climb the smallest hill. paragraph? (“It was a fire-breathing
Elijah went to work in old clothes. An ashcat’s job was
monster”) How does this metaphor help
a dirty one. Soon Elijah was covered in soot and cinders.
you picture the steam locomotive? (The
STOP AND CHECK locomotive seems intimidating, powerful,
Ask and Answer Questions and fast.)
How did Elijah feel about his
job as an ashcat? Reread pages
80 and 81 to find the answer. STOP AND CHECK
Ask and Answer Questions How did
Elijah feel about his job as an ashcat? (Elijah
did not like his job as an ashcat. He wanted
to be an engineer and knew engines inside
and out. Instead, his job was full of hot, hard
work that left him dirty and tired.)
81
074_081_CR14_SA_3_U1W4_SEL_118998.indd 81
Prior Knowledge
Tell students that steam power was once the most Reread the sentence “Elijah knew engines inside out.”
common way to power machinery. Explain that Explain that to know something inside out means to
when boiling water turns to steam, it expands and know every detail about that thing.
rises, and the pressure of the steam is used to move Ask students to name something they know
the parts of an engine. Trains, ships, factories, and inside out.
even some cars were once powered by steam. Today,
steam power is mainly used to generate electricity.

Develop
Comprehension
How does this illustration make it easy to
visualize the dangers of being a grease
monkey? (Without the illustration, I would
have wondered why oiling a train was
so dangerous, but now I can see that the
grease monkey has to crawl between the
wheels and all the machinery to get oil 7
to tight places. That makes it seem much
more dangerous because he looks so small
compared to the giant train.)
8 Genre: Biography
Biographies often contain problems that
need to be overcome. What new problem
with his job does Elijah face? What do you
think he will do about it? (Elijah now sees
how dangerous working on a locomotive A boy was under the train. His clothes smelled of oil.
“That’s your grease monkey,” said the boss. “He’ll oil
can be. I think he will work on a way to
the places you can’t get to.”
make trains safer so that grease monkeys A grease monkey was paid pennies a day. At night he
stop getting injured.) slept on the train’s grimy floor. The work was dangerous,
and boys often got hurt. Or worse.
Credits TK
There has to be a safer way, thought Elijah.

8
82

Sentence Structure
Have students reread the following sentences: The or create a certain mood. Why did the author write
work was dangerous, and boys often got hurt. Or “Or worse.” as a separate sentence? (to emphasize
worse. the phrase and focus our attention on how
‡ Which of these sentences is incomplete? (Or worse.) terrible the job of a grease monkey was)
‡ Tell students that writers sometimes use unusual
sentence structure to emphasize certain words
T225I UNIT 1 WEEK 4

WEEK 4

Turn to a partner and paraphrase what
Elijah’s job was like. (Sweat ran down
his face and his hands were sore.) What
inferences about Elijah’s job can you make
based on what you have read? (It must be
a very hard job that took a lot of time and
effort. Also, since Elijah wanted to be an
engineer, I can infer that he does not like the
job very much.)
Elijah baled in the coal as fast as he could. Sweat 9

poured down his face. His hands were raw. The water
in the boiler took time to heat up. While Elijah baled,
the grease monkey clambered around, oiling. Finally,
the train was tanked up, ready for its run.
Credits TK
83
082_089_CR14_SA_3_U1W4_SEL_118998.indd 83
Specific Vocabulary
Tell students that this biography uses many words (I know that people shovel coal into fires, so
related to working on the railroad. Reinforcing the baling must be a type of shoveling.)
meanings of these words can help them better ‡ The boiler took time to heat up. Break down the word
understand Elijah McCoy’s story. boiler. What do you think it means? (something
‡ Elijah baled coal into the fire. How can you use to boil water in) That’s right. A boiler is a container
context clues to figure out the meaning of baled? where water is heated. How is the water heated in a
steam engine’s boiler? (by the heat from the coals)

Develop The engine huffed and puffed. Smoke billowed from

its stack. The wheels clacked. The locomotive chugged
Comprehension 10
aalong for about half an hour. Chug! Chug! Chug!
Suddenly, screeeeech! The train stopped cold. The
b
boy hopped down and crawled under the wheels. Elijah
hopped down with his oil can. The passengers stayed
10 Author’s Craft: Word Choice put. They waited. And waited some more.
An onomatopoeia is a word that imitates “All aboard!” cried the conductor.
the sound it describes. What words on The pig was greased and ready to go.
Chug! Chug! Chug!
this page are an onomatopoeia and what
effect do they have? (Chug! Chug! Chug!
and screeeeech! are each examples of an
onomatopoeia. They make it easier to
imagine how the train sounds.)
11 Skill: Cause and Effect

What would Elijah have to do every time
the steam engine screeched to a halt? (He
would have to get out and oil the engine.)
Cause Effect
Scotland.
Elijah’s parents
saved money for him
to go to school.

Elijah needs a job
and likes engines.
Then Elijah had to keep

stopping to oil
Credits TK
The engines ran

the engine.
out of oil.
84

Specific Vocabulary
Point students to two phrases from these pages that ‡ What does “feed the firebox” mean? (to put more
are used as railroad jargon: grease the pig and feed coal into the fire) After the firebox was fed, what
the firebox. would happen? (The water in the boiler would
‡ What does “grease the pig” mean? (oil the engine) heat up and steam would be produced.)
After the pig was greased, what would happen?
(The train started up and would move again.)
T225K UNIT 1 WEEK 4

WEEK 4
The passengers looked out at the passing farms.

They talked. They ate. They laughed. STOP AND CHECK
Half an hour later—screeeeech!!
Time to grease the pig again. 11 Ask and Answer Questions Why was
What a job! Elijah didn’t know which
h
hi part he hated early train travel so slow?
more—feeding the firebox or oiling the engine. Teacher Think Aloud By asking and
STOP AND CHECK
answering questions about this selection,
Ask and Answer Questions
you can make sure you are getting the most
Why was early train travel so out of it. Think of what you have read about
slow? Reread pages 84 and early train travel. Answering this question
85 to find the answer.
about the text helps ensure you understand
what you are reading.
Prompt students to apply the strategy in
a Think Aloud by answering the question
about the text.
Student Think Aloud Early train travel
was so slow because the trains had to
stop every 30 minutes to be oiled. All this
stopping and waiting took a lot of time
and slowed things down. Stopping all of
the time seems to be a problem that keeps
happening. I will read to see how this
problem is solved.
Credits TK
85
082_089_CR14_SA_3_U1W4_SEL_118998.indd 85
Sentence Structure
Tell students to skim through the text on pages ‡ Listen as I read this sentence aloud: “Half an hour
84–85 and ask them if they notice anything about later — screeeeeech!” What do you notice about
many of the sentences. this sentence? (It’s not a full sentence.) Why would
‡ This section is made up of many short sentences. the author include an incomplete sentence here? (to
What happens when you read choppy sentences emphasize the train stopping again)
aloud? (You have to keep stopping.) How is this
similar to the text? (The train keeps stopping.)

Develop
The train’s metal parts needed oil to work smoothly.
Comprehension Without oil, the parts would stick and wear down. The
train would stop.
12 While Elijah scooped coal, his mind sparked with
ideas. Could he invent an oil cup that oiled the engine
12 Vocabulary: Figurative Language while the train was running? Every night after work,
How is the phrase “his mind sparked with Elijah made drawings. Finally, he had a drawing of an
13 oil cup he knew would work.
ideas” a metaphor? (It compares two
unlike things: a fire and Elijah’s mind.) How
does this metaphor continue the railroad
language found throughout the selection?
(His mind sparks like a fire and a fire is used
to run the steam engine.)
13 Skill: Cause and Effect

Paraphrase the events that led Elijah
to design an oil cup. (First, he became
interested in the railroad when riding a
train. Then he got a job shoveling coal on
the railroad. Now he is tired of dealing with
the engines constantly breaking down.)
Credits TK
86

Genre Specific Vocabulary
In biographies, the author often switches from Point out the second sentence on page 87.
narration to exposition to dialogue. ‡ Ask students what context clues they used to
‡ How does the story change voice on pages 86–87? determine why someone would apply for a
(It starts out discussing how a train’s engine patent. (the phrases “to protect his invention” and
works, then summarizes how Elijah worked. It “he took the metal cup to work”)
ends with dialogue between Elijah and the boss.)
T225M UNIT 1 WEEK 4

WEEK 4
It took two years for Elijah to make a model of his 14 Strategy: Ask and
oil cup. In 1872, he applied for a patent to protect his
Answer Questions
invention. Then he took the metal cup to work.
“There’s a hole here to let the oil drip out,” Elijah Surprisingly, the boss agreed to give Elijah’s
told the boss. “It drips oil when oil is needed. It drips it invention a try. Turn to a partner and ask,
where it’s needed. It’s simple. Why not give it a try?” why is it surprising that the boss agreed.
Surprisingly, the boss agreed. Elijah attached the cup 14
to the engine. Student Think Aloud The boss does
“Just for the Kalamazoo run,” added the boss gruffly. not seem open to new things. When Elijah
asked to be hired as an engineer, the boss
did not hire him. It is surprising that he
is now willing to take a chance. I wonder
what this says about Elijah’s idea. It must be
good enough to make the boss forget his
prejudice. This means that there might be a
great need for his invention.
IA
L STU
CONNECT TO CONTENT
DI
SOC
ES
PRODUCT DEVELOPMENT
Credits TK
Elijah McCoy developed his oil cup

87 after observing that trains had to
frequently stop for the engine to be
LITERATURE ANTHOLOGY, pp. 86–87
oiled. His invention solved a problem by
focusing on a way to improve something
that already existed. Inventors often
investigate ways to make a product
faster, safer, more effective, cheaper, or
more eco-friendly. Other inventions are
completely original and are developed
‡ How can you use these clues to determine the to address a need, such as electric
meaning? (The phrase “to protect his invention” lights, or to improve our quality of life,
hints that a patent gives protection for the like the phonograph. Have students
invention. Since he immediately took his think of items they use every day and
invention into work to show others after applying try to decide how and why they were
for the patent, a patent must be a way to protect developed.
one’s invention from being copied by others.)

Develop 15
The train rumbled off, heading for
Kalamazoo, Michigan. The engine huffed and
Comprehension puffed. Smoke billowed from its stack. The
wheels clacked. The train chugged along for
half an hour. Chug! Chug! Chug!
Everyone wondered when the train would
15 Author’s Craft: Text Structure stop. But it didn’t. It chugged along for another
half hour. And another.
The author has repeated the description
of the moving train, with one difference. STOP AND CHECK
What is the difference and why do you Visualize What do you

think the author repeated the description? think the train ride was
like? Use the descriptions
(The difference is the train did not screech to visualize the ride.
to a stop. The repetition shows how Elijah’s
invention has changed traveling by train.)
STOP AND CHECK

Visualize What do you think the train ride
was like? (I think the train ride felt rumbling,
and I can visualize the huffing and puffing
smoke billowing. I can imagine the sound
of the wheels clacking and the engine
chugging.)
Credits
Cred
red
Creeed
rre
Cr
C ttss TTK
its
diit K
88

Purpose Genre
Remind students that the author’s purpose is to Use text features help to further understanding.
inform readers about Elijah McCoy. Discuss with ‡ What is the subject of the sidebar on page 89? (to
students what they have learned about Elijah. Why give information on the phrase “the real McCoy”)
do you think the author wants you to learn about
‡ How does this sidebar make the biography more
Elijah McCoy? (because he followed his dreams; he
interesting? (It gives insight into how Elijah McCoy
shows that if you work hard and stay in school, you
still has influence on our culture today.)
can achieve anything)
T225O UNIT 1 WEEK 4

WEEK 4
Elijah McCoy’s oil cup worked! It oiled the engine 16

while the train was running. The train reached 16 Skill: Cause and Effect
Kalamazoo in record time. The grease monkey was
safe. Elijah was happy. What was the effect of Elijah McCoy’s oil cup
Elijah McCoy’s oil cup made train travel faster on the railroads? (It made train travel faster
and safer. Elijah worked on engine inventions all and safer. It also made Elijah a success.)
his life. He followed his dream. When Elijah got
older, he encouraged children to stay in school and Cause Effect
to follow their dreams too. First He went to school in

Scotland.
Elijah’s parents
saved money for him
to go to school.

Elijah needs a job
The Real McCoy! and likes engines.
Have you ever heard someone say they want the
“real McCoy?” It means they want the real thing — Then Elijah had to keep
no knockoffs, no substitutes. Other inventors stopping to oil
The engines ran
copied Elijah McCoy’s oil cup, but their drip cups the engine.
out of oil.
didn’t work as well. When engineers wanted to
make sure they got the best oil cup, they asked for
the real McCoy. Finally His invention was a
Was Elijah McCoy a one-hit wonder? No way. huge success that
Elijah designed a
made train travel
He was an inventing marvel. During his lifetime, oil cup to keep the
faster and safer.
he filed 57 patents — more than any other Black engine oiled.
inventor. Most of his inventions had to do with
engines, but several did not. Elijah invented a
portable ironing board, a lawn sprinkler, and even Return to Predictions
a better rubber heel for shoes. Want the best
quality? Ask for the real McCoy! Review students’ predictions and purposes
for reading. Ask them to answer the
Essential Question. (Elijah saw a problem
Credits TK
with engines and solved it with a new idea.)

89
082_089_CR14_SA_3_U1W4_SEL_118998.indd 89
Help students understand the term knockoff by industry, to describe a performer that only had one
telling them a knockoff is a cheap imitation of a popular song. Ask students if they can name a
popular product. Also explain that a one-hit wonder one-hit wonder.
is somebody who has great success once but does
not achieve it again. The term comes from the music

About the
about the author
Author and and illustr ator
Illustrator Monica Kulling Bill Slavin

was born in Vancouver, British has illustrated more than seventy
Meet the Author Columbia. As a girl, she loved children’s books including The
the outdoors. She climbed trees, Big Book of Canada. He has won
and Illustrator played baseball, and rode her bike. many awards for his illustrations.
Monica Kulling and Bill Slavin She liked to read comic books, Now he is working on a new series
too. She began to read and write called Elephants Never Forget.
Have students read the biographies of the poetry when she was in high He lives in Ontario, Canada
author and illustrator. Ask: school. When she was in college, with his wife,
‡ How is Monica Kulling’s love of the outdoors she fell in love with children’s Esperança Melo.
and adventure reflected in her telling of literature. Then
it was full steam
Elijah McCoy’s life? ahead. She’s been
‡ How do Bill Slavin’s illustrations of Elijah writing children’s
McCoy add to the story that Monica books since then.
Kulling tells?
Author’s Purpose
To Inform
Remind students that authors who write
to inform also want to make their writing Author’s Purpose
(l) Monica Kulling (r) Esperança Melo
interesting and entertaining. Students may Why do you think the author wrote
say the author wanted to tell an interesting about Elijah McCoy’s life?
and inspiring story about a real inventor.
Elijah McCoy had to work very hard to
90
follow his dream of working with machines.
His invention made early train travel faster
and safer. LITERATURE
RA U ANTHOLOGY,
N O O pp. 90–91
Author’s Craft
Text Structure
Explain that authors use different sentence
lengths and patterns to achieve their goals.
‡ Remind students how the use of short,
choppy sentences reflected the constant
stopping of the train.
how the author uses sentence length and
patterns to achieve a particular effect.
T225Q UNIT 1 WEEK 4

WEEK 4
Respond to
Respond to
Reading Reading
Summarize Cause Effect Summarize
Think about the important First
details from All Aboard!

Review with students the information in their
Next
Summarize what you learned Cause and Effect Chart. Model how to use the
about how problem solving Then information to summarize All Aboard!
led to new ideas. Your Cause
and Effect Chart may help you.
Finally Ana
W
Write About Reading: Cause and
Analytical
A
W
Writing
Eff
Effectt Remind students that the effect of one
Text Evidence thing can be the cause of something new.
1. Which features tell you that All Aboard! is a
biography? GENRE Ask students to write about the initial effects
2. What caused Elijah McCoy to invent the oil of Elijah’s invention, then to write about what
cup? Tell the events in order. CAUSE AND EFFECT new effects might be caused by the initial
3. On page 80, what two things does the author effects. Have students share their writing with
compare? METAPHOR a partner.
4. Write about how Elijah McCoy’s invention
made train travel safer and faster.
WRITE ABOUT READING Text Evidence
1. Genre Answer The author gives details
Make Connections about Elijah McCoy’s life. Evidence The
What did you learn about solving
problems from Elijah McCoy?
story is about Elijah McCoy, a real person
ESSENTIAL QUESTION whose inventions helped make train travel
Think of an invention that people safer and faster.
use every day. Describe how it 2. Cause and Effect Answer Elijah invented
helps people. TEXT TO WORLD
the oil cup while working to keep trains
running. Trains had to stop a lot for their
engines to be oiled. He had an idea to solve
91
the problem. Evidence Elijah invented an
oil cup to keep train engines oiled.
090_091_CR14_SA_3_U1W4_AICC_118998.indd 91 12/1/11 8:27 AM 3. Metaphor Answer The author compares
a steam locomotive to a fire-breathing
monster. Evidence This is a metaphor
Make Connections because it compares two things that are
Essential Question Have partners think of something not alike.
they learned about Elijah McCoy’s problem solving Ana
Analytical
A
W
Writing 4
4. Write About Reading: Cause and Effect
process. Then discuss each pair’s example as a class. Elijah’s invention made train travel safer
Text to World After students name an invention, because grease monkeys no longer had to
discuss how problem solving was involved in creating crawl around dangerous machinery to oil
the invention. Students can do research online to the engine and it made train travel faster
see who thought of the invention and present their because trains no longer had to frequently
findings about that person to the class. stop for the engine to be oiled.

Develop Genre • Biography

Compare Texts
Comprehension Read about how Thomas Edison’s inventions

made the world a better place to live.
“Lighting
the World”
LEXILE
570
Lighting t he World
Gr e
420 820 A Bright Idea

570 “Lighting the World” In 1878, Thomas Alva Edison started an
investigation. It would light up the world.
Back then, homes and streets were lit by gas.
Literature Anthology People wanted to use electricity to light their
homes. No one had found a good way to do it.
Edison and his helpers tried to make an
Options for Close Reading electric light bulb. In an electric light bulb, a
‡ Whole Class strip of material gets hot and glows. However, the
1 strip burned up too quickly.
‡ Small Group Edison examined many materials. None of them
Edison changed
the world with his
(bkgd) Don Farrall/Photodisc/Getty Images (inset) Boyer/Roger Viollet/Getty Images
‡ Independent worked. He even tried beard hair. Then he tried many inventions.
bamboo. A strip of bamboo glowed for a long time
Compare Texts inside the bulb. Edison’s idea for the light bulb was
a success.
Ask students to read about another inventor, Edison’s solutions went beyond the light bulb. He
rereading to understand the content. Have designed power plants to make electricity. He designed
students use the reread strategy or other a system to bring electricity into homes. Because of
strategies they know. As students read, ask Edison, most people have light and electricity today.
them to compare the impact of Edison’s
inventions with those of McCoy. 92
092_093_CR14_SA_3_U1W4_PP_118998.indd 92 12/1/11 8:23 AM

What makes this text complex? Organization
Organization Tell students that for an experiment such as the
one on page 93, it is important that the steps are
organized properly. Ask what might happen if they
are not. (the experiment could fail)
Have students paraphrase the sequence of the
steps in the experiment. (First, you cut small pieces
of tissue, then put them on the table and hold the
T225S UNIT 1 WEEK 4

WEEK 4
It’s Electric! 1 Ask and Answer Questions

Thomas Edison did many experiments with electricity. Have students turn to a partner and
You can do an experiment with electricity, too. Investigate paraphrase why early designs for light bulbs
static electricity. Static electricity is an electric charge. failed. (The early designs for light bulbs
It can build up when objects are rubbed together. Static
failed because the material in them burned
electricity can pull objects together or push them apart.
up too quickly.) What did Edison do to solve
Static Electricity Experiment this problem? (Edison solved the problem
Cut several small pieces of
by trying many different materials until he
tissue paper. found one that worked.)
Place the pieces of paper on
a table. Make Connections
Hold the comb over the papers.
What happens?
Essential Question Make sure students
give specific details from the text about the
(l) Photodisc/Getty Images (tr) ©The McGraw-Hill Companies, Inc./Jacques Cornell photographer (cr) Steve Gorton/Dorling Kindersley/Getty Images
Now rub the comb on the wool
about 10 times. problem Edison solved and how he did it.
Hold the comb over the paper. Suggest to students that they look at the
DESIGN:
D ESIGN: first paragraph for the problem and the
Main
M ai n Image
I m a
What happens to the paper? ge iiss llow-res.
ow-res.
Please
P l e ase FIx
F Ix to the
remainder of the text for the solution.
What causes the paper to stick
comb? Talk about your —COMP
— COMP
investigation Text to Text Have groups of students
with a partner. compare their responses to the prompt
with what they learned in All Aboard! Each
group should share with the class the ways
Make Connections they found Thomas Edison and Elijah McCoy
How did Thomas Edison solve a problem are alike.
with a new idea? ESSENTIAL QUESTION
(br) Dorling Kindersley/Getty Images
What other inventors have you read about?

How are they alike? TEXT TO TEXT
93
092_093_CR14_SA_3_U1W4_PP_118998.indd 93
comb over them to see what happens. Next, you Point students to the word electricity and review the
rub the comb with wool, then hold it over the cognate electricidad.
tissue again to see what happens this time.) ‡ Electricity is all around us. Look at the picture.
Tell students the results of an experiment can be Where do you see electricity? (in the background)
described using cause and effect and time. Have What does this electricity remind you of? (lightning)
students review the results of their experiment Is lightning electricity too? (yes)
using cause and effect words and time words. ‡ Have students use electricity in a sentence.
Phonics/Fluency
LESS O
IN I
M
N
20 Long a: ay, ai, a_e, ea, eigh, ei, ey
Mins
Go
Know spelling-sound
correspondences Display the Train Sound-Spelling Card for the long a sound. Explain
for additional that the long a sound can be spelled in several different ways. Point
common vowel to each spelling and provide a sample word for each: ay as in play; ai Long
PDa
PD
teams. RF.2.3b
as in tail; a_e as in face; ea as in great; eigh as in weigh. Point out the
Read grade- irregular spellings for the long a sound in they, vein, weight. Students
appropriate Present the
irregularly spelled
may have trouble decoding these words. If possible, preteach Lesson
words. RF.3.3d irregularly-spelled words before reading; have students pronounce
Read on-level prose
and spell them. Add them to the word wall for review.
accuracy, appropriate 2 Model
on successive Display play, tail, face, great, weigh, vein, and they. Underline the long
readings. RF.3.4b a spelling and model blending each word.
Rate: 61–81 WCPM

3 Guided Practice You might think that a ride in a bus or car is
the same today as it was long ago. That isn’t true.
The first cars were not as fast. They were noisy.
Cars didn’t even have windshield wipers!
When it rained, drivers rubbed their windshields
Write the following words on the board. Help students identify the
Essential Question with an onion. The oil from the onion would repel,
How can problem solving lead to or keep off, rain and sleet. It wasn’t the best
new ideas? solution, but there were no better substitutes.
Nothing else worked. Then a woman named Mary
Read about how someone solved a
Anderson solved the problem.
Malene Laugesen
problem and invented something new.
ACADEMIC
70 71
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070-075_CR14_SI3_U1W4_MR_119111.indd
2:19 PM 71 12/9/11 1:32 PM
long a spelling in each word. Guide students as they pronounce the

LANGUAGE View “Mary

Anderson’s
• expression long a spelling as they blend each word. Great Invention”
• Cognate: expresión day brain break tape clay weight
fail wave trail raise ate spray
Refer to the sound

transfers chart to
Read Multisyllabic Words
not transfer in Spanish, Transition to Longer Words Help students transition from
Cantonese, Vietnamese, reading one-syllable to multisyllabic long a words. Draw a
Hmong, and Korean.
T-chart on the board. In the first column write take, great, mail,
Grades K-6
plain. In the second column, write retake, greater, mailing, explain.

Point to the words in the first column and explain that each word
Language has a long a spelling. Underline the long a spelling in each word.
Transfers Model how to read each word and have students repeat.
Handbook
Have students identify and underline the long a spelling in each
word in column 2. Point to each word in random order and have
students read the words chorally.
Language Transfers
Handbook
T226 UNIT 1 WEEK 4

WEEK 4
Plurals -s and -es

Monitor and
Adding -s or -es to singular nouns changes the singular noun to
its plural form.
Quick Check
Q
‡ Add -s to most singular nouns to make them plural: lion, lions;
boat, boats; teacher, teachers. Can students decode words with
the long a spellings? Can students
‡ Add -es to singular nouns that end in -s, -ss, -sh, -ch, or -x: bus,
read words with plural endings? Can
buses; class, classes; brush, brushes; speech, speeches; tax, taxes.
students read fluently?
2 Model
Write and say the words chair, guess, peach, sash, and fox. Have
students repeat. Model adding -s to chair to form chairs and Small Group Instruction
adding -es to form guesses, peaches, sashes, and foxes. Point out
that you used the endings of the singular nouns to determine pp. T240, T242
whether to add -s or -es.
ELL Develop p. T258
3 Guided Practice Beyond Level Extend p. T252
Write the words basket, baskets; pass, passes; coach, coaches; dish,
dishes, and box, boxes. Have students underline the endings of
each singular and plural form and say the words.

Expression A. Read each sentence. Circle the word that has a long a sound
spelled ai, ay, or eigh. Write the word on the line and underline the
Explain/Model Explain that reading with expression helps long a spelling.
1. The snail left a slimy path across the sidewalk. snail

convey meaning and makes the text easier to understand.
2. The wind caused the trees to sway wildly. sway
Model reading page 71 of “Mary Anderson’s Great Invention,” 3. The farmer planted the grain to grow wheat. grain
being sure to inflect your voice on the last sentence of the first 4. Please weigh the apples because we need two pounds. weigh
5. My new winter coat is gray and blue. gray

paragraph. Point out that the exclamation mark is a clue to
B. Read each sentence and circle the plural nouns. Underline the -s or
help readers know when to use expression. -es ending in each plural word.
1. The girls found many seashells on the beach.

Practice/Apply Have one group read the passage a sentence 2. The artist bought new oils and paintbrushes.
at a time. A second group echo-reads, using the same 3. The boys helped me stack the boxes.
expression. Then have groups switch roles. Help students use 4. I wrote the addresses on each of the pages.
appropriate expression and offer feedback as needed. 5. She won free passes to all the games.
6. The camels have long eyelashes.
Daily Fluency Practice

p. 38 p. 38 p. 38
Wrap Up the Week

Integrate Ideas
Mike Powell/Corbis
L STU
IA
DI
SOC
ES
Solutions
OBJECTIVES Create an Action Plan

Conduct short
research projects Explain that students will work in teams to complete a short research
that build knowledge COLLABORATE project about a specific problem in their classroom or community. They
about a topic. W.3.7 will then brainstorm and create an action plan that will solve the problem.
Explain their Discuss the following steps:
own ideas and
understanding 1 Choose a Problem As they begin brainstorming problems in their
in light of the
discussion. SL.3.1d classroom or community, encourage students to think about the
problems that were faced in the biographies they read this week. Help
• Use their own students choose specific and realistic problems.
experiences and
gather resources for 2 Find Resources Tell students to use the selections they read this
research.
week, to recall information from their own experiences, and to think
• Take notes from
about problems they face in their classroom or community.
sources.
• Collaborate with
others. 3 Guided Practice Have teams take notes as they discuss their problem
and brainstorm possible solutions. Make sure the members of each
team are working together and that everyone is contributing to the
ACADEMIC
LANGUAGE
discussion by building on others’ ideas and explaining their own ideas.
action plan, solution
4 Create the Project: Action Plan Have students brainstorm a solution
to the problem that they chose. Then, have the teams write an action
plan to implement the solution. Teams can choose from a variety
of methods to present their action plans, for example, slideshow
presentation, poster, report, video, etc.
Present the Action Plan

Have teams present their action plans to the rest of the class and then post
on the Shared Research Board. Have students use the online Presentation
Checklist 1 to evaluate their presentations.
T228 UNIT 1 WEEK 4

WEEK 4
OBJECTIVES
Text to Text
the most important Cite Evidence Explain to students that they will
points and key details COLLABORATE work in groups to compare information they have
presented in two
learned about inventions. Model how to compare
texts on the same
topic. RI.3.9 this information by using examples from the week’s
Leveled Readers and “Mary Anderson’s Great Invention,”
Follow agreed-upon
rules for discussions Reading/Writing Workshop pages 70–75. Review
(e.g., gaining the class notes and completed graphic organizers. You may
floor in respectful also wish to model going back into the text for more
ways, listening to information. You can use a Three-Tab Foldable® to record
others with care,
speaking one at a
comparisons.
time about the topics Students should cite at least three examples.
and texts under
discussion). SL.3.1b Present Information Ask groups of students to
present their findings to the class. Encourage discussion
about the information presented, reminding students to
follow the rules for discussion, such as listening to others
and speaking one at a time.
Ana
Analytical

extended time frames Cite Evidence Using evidence from the text, students will analyze how
(time for research, the author of a text they have read used text features, such as headings
reflection, and and photos with captions, to enhance the text.
time frames (a single Discuss how to analyze a text by asking how and why questions.
sitting or a day or ‡ Why do you think the author used text features to share additional
two) for a range of
information?
discipline-specific
tasks, purposes, and ‡ How do text features enhance a text?
audiences. W.3.10
model. Then have students select a text and review the text features.
Have them analyze the author’s use of text features, such as photographs,
captions, headings, or sidebars. Remind students to support their
explanation with details and to write in complete sentences.
Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the text supports their ideas. Partners
may suggest additional text evidence if necessary.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Word Choice
Mins
Go
Time-Order Words Digital
Expert Model Explain that good writers use time-order words to show
the sequence of events in their writing. Including time-order words and Mary Anderson s Great Invention.
Expert
p Model
phrases in writing makes the events easier for the reader to follow and Time-Order Words
Find words that
show when things
happen. How do
these words help put
ideas in order?
understand. Some examples of time-order words and phrases include

before, next, and at last.
Workshop Read aloud the expert model from “Mary Anderson’s Great Invention.” 080-081_CR14_SI3_U1W4_WRT_119111.indd 80 12/16/11 2:20 PM
COLLABORATE Ask students to listen for words and phrases that help put the ideas
OBJECTIVES in order. Have students talk with a partner to identify these words
Editing Marks
Write routinely over and phrases.

Grammar Handbook
extended time frames Student Model Remind students that using time-order words helps Garrett Morgan
Student Model
was an inventor.
page 475.
Garret Morgan. He invented
(time for research, things that made people safe?
reflection, and
readers follow and understand the sequence of events. Read aloud the First he invented the traffic signal.
Then
He invented a mask. People wear
his masks to breathe fresh air.
They wear them to fight fires. we
Your Turn
CO L
L ABOR ATE
student draft “Garrett Morgan.” As students follow along, have them

Identify time-order
still use his inventions today.
words.
revision) and shorter by Jim F. Find a predicate.

Tell how revisions
Go Digital!
Write
W it online
time frames (a single focus on the time-order words and phrases the writer added to his Student Model
sitting or a day or draft.

two) for a range of
discipline-specific Invite partners to talk about the draft and the time-order words and
tasks, purposes, and COLLABORATE phrases that Jim added. Ask them to suggest places where Jim could
audiences. W.3.10 add more time-order words and phrases.
• Analyze models
to understand
how time-order
words and phrases
show when things
happen.
• Write about an
inventor.
• Add time-order
words and phrases
to revise writing.
ACADEMIC
LANGUAGE
Genre Writing
G
sequence, events, Narrative Text
follow, understand
T230 UNIT 1 WEEK 4

WEEK 4

SCAFFOLD

complete the sentence to complete the understanding. Ask: What
frames. he invented sentence frames. did Garrett Morgan invent
the traffic signal. he Encourage students first? Then what did Garrett
invented a mask. We to provide details. First Morgan invent? Are his
use his inventions today. he invented . Then inventions still used today?
An example of a time-order he invented . We What are some time-order
word or phrase is . use his inventions . words or phrases?
Some examples of a time-
order words or phrases
are .

Writing Every Day: Word Choice

DAY DAY
1 2
Writing Entry: Time-Order Focus on Time-Order Words Writing Entry: Time-Order
Words Use Your Turn Practice Book Words
Prewrite Provide students with page 40 to model using time-order Revise Have students revise their
the prompt below. words and phrases. writing from Day 1 by adding time-
Write about an inventor. Use words to Ben Franklin was a great inventor. order words and phrases.
show the order of events. One important invention of his was Use the Conferencing Routines.
Have partners think of people who the lightning rod. He invented bifocal Circulate among students and
have invented things. Ask them glasses to help people see. stop briefly to talk with individuals.
to create a list of the things that Model using time-order words by Provide time for peer reviews.
each person invented that they can revising the last sentence. Edit Have students use Grammar
include in their drafts. Later in his life, he invented bifocal Handbook page 475 in Reading/
Draft Have each student select glasses to help people see. Writing Workshop to check for
one inventor to write about. errors in predicates.
Discuss how using time-order
Remind students to include words clarifies the sequence of
time-order words and phrases in events. Guide students to add time-
their drafts. order words and phrases to the rest
of the model.
Teacher Conferences
The focus of the writing is The order of the events is laid out work on a specific assignment,
expressed clearly. You provide in a way that makes the writing such as those to the right, and
good examples for the topic. easy to read. It would help to use then meet with you to review
time-order words and phrases to progress.
show when things happen.
T232 UNIT 1 WEEK 4

WEEK 4
DAY DAY DAY
3 4 5
Writing Entry: Time-Order Writing Entry: Time-Order Share and Reflect
Words Words Discuss with the class what they
Prewrite Ask students to search Revise Have students revise their learned about using time-order
their Writer’s Notebook for topics to draft from Day 3 by adding time- words and phrases to show when

write a draft. Or, provide a prompt, order words or phrases that clarify things happen. Invite volunteers to
such as the following: the order of events. As students read and compare draft text with
Tell about some important inventions are revising their drafts, hold text that has been revised. Have
that you use throughout your day. teacher conferences with individual students discuss the writing by
Include time-order words and students. You may also wish to have focusing on the importance of using
phrases to explain when these items students work with a partner to time-order words and phrases to
are used. peer conference. help put ideas in order. Allow time
Edit Invite students to review the for individuals to reflect on their
rules for predicates on Grammar own writing
their topic, ask them to make a
Handbook page 475 in Reading/ progress
sequence chart of the topic’s events.
Writing Workshop and then edit and record
Then have them think about the
their draft for errors. observations
order of the events that they might
in their
include in their writing. Students
Writer’s
can then use their sequence charts
Notebooks.
to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on using time-
Provide specific direction to help focus young writers. order words to show the sequence of events.
Provide this checklist to frame discussion.
Focus on a Sentence
sentence by using time-order words to help .
Focus on a Section
✓ Does the writing include time-order
words that help clarify the events?
suggestions. This section is very interesting. I want to know the ✓ Are the events written in correct order?
order of . Provide time-order words and phrases to help me ✓ Are any parts of the writing unclear?
better follow the sequence. ✓ Can some time-order words be added
Focus on a Revision Strategy to clarify the writing?
specific revision strategy, such as adding. The events are written
in a correct sequence but try adding time-order words and phrases.

Grammar: Predicates
DAY DAY
1 2
sally thought it was impossible to Allie go to the beach with her friend.
catch Beetles. She spent the whole Her friend Penny live’s next door
day looking for some? (1: went; 2: lives; 3: door.)
(1: Sally; 2: beetles; 3: some.)
Introduce Predicates Review Predicates

Reading/Writing Present the following: Review predicates with students.
Workshop Have students explain how to
‡ Every complete sentence is
made up of a complete subject identify the complete predicate.
OBJECTIVES
Produce simple,
and a complete predicate.
‡ The complete subject tells who Introduce Compound Predicates
compound,
and complex or what the sentence is about: Present the following:
sentences. L.3.1i Our friend Katherine collects ‡ Two predicates joined by the
crystal necklaces. word and form a compound
• Identify predicates
and compound ‡ Complete predicates tell what a predicate.
predicates subject is or does. Predicates can Penguins dive and swim.
• Capitalize and be one or more words: The campers ate sandwiches
punctuate sentences Our friend Katherine collects and drank juice.
correctly
crystal necklaces.
for mechanics and Have partners discuss predicates
usage errors using page 475 of the Grammar
Handbook in Reading/Writing
Workshop.
COLLABORATE
TALK ABOUT IT
Go MAKE A SENTENCE IDENTIFY THE PREDICATE
Have one group of students each Partner up students and have
Digital write a complete subject on a scrap them write simple sentences about
of paper. Have another group of inventing new products that help
students write complete predicates solve problems. Each student will
PD
P D
Predicates on scraps of paper. Have students take turns reading a sentence
partner up with a student from aloud and the other student will
Grammar the other group and read their identify the sentence’s predicate.
Activities complete sentences.
T234 UNIT 1 WEEK 4

WEEK 4
DAY DAY DAY
3 4 5
We were stucked in traffic We writed a report about leopards It rained last night the ground is
yesterday? we went to the airport to Jennifer and i wet. I see many Animal paww prints
pick up my aunt and uncle. (1: wrote; 2: leopards. 3: missing in the mud.
(1: stuck; 2: yesterday.; 3: We) predicate.) (1: night.; 2: The; 3: animal; 4: paw)

Complete Sentences Have students correct errors in Use the Daily Language Activity and
‡ A sentence expresses a complete these sentences. Grammar Practice Reproducibles
thought. Complete sentences 1. nathan and Paul (1: Nathan; page 20 for assessment.
have subjects and predicates. 2: missing predicate.)
‡ A sentence fragment does not Reteach
2. The frog was yellow and
have a subject and a predicate. orange it was small. (1: orange.; Use Grammar Practice
Correct a sentence fragment by 2: It) Reproducibles pages 16–19
adding a subject or predicate. and pages from the Grammar
3. did anyone see my guitar.
‡ A run-on sentence joins two Handbook for reteaching. Remind
(1: Did; 2: guitar?)
sentences that should be students that it is important to use
4. typed it on the computer complete subjects and predicates
separate. Correct a run-on
(1: missing subject; 2: as they read, write, and speak.
sentence by separating
computer.)
two complete ideas into Check students’ writing for use of
two sentences. Have students check their work the skill and listen for it in their
As students write, refer them to using Grammar Handbook pages speaking. Assign Grammar Revision
Grammar Handbook pages 474, 474, 475, and 477. Assignments in their Writer’s
475, and 477. Notebooks as needed.
FORM COMPOUND ADD A PREDICATE PREDICATE QUESTION QUIZ

PREDICATES Have small groups write simple Partners should create five
Have each student write a simple sentences about a new invention complete simple sentences and
sentence about a new invention. to solve a problem in your school. trade sentences with another
Partner the students up to put their Then have each student read a pair. One partner should read a
simple sentences together to form sentence aloud, adding another sentence aloud; the other should
a compound predicate and read predicate to the predicate already identify the complete predicate
the new sentence aloud. Make sure in the sentence. The sentence using a question form (for example,
the predicates in the new sentence should still make sense. “What is swims in the ocean?”).
are not the same.
GRAMMAR T235
Spelling: Long a
DAY DAY
1 2
Display the spelling words. Read Review final e sound-spellings in
and generalizations
(e.g., word families, them aloud, drawing out the long a the words fine, skate, and globe.
position-based sound in each. Have students find words in this
spellings, syllable week’s readings with the same.
patterns, ending
rules, meaningful tray and plain. Point out that both Use the Dictation below to review.
word parts) in writing words have long a sounds. Remind Read the sentence, say the word,
words. L.3.2f students that ay is the long a and have students write the words.
Consult reference spelling found at the end of a word 1. “That’s a fine pitch,” Coach said.
materials, including or syllable.
beginning 2. His ice skate was very sharp.
dictionaries, as Demonstrate sorting the spelling
3. The globe was a world map.
needed to check words by pattern under key words
and correct tray and plain. (Write the words on Have students check the spellings.
spellings. L.3.2g
index cards or the IWB.) Sort a few Challenge Words Review the
words. Point out that the ai spelling spelling words, pointing out the
for a long a never appears at the long a sounds. Use these Dictation
Spelling Words end of a word.
plain paint state Sentences for challenge words.
braid sway fake Then use the Dictation Sentences Read the sentence, say the word,
fail tray same from Day 5. Say the underlined have students write the word.
grain gray weigh word, read the sentence, and repeat
snail stay they 1. The sleigh slid down the slope.
the word. Have students write the
Review fine, skate, globe 2. I am not afraid of the dark.
words.
Challenge sleigh, afraid
Have students check and correct
Differentiated Spelling their spellings, and write the words
Approaching Level in their word study notebook.
pail pain may
rail tray lane
paint sway make
tail
plain
gray
stay
same
they COLLABORATE
WORD SORTS
Beyond Level
plain fake obey OPEN SORT PATTERN SORT
painted same radio Have students cut apart the Complete the pattern sort using
grain state eight Spelling Word Cards BLM in the the key words, pointing out the
explain ladies sleigh
tray they weigh
Online Resource Book and initial long a sounds. Have students use
the backs of each card. Have Spelling Word Cards to do their
T236 UNIT 1 WEEK 4
WEEK 4
DAY DAY DAY
3 4 5
Display the words fail, same, Write the sentences below on the Use the Dictation Sentences for
plain, and paint. Model how to board. Have students circle and the Posttest. Have students list
alphabetize. Say: Look at the first correct each misspelled word. misspelled words in their word
letters. Determine which one comes Remind students they can use print study notebook. Look for students’
first in the alphabet. If the first letters or electronic sources to check and use of these words in their writings.
are the same, go to the second letter. correct their spelling.
If the second letters are the same, 1. Joe used the saim red paynt on
go to the third letter. both walls. (same, paint)
Put the words in ABC order: fail, 2. The farmer had to weiy the Dictation Sentences
paint, plain, same. Point out that the grane to sell it. (weigh, grain) 1. He is wearing a plain white shirt.
words paint and plain begin with 2. I like to braid my hair.
3. A snal is a grat pet! (snail, great)
p, so it is necessary to go to the
second letter in order to put these 4. Make your brayde sweye as 3. If I study, I won’t fail the test.
words in the correct order. Since a you walk. (braid, sway) 4. The grain was harvested in the fall.
comes before l, the order is paint 5. I fale to see why grei is your 5. A snail moves very slowly.
then plain. favorite color. (fail, gray) 6. What color did you paint your
Have students alphabetize the Error Correction Remind students room?
following words to the third letter: that the ai spelling for the long a 7. The trees sway in the wind.
gray, grain, globe, snail, tray, braid. sound never appears at the end of
Continue with other word sets. 8. The waiter carried our food on a
a word or syllable. However, the ay tray.
spelling always appears at the end
9. Elephants are huge gray animals.
of a word or syllable.
10. We had to stay in during the storm.
11. My grandpa lives in the state of
Ohio.
12. The museum’s fossil was a fake.
See Phonics/Spelling Reproducibles pp. 19–24. 13. We had the same racing time.
14. The doctor needed to weigh me.
SPEED SORT BLIND SORT 15. They were a good soccer team.
Have partners do a speed sort Have partners do a blind sort: one Have students self-correct the tests.
reading for words with long a. Have belongs. Have them take turns until
them record the words in their both have sorted all their words.
Day 2 pattern sort in their word Then have students explain how
study notebook. they sorted the words.
SPELLING T237
Build Vocabulary
DAY DAY
1 2
Determine the
meaning of words
and phrases as they 1. Can you design a new shirt? forms of this week’s words by
are used in a text, adding, changing, or removing
distinguishing literal
2. Describe a time when you’ve
from nonliteral been encouraged.
language. RL.3.4 ‡ Draw a three-column T-chart on
3. Why do vets examine dogs?
Distinguish the
the board. Write investigation in
4. The investigation has taken the left column. Then write invest
literal and nonliteral
meanings of words months to complete. and investigator in the other
and phrases in 5. Where can you find good columns. Read aloud the words.
context (e.g., take
quality clothing? ‡ Have students share sentences
steps). L.3.5a
6. Do you find math class simple? for each form of investigate.
Expand vocabulary 7. Describe a solution you found ‡ Repeat with encouraged and
endings and suffixes.
to a problem. examine.
8. What can you use as a ‡ Have students copy the chart in
substitute for sugar? their word study notebook.
Vocabulary Words
design quality
encouraged simple
COLLABORATE
examine solution vie
Re w
investigation substitutes ACADEMIC VOCABULARY COMPOUND WORDS
Discuss important academic ‡ Review compound words.
words. Remind students that
‡ Display analyze, concept, and compound words have a new
investigate. meaning, independent of the
two base words.
the meanings with students. ‡ Write base words on cards that
can be held up for the class.
Display analyze and analysis.
Go ‡
For example, write grand, every,
Digital define related words.
some, thing, mother, son. Have
students use the words to form
‡ Write the related words on the compound words, such as
board. Have partners ask and grandson and everything.
PD
P D
Vocabulary answer questions using the
‡ Have partners write sentences
words. Repeat with concept and
using one or more of the
Vocabulary investigate.
Activities
compound words.
T238 UNIT 1 WEEK 4

WEEK 4
DAY DAY DAY
3 4 5
1. Our school has a design for a ‡ Tell them to write sentences that the word. (example: encouraged)
new . provide information about the ‡ In the second square, students
2. I felt encouraged by getting a words and their meanings. write their own definition of the
grade on the test. ‡ Provide the Day 3 word and any related words.
3. She will begin her investigation sentence stems for students (examples: hope, applauded)
of today. needing extra support. ‡ In the third square, students
4. This is of the highest draw a simple illustration.
Write About Vocabulary Have (example: fans cheering)
quality.
students write something they
5. I thought the test would be ‡ In the fourth square, students
learned from this week’s words in
simple, but it was actually write non-examples. (examples:
their word study notebook. For
pretty . discouraged, keep back)
example, they might write about
6. Are there substitutes for the a science investigation. What did ‡ Have students share their Word
in case they get sick? they learn? Squares with a partner.
METAPHORS SHADES OF MEANING MORPHOLOGY

Explain that metaphors compare Help students generate words Use the words design and
two unlike things without using related to simple. Draw a scale, with investigation as a springboard
the words like or as. Metaphors “Simple” on the left, and “Difficult” for students to learn more words.
have a meaning other than the on the right. Draw a T-chart.
literal meaning of the words. ‡ Ask students to provide words ‡ Write the verbs design and
‡ Display Your Turn Practice for the scale. Discuss as a class investigate in the first column.
Book pages 33–34. Read the first where each word should be ‡ Model adding the ending –er
three paragraphs. Model how to placed, noting words such as and –or. Explain that a designer
figure out the meaning of the impossible would appear to the is a person who designs, and
metaphor in the third paragraph. right of “Difficult.” an investigator is a person who
‡ For additional practice with ‡ Read aloud student suggestions investigates things.
metaphors, have students and discuss words that are ‡ Elicit other occupations that
complete page 37. Discuss the unfamiliar. follow this pattern, such as
literal and nonliteral meanings ‡ Ask students to copy the words gardener, tailor, driver.
of the metaphors. in their word study notebook. ‡ Discuss the meanings of the
words with students.
VOCABULARY T239
Approaching Level
Leveled Reader:
The Amazing Benjamin Go
Franklin Digital
Before Reading
Preview and Predict
PD
PD
Read the Essential Question with students. Give students a copy of The
Leveled Reader
Amazing Benjamin Franklin and have them read the title and discuss Leveled Readers
LEXILE 520 the cover illustration. Have students talk about how they think problem
solving led to new ideas for Ben Franklin.
OBJECTIVES
Use text features and Review Genre: Biography
search tools (e.g.,
Have students recall that a biography tells the true story of a person’s
hyperlinks) to locate life in sequence. Have students find examples in The Amazing Benjamin
information relevant Franklin that identify it as a biography.
to a given topic
efficiently. RI.3.5
During Reading
• Determine the
meanings of Close Reading Cause
First
Effect
Next
metaphors. Note Taking Have students use their graphic organizer as they read. Then
• Ask and answer Now
Pages 2–3 Have students look at the title on the first page. Who is this
questions to increase
biography about? (Ben Franklin) The author says Ben had a curious mind. Fill in the
understanding. Graphic
• Determine How did he use what he learned? (to make life better) Organizer
cause-and-effect Pages 4–5 What happened when James found out Ben had been
relationships.
writing under a fake name? (James was angry.) What happened as a
result? (Ben and James never got along again.)
ACADEMIC Pages 6–8 What problem did Ben solve on page 6? (He put cartoons in
LANGUAGE
ask and answer his paper to help people who could not read well understand.) Explain
questions, cause, effect, that fire is an enemy is a metaphor. Why is fire compared to an enemy?
metaphor, biography (because it can cause huge damage) Look at the photo on page 8. What
was the effect of the Junto starting a fire brigade? (It made the city a
safer place.)
Pages 9–11 Why did Ben want to experiment with electricity? (A jar
that stored electricity inspired him.) What did he discover? (Lightning
is electricity.) What did Ben invent as a result of this discovery?
(He invented the lightning rod.)
T240 UNIT 1 WEEK 4

WEEK 4
Pages 12–14 What problem did Ben Franklin have when he got older?
(had two different eyesight problems) What did he do because of this? Literature
(put parts of two sets of glasses together) What happened as a result? Circles
(did not need to change glasses; his bifocals improved the quality of
life for many people) With a partner, generate a question about what you
have just read. Try to find the answer by rereading the text. Thinkmark questions to guide
After Reading have a whole-class discussion
Respond to Reading Revisit the Essential Question, and have inventions and problem solving
students complete the Text Evidence Questions on page 15. from both selections in the
leveled reader.
Ana
W
Write
Analytical
A
An
W
id if
identified the problem that caused Ben to come up with the idea for
bifocal glasses and the steps he took to solve it.
Fluency: Expression Level

Model Model reading page 2, and inflect your voice as you read the
question in the first paragraph. Next, reread the page aloud, and have Up
students read along with you.
PA I R E D R E A D
“Beulah Henry: Inventor” IF students read the Approaching Level

Make Connections: Write About It THEN pair them with students who
Before reading, have students note that have proficiently read On Level and have
Leveled Reader
the genre of the text is biography. Then approaching-level students
discuss the Essential Question. • echo-read the On Level main selection.
After reading, have students make connections between The Amazing • use self-stick notes to mark at least
Benjamin Franklin and the information they learned from “Beulah one new detail they would like to
Henry: Inventor.” discuss in each section.

FOCUS ON SCIENCE
S
Students can extend their knowledge of static electricity and complex text structures.
by completing the science activity on page 20.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H LO N G a: a y
2
OBJECTIVES Explain that the long-a sound can be spelled in several different ways, and
I Do
Know and apply that ay is one way. Write day on the board and read it aloud. Underline the
grade-level phonics
letters ay. Point out that in day, the letters ay stand for /ā/, a long-vowel
and word analysis
skills in decoding sound. Repeat with pay, gray, say, and way. Review the long-a sound and
words. Know spelling for each word.
spelling-sound
correspondences We Do
Write tray, stay, lay, and may on the board. Model how to decode the first
for additional word. Underline each ay and model blending. Run your finger under each
common vowel word as you sound it out. Have students sound out the words with you.
teams. RF.2.3b
You Do
Add these words to the board: play, hay, clay, and sway. Have students
Decode words with read each word aloud and identify the long-a spelling. Then point to the
long a spelled ay.
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 a : a y, a i , a _ e, e i g h
2
OBJECTIVES Remind students that multisyllable words are made up of smaller word
I Do
Know and apply parts—syllables—and tell them they will be building two-syllable words
grade-level phonics
that have long-a spellings. Remind students that the long-a sound can be
and word analysis
skills in decoding spelled in several ways. Then, one at a time, display these Word-Building
words. Decode Cards: er, tray, be, ful, ing; and write these syllables on the board: fate,
multisyllable neigh, rain, great, bor. Model sounding out each syllable.
words. RF.3.3c
We Do
Build words with random order. Next, display all the cards and syllables. Work with students
long-a spellings. to combine the Word-Building Cards and syllables to form two-syllable
words with long-a spellings. Have students chorally read the words: betray,
fateful, neighbor, raining, greater.
You Do
Write other syllables on the board, some with long-a spellings, such as er,
late, be, neigh, may, re, break, paid, ing, pay. Then have partners share the
words they build and make a class list.
T242 UNIT 1 WEEK 4

WEEK 4
P R AC T I C E W O R D S W I T H LO N G - a S P E L L I N G S
OBJECTIVES Remind students that the long-a sound can be spelled in several ways.
I Do
Know and apply Write the word daybreak on the board. Then read the word aloud. Point
grade-level phonics out that both vowel sounds in daybreak are the long-a sound, even
and word analysis
skills in decoding though they are spelled differently.
words. Decode
multisyllable We Do
Write the words paid, shape, greatness, unveil, neighbor, and survey on the
words. RF.3.3c board. Model how to decode the first word, then guide students as they
decode the remaining words. Help them first divide the two-syllable words
Decode words with using the syllable-scoop technique to help them read one syllable at a time.
long-a spellings.
You Do
P LU R A L E N D I N G S - s A N D - es
OBJECTIVES Review that adding -s or -es to singular nouns changes the noun to its
I Do
Decode words with plural form. Most singular nouns add -s to make them plural: tiger, tigers;
common prefixes and
car, cars; student, students. However, nouns that end in -s, -ss, -sh, -ch, or -x
suffixes. RF.2.3d
will add -es to make their plural forms: bus, buses; glass, glasses; dish, dishes;
Decode words with beach, beaches; box, boxes.
plural endings -s
and -es. We Do
Write the sample words braid, boss, wish, church, and ax on the board. Say
each word, and have students repeat. Model adding -s to braid to make
braids. Then model adding -es to boss, wish, church, and ax to make bosses,
wishes, churches, and axes. Read the list out loud again while students
sound out each word with you.
You Do
Afterward, write the words rake, guess, brush, chair, coach, and fox on the
board. Have students add the correct plural ending to each word. Then
point to the words in random order for students to chorally read.
Approaching Level
Vocabulary
TIER
2
I Do
Use conventional
spelling for high- Display the word. Read the word. Then spell the word.
frequency and other
studied words and We Do
for adding suffixes the word in a sentence, and have students repeat after you.
to base words (e.g.,
You Do
Display the word. Ask students to say the word then spell it. When
happiness). L.3.2e completed, quickly flip through the word card set as students chorally
Review high-
frequency words.
When I go to the store, I . Ask students to write each word in their
TIER
2
I Do
Acquire and use photograph illustrates the word. State the example sentence, and repeat
accurately grade-
the word.
appropriate
and domain-specific
words and phrases, image as prompted on the back of the vocabulary card.
signal spatial and You Do
temporal relationships match the definitions and context sentences of the words to the visuals
(e.g., After dinner that displayed. Then ask students to complete Approaching Reproducibles
page 31.
for them). L.3.6
T244 UNIT 1 WEEK 4

WEEK 4
OBJECTIVES
I Do
Display the simple Visual Vocabulary Card, and say aloud the word set
Demonstrate simple, easy, difficult.
understanding of
word relationships Point out that the word difficult does not belong.
and nuances in word
meanings. Identify
We Do
Display the vocabulary card for the word examine. Say aloud the word set
real-life connections examine, ignore, research. With students, identify the word that does not
between words and
belong, and discuss why.
or helpful). L.3.5b You Do
saying aloud each word set. Ask students to identify the words that do
Identify words with not belong.
related meanings.
design, plan, avoid encouraged, inspired, prevented
investigation, game, study solution, mystery, answer
quality, fine, cheap substitutes, backups, leads
M E TA P H O R S

I Do
Distinguish the Reproducibles pages 33–34. Read aloud the third paragraph. Point to the
sentence Victor’s mind was a motor that did not turn off. Explain to students
meanings of words
and phrases in how this is a metaphor, an example of nonliteral language.
context (e.g., take
steps). L.3.5a
Think Aloud I know that Victor’s mind was not actually a motor, so this
must be nonliteral language. It is used to compare his mind to a motor,
Determine the and the next sentence says, He was always thinking of ways to make life
meanings of better. From that, I can see that a metaphor is being used to say that his
metaphors. mind was always working, like a motor that never turns off.
Write the meaning of the metaphor.
We Do
Ask students to point to the sentence Making new things from new ideas
was the blood in his veins. With students, discuss how making things is
being compared to his blood. Write the meaning of the metaphor.
You Do
Have students determine the meaning of the metaphor Victor was a
spinning top using context clues.
VOCABULARY T245
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that good readers use expression as they read to capture the
I Do
Read on-level prose meaning and emotions in the text. Read the first paragraph of the
Comprehension and Fluency passage on Approaching Reproducibles
rate, and expression pages 33–34. Point out how you raised your voice when you read the end
on successive of the first sentence. Tell students that the question mark is a clue to help
readings. RF.3.4b readers know what kind of expression to use.
Read fluently with We Do

good phrasing. after you using the same expression. Explain that you emphasized certain
words and phrases to add meaning and emotion.
You Do
Reproducibles passage. Remind them to focus on their expression. Listen
in, and as needed provide corrective feedback by modeling proper
fluency.
TIER
TEXT STRUCTURE
2
OBJECTIVES Write the topic Victor Ochoa. Then write: looked at birds; got ideas. Explain
I Do
Describe the logical that the text is structured so that related events are given in sequence, or
connection between order. Explain how Victor getting ideas about flying follows the event of
and paragraphs in a Victor looking at birds.
cause/effect, first/ We Do
second/third in a Approaching Reproducibles selection. Ask: What is the sequence of
sequence). RI.3.8 events? Remind students that this is the structure of the selection. Then
ask, How did Victor become an inventor? Help students identify how each
Examine text event was caused by something happening and by Victor’s actions.
structure.
Discuss why the author would choose to order the events in this sequence.
You Do
Have students read the rest of the passage. After each paragraph, they
should write down the order in which things happened. Review their lists
with them, and help them explain why the order of events is important.
T246 UNIT 1 WEEK 4

WEEK 4
R E V I E W T E X T S T R U C T U R E : C AU S E A N D E F F E C T
OBJECTIVES Remind students that text structure is a way that authors organize a text.
I Do
Describe the logical Cause and effect is one kind of text structure that shows how and why
connection between things happen in time order. A cause is why something happens. An effect
and paragraphs in a is what happens. Students can look for words and phrases that indicate
text (e.g., comparison, cause and effect such as because, so, and as a result.
Read the third paragraph of the Comprehension and Fluency passage
sequence). RI.3.8 in the Approaching Reproducibles together. Pause to point out events
that may be effects in the text. Model how to decide which effects have
Determine cause-and- identifiable causes. Then, work with students to determine what those
effect relationships.
causes are by referring to the text.
You Do
Have students work in pairs or small groups to come up with a cause-and-
effect sequence in “Victor Ochoa’s New Idea” in the Reproducibles. Make
sure they are using words and phrases explaining cause and effect as well
as sequence.

Ask and answer
questions to
Have students choose a biography for sustained silent reading. Remind
demonstrate students that:
understanding of ‡ the text may have a sequence based on a series of cause-and-effect
a text, referring
relationships. In this case, an effect in one relationship will act as the
as the basis for the cause in another.
answers. RI.3.1 ‡ they should ask questions about the text as they read and look for the
Describe the logical answers in the text to check their understanding.
connection between
particular sentences Read Purposefully
and paragraphs in a
Have students record the cause-and-effect events on Graphic Organizer
cause/effect, first/ 143 as they read independently. After they finish, they can conduct a Book
second/third in a Talk, each telling about the book they read.
sequence). RI.3.8
‡ Students should answer this question: What was one question you had
Determine cause-and that you answered while you read?
effect relationships. ‡ They should also share their organizers and tell about some of the cause-
and-effect relationships they found as they read.
COMPREHENSION T247
On Level
Leveled Reader:
Franklin Digital
Before Reading
Preview and Predict
PD
PD
Have students read the Essential Question. Give them a copy of The
Leveled Reader
Amazing Benjamin Franklin and have them read the title and respond to Leveled Readers
LEXILE 770 the cover illustration. Have students read the first two pages of the text,
and then ask them to predict how they think problem solving will play
OBJECTIVES a role in the text.
search tools (e.g., Review Genre: Biography
hyperlinks) to locate Have students recall that a biography tells the true story of a person’s
information relevant life in sequence. Point out that a biography is written by another person
to a given topic and uses pronouns like he and she. Have students find examples in The
efficiently. RI.3.5
Amazing Benjamin Franklin that identify it as a biography.
• Determine the
metaphors.
• Ask and answer Close Reading Cause
First
Effect
Note Taking Have students use their graphic organizer as they read. Next
understanding. Then
• Identify cause-and- Pages 2–3 What solution did Ben Franklin find when he was 11? (how Now
effect relationships. to swim faster) Talk to a partner about the inventions that helped him Fill in the
Graphic
swim faster. Organizer
ACADEMIC Pages 4–5 Why was working as a printer a great job for Ben? (He
LANGUAGE enjoyed reading and writing.) Have students reread sentences 2 and 3
ask and answer on page 5 and identify the cause and the effect. (Cause: Ben knew his
questions, cause, effect,
metaphor, biography
brother would not publish something he wrote; effect: he published
under the name Silence Dogood.) What happened as a result? (James
found out and was furious; the brothers never got along after that.)
Pages 6–8 What metaphor does the author use to describe fire? (Fire was
an enemy.) Why is it a good comparison? (Possible Response: because
it could destroy a neighborhood)
Why did Ben form the Junto? (for the good of others) What happened
in Philadelphia because of the Junto? (The members started a hospital,
library, university, fire brigade, and an insurance company.)
T248 UNIT 1 WEEK 4

WEEK 4
Pages 9–11 What does the diagram on page 10 show? (Ben Franklin’s
kite experiment) What did Ben prove? (that lightning is electricity) What Literature
did he know about lightning? (It could start fires and damage buildings.) Circles
What did Ben invent as a result? (lightning rods)
Pages 12–14 Why did Ben invent bifocals? (He had two different literature circle using the
eyesight problems.) What happened as a result? (It improved the quality Thinkmark questions to guide
of life for himself and many people.) Generate a question about the text the discussion. You may wish to
and share it with a partner. Try to find the answer by rereading the text. have a whole-class discussion
inventions and problem solving
After Reading from both selections in the
leveled reader.
Ana
W
Write
Analytical
A
An
W
id if
identified the problem and the steps Ben took to solve it.
Level
Fluency: Expression
Model Model reading page 2, being sure to inflect your voice as you
Up
read the question in the first paragraph. Next, reread the page aloud,
and have students read along with you.
PA I R E D R E A D
“Beulah Henry: Inventor”
Make Connections: Write About It have proficiently read the Beyond Level
and have on-level students
the genre of the text is biography. Then • partner-read the Beyond Level main
discuss the Essential Question. selection.
After reading, have students make connections between The Amazing • generate questions about the text and
Benjamin Franklin and the information they learned from “Beulah reread to find the answers.
Henry: Inventor.”

FOCUS ON SCIENCE
F by including more domain-specific
S
Students can extend their knowledge of static electricity words.
ON LEVEL T249
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review key selection words
I Do
Acquire and use encouraged, examine, quality, design, solution, and substitutes. Point to each
accurately grade-
word, read it aloud, and have students chorally repeat it.
appropriate
and domain-specific ‡ What is something that has encouraged you to do well in class?
words and phrases,
‡ How does a scientist examine things in a lab?
indicate spatial and ‡ How do you know if something is high quality?
Have students work in pairs to respond to these questions and explain
night we went looking their answers.
for them). L.3.6
‡ How would you design a new school?
‡ How do you arrive at the correct solution in math class?
‡ What is the job of substitutes when teachers are away?
M E TA P H O R S
OBJECTIVES Use the Comprehension and Fluency passage on Your Turn Practice Book
I Do
Distinguish the pages 33–34 to model identifying metaphors.
meanings of words Think Aloud In paragraph 3, I read that Victor’s mind was a motor that
and phrases in never turned off. I know that this is not literally true. When I read the next
context (e.g., take
steps). L.3.5a
line, it says He was always thinking of new ways to make life better. So I think
that a metaphor is being used to compare Victor’s mind to a motor.
Identify and
determine the We Do
Have students read the sixth paragraph where they encounter the
meanings of sentence Making new things from new ideas was the blood in his veins. Have
metaphors. students figure out the metaphor by looking for clues in this paragraph.
You Do
Have students work in pairs to determine the meaning of Victor was a
spinning top in the last paragraph.
T250 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES Remind students that authors can organize a text using cause and effect
I Do
Describe the logical to show how and why things happen. Explain that an effect is what
connection between
happens, and a cause is why it happens. Texts that use cause and effect
and paragraphs in a are usually structured so that causes happen before effects. Explain that
text (e.g., comparison, words and phrases such as because, so, and as a result can indicate cause
cause/effect, first/ and effect.
second/third in a
sequence). RI.3.8
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
Identify cause-and- orally list events in the second paragraph, and help them explain how
the events relate to each other as causes and effects. Model how to
determine how the causes and effects are sequenced and how they are
connected. Then, work with students to identify the causes and effects in
the next paragraph.
You Do
Have partners identify the causes and effects in each paragraph in the
rest of the passage. Remind them that the effect of one cause may be the
cause of another effect.

Ask and answer
questions to
demonstrate ‡ Before they read, have students preview the book, reading the title and
understanding of viewing the front and back cover.
a text, referring
explicitly to the text ‡ As students read, remind them to ask questions about the text and find
as the basis for the the answers in the text to check their understanding.
answers. RI.3.1
Read Purposefully
connection between Encourage students to read different books in order to learn about a
particular sentences variety of subjects.
and paragraphs in a
text (e.g., comparison, ‡ As students read, have them fill in Graphic Organizer 143. They can
cause/effect, first/ use this organizer to help them write a summary of the book.
second/third in a
sequence). RI.3.8 ‡ Ask students to share their reactions to the book with classmates.
Beyond Level
Leveled Reader:
Franklin Digital
Before Reading
Preview and Predict
PD
P D
Have students read the Essential Question. Give them a copy of The
Leveled Reader
Amazing Benjamin Franklin, and have them read the title and respond Leveled Readers
LEXILE 770 to the cover illustration. Have students read the first two pages of the
text, and then ask them to predict how they think problem solving will
OBJECTIVES play a role in the text.
search tools (e.g., Review Genre: Biography
hyperlinks) to locate Have students recall that a biography tells the true story of a person’s
information relevant life in sequence. Point out that a biography is written by another person
to a given topic and uses pronouns like he and she. Have students find examples in The
efficiently. RI.3.5
Amazing Benjamin Franklin identifying it as a biography.
• Determine the
metaphors.
• Ask and answer Close Reading Cause
First
Effect
Note Taking Have students use their graphic organizer as they read. Next
understanding. Then
• Identify cause-and- Pages 2–5 Why do you think Ben wanted to improve his writing skills? Now
effect relationships. (Possible Response: to have more opportunities) Identify a cause-and- Fill in the
Graphic
effect relationship on page 5. (Cause: Ben knew James would not publish Organizer
ACADEMIC
what he had written; effect: he published articles under the name of
LANGUAGE Silence Dogood.) What happened as a result of James finding out Ben
ask and answer was writing under a false name? (He was furious; the brothers never got
questions, cause, effect, along after that.)
metaphor, biography
Pages 6–8 What do you learn about from the sidebar on page 6? (Poor
Richard’s Almanac, written by Ben Franklin)
On page 8, the author writes Fire was an enemy. Of what is this
an example? (It is an example of a metaphor.) How does it help
you understand what fire was like? (Fire could quickly destroy a
neighborhood.)
Pages 9–11 What question can you ask as you read the chapter title on
page 9? (What was Ben Franklin’s greatest invention?) Read to find the
answer. (the lightning rod)
T252 UNIT 1 WEEK 4

WEEK 4
Pages 12–14 For which problem did Ben want to find a solution as he
got older? (He needed two pairs of glasses for two different eyesight Literature
problems.) What steps did Ben take to solve the problem? (1. took Circles
the lenses from two different pairs of glasses and cut them in half.
2. combined them to make one pair of glasses so he could read
something up close and look at something in the distance) How does Thinkmark question to guide
the author’s choice to use the phrase my double spectacles help you the discussion. You may wish to
understand what Ben invented? (Double spectacles clearly describes that have a whole-class discussion
the glasses do two different things.) on information learned about
inventions and problem solving
from both selections in the
After Reading leveled reader.
Ana
W
Write
Analytical
A
An
W
id if
identified the problem and given the steps to solve the problem, citing
appropriate details from the text to support it.
Fluency: Phrasing
Apply Have students practice reading with a partner. Gifted and Talented
to think of more inventions by
PA I R E D R E A D Benjamin Franklin and Beulah
Henry that came about from
problem solving. Encourage
“Beulah Henry: Inventor” students to do extra research on
the subject and tell about the
Make Connections: Write About It problem, how the inventor solved
Before reading, have students note that Leveled Reader it, and the invention or idea that
the genre of the text is a biography. Then came about in the process.
discuss the Essential Question.
After reading, have students make connections between The Amazing
Benjamin Franklin and the information they learned from “Beulah
Henry: Inventor.”
FOCUS ON SCIENCE
F
S
Students can extend their knowledge of static electricity
BEYOND LEVEL T253

Beyond Level
Vocabulary
Model
Acquire and use design and investigation. Write social studies related sentences on the
accurately grade-
board using the words.
appropriate
conversational, Write quality and problem on the board, and discuss the meanings with
general academic,
and domain- specific
students. Then help students write sentences using the words.
words and phrases,
including those Apply
Have students work in pairs to discuss the meanings of the words invent,
that indicate spatial experiment, and substitutes. Then have partners write sentences using the
and temporal words.
M E TA P H O R S
OBJECTIVES Read aloud the first three paragraphs of the Comprehension and Fluency
Model
Demonstrate passage on Beyond Reproducibles pages 33–34.
understanding of
word relationships Think Aloud When I read these paragraphs, I want to understand the
and nuances in word sentence Victor’s mind was an engine that never turned off. I know that this
meanings. Distinguish
the literal and
must be a figure of speech. It compares two different things—Victor’s
nonliteral meanings mind and an engine—without using the words like or as. Therefore, I know
of words and phrases this is a metaphor.
in context (e.g., take
steps). L.3.5a With students, read paragraph 6. Help them figure out the meaning of the
metaphor Inventing was the blood in his veins.
Apply
Have pairs of students read the rest of the passage. Ask them to determine
the meaning of the following metaphor: Victor Ochoa was a spinning top.
Gifted and Analyze Have partners write an explanation of whether or not they think
Talented
the comparison between Victor’s mind and an engine that never turns off
is a good metaphor. Have them think of other appropriate metaphors, and
encourage them to use artwork to depict their ideas.
T254 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES Remind students that authors use cause and effect to create a sense of
Model
Describe the order in the structure of a text. Explain that causes are why something
happens, and effects are what happens. Point out that sometimes an
events, scientific author will use a series of cause-and-effect relationships in sequence. In
ideas or concepts, this case, an effect in one relationship will act as the cause in another.
or steps in technical
procedures in a text, Have students read the third paragraph of the Comprehension and
using language that Fluency passage of Beyond Reproducibles pages 33–34. Ask open-ended
pertains to time, questions to facilitate discussion, such as: How does the author use cause
sequence, and cause/
effect. RI.3.3
and effect in this paragraph? What caused Victor to try to build a plane?
Students should support their responses using text evidence.
connection between Have students identify the causes and effects in each paragraph for the
particular sentences Apply
rest of the passage as they independently fill in Graphic Organizer 143.
and paragraphs in a
text (e.g., comparison, Then have partners use their work to describe the connections between
cause/effect, first/ each paragraph using cause and effect.
second/third in a
sequence). RI.3.8

Ask and answer
questions to
demonstrate ‡ As students read, have them fill in Graphic Organizer 143.
understanding of
a text, referring ‡ Remind them to ask and answer questions to clarify difficult sections
explicitly to the text of the text.
answers. RI.3.1 Read Purposefully
Describe the logical Encourage students to keep a reading journal. Ask them to read different
connection between books in order to learn about a variety of subjects.
and paragraphs in a ‡ Students can write summaries of the books in their journals.
text (e.g., comparison, ‡ Ask students to share their reactions to the books with classmates.
second/third in a Gifted and Independent Study Challenge students to discuss how their books
sequence). RI.3.8 Talented
relate to the weekly theme of problem solving. Have students compare
the problems and solutions they have read about. How did the solutions
lead to new ideas?
Shared Read Go
Mary Anderson’s Great Digital
Invention
Before Reading
Build Background
Reading/Writing View Mary
Workshop Read the Essential Question: How can problem solving lead to Anderson’s
new ideas? Great Invention
OBJECTIVES ‡ Explain the meaning of the Essential Question, including the

Ask and answer vocabulary in the question: Problem solving is a way to find a solution
questions to when you want to improve or fix something. Thinking of new ideas helps
demonstrate
understanding of us create things that do not exist yet.
a text, referring ‡ Model an answer: Sometimes, when we have a problem, we can use
explicitly to the text something that exists to solve the problem. However, if nothing can help
answers. RI.3.1 to solve the problem, you might have to think of making something new
to solve it.
• Identify cause-and- ‡ Ask students a question that ties the Essential Question to their own
background knowledge: Think of a time you have solved a problem at
• Determine the
school. How did you solve it? What new ideas did you come up with?
meanings of
metaphors.
During Reading
LANGUAGE Interactive-Question Response
OBJECTIVE
Recognize cause-and- ‡ Ask questions that help students understand the meaning of the text
effect relationships in after each paragraph.
a text.
‡ Reinforce the meanings of key vocabulary words.
ACADEMIC
LANGUAGE ‡ Reinforce strategies and skills of the week by modeling.
• ask and answer
questions, cause and
effect, metaphor
• Cognates: causa,
efecto, metáfora
T256 UNIT 1 WEEK 4

WEEK 4
Page 71 Page 73
Paragraph 1 The Next Step

Explain and Model Asking and Answering Look at the diagram at the bottom of the page. What
Questions I will want to ask a question about this does it show? (Mary Anderson’s Windshield Wiper)
paragraph and look for the answer in the text. As I What do the labels on the diagram show? (the
read the first paragraph, I see that buses and cars window and the wiper)
were different long ago. I wonder how they were
different. Show students how to cite evidence Read the caption below the chart. Have
to answer the question, pointing out the words students work in pairs to describe how the
and phrases not as fast, noisy, and didn’t even wipers work. Then choose pairs to demonstrate
have windshield wipers. Have students fill in the the movements to the class. They can use arm
sentence frame: Buses and cars were different in motions in their demonstrations.
the past because .
Paragraph 2 Page 74
Explain how repel is defined in the second
sentence by the phrase keep off. Have students Solving the Problem
echo the definition after you: To repel means Model Cause and Effect Model finding a
“to keep off.” cause-and-effect relationship in the section. Have
students choral read the second sentence. Why
What problems might you have if you did people not use Mary’s windshield wipers right
had to use an onion to keep water off a windshield away? It was because most people did not own cars.
instead of wipers? (Answers will vary, but may Point out how the word because is a signal word
include: you would have to have onions available; that shows there is a cause and effect. Then have
they would not work as well in heavy storms; your students find the effect of the wipers selling.
car would smell like onions.)
Look at the sidebar. Tell a partner how
Page 72 the changes listed made cars safer. Help students
expand upon their responses.
It Started with Snow
Paragraph 2 After Reading
Explain and Model Metaphors Mary is taking
a streetcar because it is cold and snowing. She Make Connections
sees that the driver has to open the windows to be ‡ Review the Essential Question: How can
able to see. Reread paragraph 2 to students. Ask, problem solving lead to new ideas?
Were the driver’s nose and ears really ice cubes? (no) ‡ Make text connections.
The author is using a metaphor, showing how two
‡ Have students complete the ELL
different things are alike, to tell how cold the car was.
Reproducibles pages 33–35.
Have students think of other ways they
could describe being really cold. Suggest words
they could use in their descriptions such as
snowman, icicle, polar bear, ice pop.


Leveled Reader:
Franklin Digital
Before Reading
Preview
P
PD
‡ Read the Essential Question: How can problem solving lead to new
Leveled Reader ideas? Leveled Readers
LEXILE 550
‡ Refer to Inventing Something New: What are some inventions that
came about through problem solving?
OBJECTIVES
Ask and answer
‡ Preview The Amazing Benjamin Franklin and “Beulah Henry: Inventor”:
questions to Let’s find out how problem solving can lead to new ideas and inventions.
demonstrate
understanding of Vocabulary
a text, referring
explicitly to the text Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
as the basis for the curious, publish. Use the routine found on the cards. Point out the
answers. RI.3.1 cognates: curioso, publicat.
• Determine the
metaphors.
• Identify cause-and-
Interactive Question-Response
effect relationships. Note Taking Have students use the graphic organizer on ELL Cause
First
Effect
Next
Reproducibles page 32. Use the following questions after each section Then
LANGUAGE is read. As you read, use visuals or pictures to define key vocabulary. Now
OBJECTIVE Pages 2–3 Ben came up with new ideas. Help students understand his Fill in the
Recognize cause-and- Graphic
effect relationships. inventions using demonstrations and pictures. Organizer
Pages 4–5 Ben wrote for his brother’s newspaper using a fake name,
ACADEMIC a name that did not exist. What happened because of this? (James was
LANGUAGE furious.)
ask and answer
Page 6 Have students point to the cartoon on page 6. Ben put cartoons
questions, cause, effect,
metaphor and pictures in his newspaper. Why? (so everyone could understand the
news)
Pages 7–8 Ben started a group called the Junto to make the city a better
place. What did the Junto start? Have students chorally reread the last
sentence on page 7 to answer the question. The author writes that fire
was an enemy. This is a metaphor. An enemy is very dangerous. What
word in the next sentence helps you understand how dangerous? (destroy)
T258 UNIT 1 WEEK 4

WEEK 4
Pages 9–10 What encouraged Ben to want to find out more about
electricity? (a gift) Have students point to the diagram on page 10. Help Literature
them describe the experiment using time-order words. When lightning Circles
hit the wire, electricity came down into the jar.
Pages 11–14 Have students point to the photo on page 12. Why did literature circle using the
Ben invent bifocals? Ben had bad (eyesight). Point to your eyes and Thinkmark questions to guide
have students do the same. the discussion. You may wish to
After Reading inventions and problem solving
from both selections in the
Respond to Reading Help students complete their graphic organizer. leveled reader.
Revisit the Essential Question. Have partners summarize and answer
the Text Evidence Questions. Review the answers as a group.
Ana
W
Write
Analytical
A
An
W
Writing About Reading Make sure students are correctly
l i
explaining the problem and how it is solved, basing the steps on what
they have read and returning to the text as necessary.
Level
Fluency: Expression Up
Model Model reading page 2 with proper expression. Next, reread the
PA I R E D R E A D
“Beulah Henry: Inventor”
Make Connections: Write About It have proficiently read On Level and have
ELL students
the genre of the text is biography. Then • echo-read the On Level main selection
discuss the Essential Question. with their partners.
After reading, have students make connections between The Amazing • list difficult words and discuss these
Benjamin Franklin and the information they learned from “Beulah words with their partners.
Henry: Inventor.”

FOCUS ON SCIENCE
and complex sentence structures.
S
Students can extend their knowledge of static electricity


Vocabulary
OBJECTIVES Preteach vocabulary from “Mary Anderson’s Great Invention,” following the
I Do
Acquire and use Vocabulary Routine on the Visual Vocabulary Cards for words solution,
accurately grade-
substitutes, examine, investigation, design, simple, quality, and encouraged.
appropriate
conversational, general After completing the Vocabulary Routine for each word, point to the
academic, and domain- We Do
specific words and
phrases, including those students to repeat the word.
that signal spatial and
temporal relationships You Do
Have students work with a partner to use two or more words in sentences
(e.g., After dinner that or questions. Then have each pair read the sentences aloud.
night we went out
looking for them). L.3.6 Beginning Intermediate Advanced/High
Help students write the Ask students to write Have students write
LANGUAGE sentences correctly and one sentence and one one sentence and one
OBJECTIVE read them aloud. question. question for each word.
REVIEW VOCABULARY
I Do
accurately grade-
appropriate
conversational, general Vocabulary Routine on the back of each card.
academic, and domain-
specific words and We Do
Act out the vocabulary words for students. Have them guess each word
phrases, including those you act out. Give clues by describing your actions. Have students name a
that signal spatial and word and define or use it in a sentence.
You Do
Have pairs divide the words into three groups: people/things, actions,
night we went out descriptions. Have them write sentences using a word from each group.
looking for them). L.3.6
LANGUAGE Help students divide the Have students write at Have students use all the
OBJECTIVE words and write at least least two sentences using words in at least three
Use vocabulary words. one sentence. at least four words. sentences.
T260 UNIT 1 WEEK 4

WEEK 4
M E TA P H O R S
OBJECTIVES Read aloud the first paragraph of page 72 in “Mary Anderson’s Great
I Do
Distinguish the Invention” while students follow along. Point to the sentence The sky
was a gray curtain. Explain that metaphors such as this use figurative,
meanings of words
and phrases in nonliteral language that helps readers picture or visualize something.
context (e.g., take Explain that context clues can help students determine the meaning of
steps). L.3.5a each metaphor.
Think Aloud I am not sure what The sky was a gray curtain means, but I
LANGUAGE
see that two different things are being compared. I know that it was a cold,
OBJECTIVE
Identify and windy day in winter. That makes me think that the sky looked like a gray
determine the curtain. Since the author does not use like or as, this must be a metaphor.
meanings of
metaphors. We Do
Point to the sentence Snow was a white blanket on the ground on page 72.
Help students determine the meaning of this metaphor.
You Do
In pairs, have students write the meaning of Soon his nose and ears were ice
cubes on page 72 using context clues.

Help students locate the Ask students to locate and Have students explain the
words and context clues read aloud the context meaning of the metaphor
on the page. clues on the page. using context clues.
OBJECTIVES List concept and high-frequency words from “Mary Anderson’s Great
I Do
Produce simple, Invention”: solved, model, can; and The Amazing Benjamin Franklin: called,
compound,
problem, improve. Define each word: Solved means “fixed a problem.”
and complex
sentences. L.3.1i Model using the words for students in a sentence: I can check your scores to
We Do
see how you are doing in class. Then provide sentence frames and complete
Discuss concept
and high-frequency them with students: I can watch .
words.
You Do
Have pairs write a sentence using each word and share the completed
sentences with the class.
LANGUAGE
Use concept and high-
Help students write the Provide sentence starters After students share their
frequency words.
sentences correctly. for students, if necessary. sentences, have them
define the words.
VOCABULARY T261

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 put their ideas in order to show the sequence of
I Do
Use temporal words events in their writing. Some examples of time-order words include before,
next, and last. Read the Expert Model passage aloud as students follow
event order. W.3.3c
along, and identify time-order words and phrases.
Produce complete,
compound,
We Do
Read aloud the passage “The Next Step” on page 73 from “Mary Anderson’s
and complex Great Invention” as students follow along. Identify time-order words and
sentences. L.3.1i
phrases. Have students repeat the words and phrases chorally.
LANGUAGE You Do
Have pairs write short sentences using time-order words and phrases. The
OBJECTIVE first sentence should set up the second, which will show time-order. Edit
Add time-order each pair’s writing. Then have students revise.
words and phrases to
writing. Beginning Intermediate Advanced/High
Have students copy the Have students revise, Have students revise,
edited sentences. using words and phrases using time-order words,
to show time order. and edit for errors.
S P E L L W O R D S W I T H LO N G a
OBJECTIVES Read aloud the Spelling Words on page T236, modeling /ā/ in each word.
I Do
Use spelling patterns Point out all the long-a spellings. Have students repeat the words.
and generalizations
We Do
position-based sentence, read the underlined word slowly, modeling the long-a sound.
spellings, syllable
patterns, ending
Have students repeat after you and write the word.
rules, meaningful

LANGUAGE
Have students copy the Have students circle the After students have
OBJECTIVE
corrected words and say long-a spellings in their corrected their words,
Spell words with
the words aloud. corrected words. have pairs quiz each other.
long-a spellings.
T262 UNIT 1 WEEK 4

WEEK 4
Grammar
P R E D I C AT E S
OBJECTIVES Remind students that every complete sentence is made up of two parts:
I Do
Produce simple, the complete subject and the complete predicate. Write on the board: My
compound, and
older brother taught me how to roller skate. The complete subject tells who
complex sentences.
L.3.1i or what the sentence is about. Tell students that My older brother is the
complete subject. The complete predicate tells what the subject does. In
Identify predicates. this sentence, taught me how to roller skate is the complete predicate.
We Do
Write the sentences below on the board. Identify the complete predicate
LANGUAGE in each sentence and circle it. Review complete subjects and predicates
OBJECTIVES
Write sentences.
with students. Ask volunteers to name the complete subject and predicate
for each sentence. Then read the completed sentences aloud for students
Grades K-6
to repeat.
Language Adam and Kemal went to the movies over the weekend.
Transfers
Handbook The noisy sea lions were my favorite animals in the zoo.
My sister and I have to wash the dishes after dinner each night.
Language Transfers
You Do
Have students work in pairs to write three sentences. One of the partners
Handbook will just write three complete subjects. The other partner will write three
Speakers of Cantonese, complete predicates. Then have students match their complete subjects
Haitian Creole, to their complete predicates to make complete sentences. Ask students to
Hmong, Korean,
and Khmer should
read their sentences aloud and, if possible, act out their sentences.
have a transferable
understanding
of subjects and Help students write Have students write their Have students write their
predicates, but they subjects and predicates. sentences on the board sentences on the board.
may have difficulties Read the sentences aloud and draw lines to separate Ask them to explain the
with subject-verb for students to repeat the subjects from the difference between the
agreement. Reinforce after you. predicates. subject and the predicate.
the use of –s in
present tense, third-
person form by
For extra support, have students complete the activities in the Grammar
helping students form Practice Reproducibles during the week, using the routine below:
sentences using the ‡ Explain the grammar skill.
third-person form.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Text Structure: Cause Metaphors RL.3.4 Writing About Text: Cause
and Effect RI.3.8 and Effect RI.3.8
Grade 3
Assessment Includes
Weekly

State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T264 UNIT 1
WEEK 4
TESTED SKILLS
T If … Then …
Students answer 0–6 … assign Lessons 76–78 on text
multiple choice items structure: cause and effect from the Tier 2
COMPREHENSION
correctly … Comprehension Intervention online PDFs.
Students answer 0–6 … assign Lesson 165 on metaphors from the

VOCABULARY multiple choice items Tier 2 Vocabulary Intervention online PDFs.
correctly …

less than “3” on the About Reading Lesson 200 of the Tier 2
WRITING constructed response … Comprehension Intervention online PDFs.


students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH AND MODEL

carved Shared Read “A Natural Beauty,” 86–89
clues Genre Expository Text
Lexile 560
grand
landmark
massive
monument Comprehension Strategy ..................... Ask and Answer Questions, T282–T283
national Comprehension Skill .............................. Main Idea and Key Details, T284–T285
Genre ............................................................. Expository Text, T286–T287
traces
Vocabulary Strategy ............................... Multiple-Meaning Words, T288–T289
Writing Traits .............................................. Sentence Fluency, T294–T295
Grammar ...................................................... Simple & Compound Sentences, T298–T299
Go
Digital
T266 UNIT 1 WEEK 5

LANDMARKS
Essential Question
WEEK 5
How do landmarks help us understand our country’s story?

Complex Text
PAIRED
READ
“A Mountain of History,” 94–97 “A Landmark Street,” 98–99
Genre Expository Text Genre Expository Text
Differentiated Text
“Book Cover,” copyright © 2001 by Random House Children's Books, from BEN FRANKLIN AND THE MAGIC SQUARES
by Frank Murphy, illustrated by Richard Walz. Used by permission of Random House Children's Books, a division of

Lexile 400
Random House, Inc.
Classroom Library

TEACH AND MANAGE
How You Teach
INTRODUCE
E TEACH APPLY
Y
ding
Landmarks “A Natural Beauty” A Mountain of History
Minilessons “A Landmark Street”
Ask and Answer Questions, Main
Idea and Key Details, Expository Text,
Literature
Multiple-Meaning Words, Writing Traits Anthology
Reading/Writing 94–99
Workshop
82–83


Go
Go Onli To-Do List
On
Online Lev
L
Le
e
ev
vel Activities
Leveled Wr
Digitall

WEEK 5
Leveled Readers Report, T292
Text Connections
Compare Landmarks, T293
Ana
Analytical
A
An
Writing
W
W
Weekly Assessment
49–60


15
( More
5 Activities
on back
9
5

Write to Sources
and Research
Summary, T284–T285
Comparing Texts, T305, T313, T317, T323
Predictive Writing, T289A Main Idea and Key
Details, 97
Main Idea and Key

Go Details, 43–45
Digital Genre, 46
Whiteboard Main Idea and Key Details Your Turn Practice Book

21
Go
Personal Narrative,
T358–T363
Pee
Go
Digital
Narrative Text: Personal
Whiteboard Teacher’s Edition Personal Narrative, Card 21 Multimedia Presentations

WEEK 5
Writing Trait: Sentence Fluency
Sentence Types, T294–T295
Sentence Types,
94–95
15
Go Sentence
Digital Fluency:
uency: Sentence Fluency:
Sentence
entence Sentence Types, 50
Interactive Types,
ypes, 15

Go
Digital
Grammar
Simple and Compound
Simple and Compound Sentences
Sentences, T298–T299
Spelling
Long o, T300–T301
L
Long o
Go Word Sorts
W
Digital
Interactive

READING
Build Background Landmarks, T274–T275 Comprehension
Teach, Aloud: “America’s Landmarks and Memorials,” • Skill: Main Idea and Key Details, T284–T285
Model T276–T277 • Write About Reading Ana Analytical
A
An
Whole Group
W
Writing
Comprehension • Genre: Expository Text, T286–T287

and • Preview Genre: Expository Text Vocabulary Strategy: Multiple-Meaning
Apply • Preview Strategy: Ask and Answer Questions Words, T288–T289
Vocabulary Words in Context, T278–T279 Practice Your Turn 42–47
Close Reading of Complex Text “A Natural

Beauty,” 86–89
Leveled Reader National Mall, T304–T305 Leveled Reader National Mall, T304–T305
Phonics/Decoding
ecodin Decode Words with Long Vocabulary
Approaching o: oa_, T306
6 2
TIER
T306
6 2
TIER

Comprehension TIER
8 2 • Identify Key Details, T310 2
• Answer Yes/No Questions, T309 • Review Main Idea and Details, T311
On Level
Small Group
Vocabulary Review Vocabulary Words, T314 Comprehension Review Main Idea and Key
Details, T315
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Main Idea and Key
Level T318 Details, T319
Shared Read “A Natural Beauty,” T320–T321 Leveled Reader National Mall, T322–T323
English Phonics/Decoding Decode Words with Long Vocabulary Review Vocabulary, T324
o: oa_, T306 Writing Writing Trait: Sentence Fluency, T326
Language Vocabulary Grammar Simple and Compound Sentences,
Learners • Preteach Vocabulary, T324 T327

Writing • Writing Trait: Sentence Fluency/Sentence Types, • Writing Trait: Sentence Fluency/Sentence Types,
T294–T295
Whole Group
T294–T295
• Writing Entry: Revise and Edit, T296
Grammar • Writing Entry: Prewrite and Draft, T296
Grammar Simple and Compound Sentences,
Grammar Simple and Compound Sentences,
T298
Spelling T298
Spelling Long o, T300 Spelling Long o, T300
• Academic Vocabulary, T302 • Review Figurative Language, T302
T270 UNIT 1 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Fluency Fluency Accuracy and Phrasing, T291 Integrate Ideas
• Long o: o, ow, o_e, oa, oe, T290 Integrate Ideas • Research and Inquiry, T292
• Compound Words, T291 • Research and Inquiry, T292 • Text Connections, T293
Close Reading A Mountain of Close Reading “A Landmark Street,” 98–99
History, 94–97
Literature
Anthology
Leveled Reader National Mall, T304–T305 Leveled Reader Paired Read: “Gateway Arch,” Leveled Reader Literature Circles, T305
Phonics/Decoding
oding Build Words with Long-o T305 Comprehension Self-Selected Reading, T311
TIER
Spellings, T306
6 2 Phonics/Decoding Practice Words with Phonics/Decoding Compound Words, T307
Fluency Accuracy and Phrasing, T3100 2
TIER
Long-o Spellings, T307
Vocabulary Multiple-Meaning Words, T309
Vocabulary Multiple-Meaning Words, T314 T313 Comprehension Self-Selected Reading, T315
Vocabulary T317 Comprehension
• Multiple-Meaning Words, T318 Gifted and • Self-Selected Reading, T319 Gifted and
• Plan a Monument, T318 Talented • Independent Study, T319 Talented
Phonics/Decoding Build Words with Long-o T323 Phonics/Decoding Compound Words, T307
Spellings, T306 Vocabulary Additional Vocabulary, T325
Vocabulary Multiple-Meaning Words, T325 Phonics/Decoding Practice Words with
Spelling Spell Words with Long-o Spellings, Long-o Spellings, T307
T326
LANGUAGE ARTS
• Writing Trait: Sentence Fluency/Sentence Types, • Writing Trait: Sentence Fluency/Sentence Types, • Writing Trait: Sentence Fluency/Sentence Types,
T294–T295 T294–T295 T294–T295
Grammar Mechanics and Usage, T299 Grammar Simple and Compound Sentences, Grammar Simple and Compound Sentences,
Spelling Long o, T301 T299 T299
Build Vocabulary Spelling Long o, T301 Spelling Long o, T301
• Reinforce the Words, T303 Build Vocabulary Build Vocabulary
• Multiple-Meaning Words, T303 • Connect to Writing, T303 • Word Squares, T303
• Shades of Meaning, T303 • Morphology, T303

A C T Qu
ive an
tat tit
ali
Reader and Task
ati
ve

instruction.

Purpose Descriptive Details T281
Genre Text Features T287
“A Natural Beauty”
Lexile 560
Sentence Structure T289A–T289B
Genre Text Features T289C
Purpose Main Ideas T289E
A Mountain of History Lexile 560

“A Landmark Street” Lexile 580

SCAFFOLD
support Workshop “A Natural The National Mall
scaffold instruction using the small Beauty” T320–T321 T322–T323
THEN
group suggestions. “Gateway Arch” T323
WEEK 5

more complex text.
Quick Check
Questions T283
Comprehension Skill Main Idea and Key Details T285
Genre Expository Text T287 Beyond
Vocabulary Strategy Multiple-Meaning Words T289 T313

Phonics/Fluency Long o, Accuracy and Phrasing T291

ing
Approach ELL
T305 T323
Additional Vocabulary T325 Multiple- Writing Spelling Grammar

around honor Meaning Sentence Words with Simple and
about rules Words T325 Fluency T326 Long o T326 Compound
big structure Sentences T327
decorate


LESS O
IN I
M
N
10 Build Background
Mins
Go
How do landmarks help us understand our country’s story?
Weekly
ekly
kly Concept
Concep
Conc
C
Co pt Landmark
Landmarks
Landmarks
d
dmarks
ma k
ks
Essential Question
Writing Workshop. Tell them a monument honors a person or event.

How do landmarks help
us understand our
country’s story?
Go Digital!
Discuss the details in the photo with students. Focus on the reasons
why people visit landmarks and monuments.
Workshop ‡ People visit monuments to learn about important people and events Concept
in history. The photo shows a monument in Washington, D.C. that
OBJECTIVES honors Martin Luther King, Jr.’s life.
Follow agreed-upon ‡ Landmarks such as buildings and structures demonstrate the
rules for discussions
(e.g., gaining the technology and innovation of previous generations. Natural
Watch Video
floor in respectful landmarks make our country special and unique.
ways, listening to
others with care,
speaking one at a Talk About It
time about the topics
Ask: What landmarks and monuments would you like to visit? What
and texts under View Photos
discussion). SL.3.1b
COLLABORATE do they tell you about history? Have students discuss in pairs or
small groups.
Determine the main
ideas and supporting ‡ Model using the graphic organizer to generate words and phrases
details of a text read related to landmarks and monuments. Landmarks
presented in diverse ‡ Have partners continue the discussion by talking about how these
media and formats, monuments help people learn about history. They can complete the
including visually, Use Graphic
graphic organizer, generating additional words and phrases. Organizer
quantitatively, and
orally. SL.3.2
ACADEMIC
LANGUAGE Take Turns Talking As students engage in partner, small-group,
• landmark, monument
and whole-class discussions, encourage them to
• Cognate:
monumento ‡ wait for a person to finish before they speak. They should not
speak over others.
‡ quietly raise their hand to let others know they would like a
turn to speak.
‡ ask others in the groups to share their opinions so that all
students have a chance to share.
T274 UNIT 1 WEEK 5

WEEK 5

GRAPHIC ORGANIZER 51
SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have partners
picture. Say: Look at the describe the picture. Ask: discuss landmarks
picture. This is a monument. Who does this monument and monuments. Ask:
The monument tells about honor? The monument How do landmarks and
history. The monument honors (Martin monuments tell about Landmarks
honors Martin Luther Luther King, Jr.). Elicit history? Encourage
King, Jr. Have students details to develop students to use the
complete the frame: students’ responses. concept words in their
The (monument) Encourage them to use discussions. Correct their
tells about history. Correct Concept Words in their responses for meaning as
students’ responses for responses. Provide the needed.
pronunciation as needed. cognate monumento.
Provide the cognate
monumento.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Landmarks Digital
Ask and answer
questions to
Tell students that monuments and landmarks help us better
demonstrate understand our country’s history. Let students know you will be reading
understanding of aloud a passage about some famous monuments and landmarks.
a text, referring
Preview Genre: Expository Text
View Photos
answers. RI.3.1 Explain that the text you will read aloud is expository. Discuss features
Determine the main of expository texts:
ideas and supporting ‡ explains the topic by presenting facts, information, and photos
aloud or information ‡ is organized to be interesting and easy to follow
presented in diverse ‡ its purpose is to inform the reader about a topic
media and formats,
including visually,
quantitatively, and Preview Comprehension Strategy:
orally. SL.3.2 Ask and Answer Questions
Explain that asking questions about a text before reading can help
Identify characteristics
of expository text. readers better understand what they are about to read. During and
after reading, readers can check their comprehension by asking and
answering questions to make sure they understand what the author
ACADEMIC
LANGUAGE
wants them to know.
expository text, ask and Use the Think Alouds on page T277 to model the strategy.
answer questions
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 1: I wonder. . . to
reinforce how you used the Ask and Answer Questions strategy to
understand content.
Model Think
Genre Features With students, discuss the elements of the Read Alouds
Aloud that let them know it is expository text. Ask them to think about
other texts that you have read aloud or they have read independently Genre Features
that were expository.

Summarize Have students find the main idea and details in “America’s
Fill in Genre
Landmarks and Memorials.” Then have them restate the most important Chart
information in their own words.
T276 UNIT 1 WEEK 5

WEEK 5
America’s Landmarks and

Memorials
The song “America the Beautiful” celebrates Giving Honor
America. The words from sea to shining sea remind Memorials honor an important person or a group
people that beauty stretches from the Pacific to of people. The Lincoln Memorial in Washington,
the Atlantic oceans. National landmarks and D.C. honors our 16th president, Abraham Lincoln.
memorials are part of that beauty. 1 This memorial honors Lincoln’s belief that all
From Lady Liberty to the Golden Gate people should be free.
Landmarks are special places. They remind people In 1775, Paul Revere left his home in Boston. He set
of a time or event in our nation’s history. The Statue out on horseback at midnight. He warned people
of Liberty in New York Harbor is a landmark that that the British were coming. Today his house is a
stands for freedom. For over a hundred years, this national landmark and memorial. Visitors honor
statue has welcomed people to the United States. Revere and his brave night ride.
The Golden Gate Bridge on the west coast offers America’s landmarks and memorials stand for
a warm welcome. Since 1937, this bright orange the best this country has to offer. They remind
landmark has come to stand for believing in everyone of our nation’s history, hopes, and
dreams. Many people did not think that a bridge dreams. 3
could span such a long distance. All these years
later, the bridge stands as a special landmark for
San Francisco and for the nation. 2
1 Think Aloud As I read I can

ask and answer questions to
Yellow Dog Productions/Digital Vision/Getty Images
help me better understand and 2 Think Aloud As I read this, I

remember what I read. I can ask can check my understanding
myself, “What landmarks and by asking questions about
memorials have I visited?” these landmarks. “What does
the Statue of Liberty stand
for? Where is the Golden Gate
Bridge?”
3 Think Aloud As I finish this

passage, I can ask myself, “Why
are landmarks and memorials
important?” Thinking about
this will help me better
what I have learned.

Vocabulary
LESS O
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10 Words in Context
Mins
Go
Model the Routine
Visual Vocabulary Cards
Digital
Introduce each vocabulary word Vocabulary
ula
ary Routine
using the Vocabulary Routine found Define:
on the Visual Vocabulary Cards. Example::
Ask:

Workshop
Define: A landmark is an important building, structure, or place.
OBJECTIVES Example: The Statue of Liberty is an American landmark.

Determine the Ask: What other landmarks can you name?
meaning of general
academic and landmark
domain-specific
words and phrases Definitions
in a text relevant to ‡ carved To carve is to cut something into a shape.
a grade 3 topic or Use Visual
subject area. RI.3.4 ‡ clues Clues are hints that help solve a problem or a mystery. Glossary
Identify real-life ‡ grand Grand means great or large.

connections between Cognate: grandioso
words and their use
(e.g., describe people ‡ massive Something that is massive is very, very large.
who are friendly or ‡ monument A monument is a building, statue, or other object
helpful). L.3.5b
made to honor a person or event.
• Learn meanings Cognate: monumento
of new vocabulary ‡ national Something that is national has a characteristic of or
words.
has to do with a country.
• Write questions
Cognate: nacional
using new words.
‡ traces Traces are small bits or signs left behind that show
that something was there.
ACADEMIC
LANGUAGE
• landmark, monument
Talk About It
• Cognate:
monumento Have students work with a partner to look at each picture and discuss
T278 UNIT 1 WEEK 5

WEEK 5
ENGLISH LANGUAGE LEARNERS ON-LEVEL PRACTICE BOOK p. 41
SCAFFOLD national
landmark
grand
massive
carved
monument
clues
traces
Beginning Intermediate Advanced/High Use the context clues in each sentence to help you decide which
vocabulary word fits best in the blank.
The art museum was one of Phoebe’s favorite places to visit. It was a
Use Visuals Say: Let’s Describe Point to the Discuss Ask students to landmark and an important historical site. In fact, it housed so
many great works of art it was considered a grand treasure
look at the picture for picture for landmark and talk about the picture for by most people. Each time she visited this national museum,
landmark. This is the read the sentence. Ask: landmark with a partner she smiled. There was always an adventure or story around every corner.
Statue of Liberty. The What are two American and write a definition. Phoebe loved to visit the sculpture garden. There were dolphins,
carved
people, and other creatures out of stone and marble. It
Statue of Liberty is an landmarks? Have students Then share the definition impressed her that someone could carefully cut such shapes out of rock.
American landmark. Have complete the frame: Two with the class. Correct She loved to see new paintings on display. Some were no bigger
than her notebook. However, some were so massive that she
students point to the American landmarks are the meaning of students’ wondered how one person could have painted them!
landmark in the picture. and . Elicit responses as needed. Today, Phoebe was eager to see a monument that was on
Provide the frame: The details to develop loan from another museum. The memorial was over three hundred years
old and had been found in Italy. Historians felt that the piece provided
Statue of Liberty is a students’ responses. clues about a little-known artist. It also told a story about
(landmark). Correct life in a small Italian village hundreds of years ago.

As she walked to the exhibit, Phoebe wondered if years from
students’ responses now someone would be looking at one of her own paintings to find
for pronunciation and traces or evidence about what life used to be like. The
thought made her want to create a new painting when she returned home!
meaning as necessary.
p. 41 p. 41 p. 41
VOCABULARY T279
It is a famous landmark in the United

States, and it’s huge! It is one mile deep
and ten miles wide. It was carved out of
rock by the Colorado River. It stretches
across parts of four states. What is it?
It’s the Grand Canyon!
Many tourists visit the Grand Canyon.

In fact, almost five million people take a
trip to this national treasure each year.
People come from around the world
to hike the dusty trails. They take boat
rides down the Colorado River. They
gaze across miles of massive red and
brown cliffs.
Nature lovers visit the Grand Canyon,
Essential Question
too. They come to look for animals.
How do landmarks help us
They peek at the hundreds of different
understand our country’s story?
kinds of plants. They may spot eagles
Read about what one national
Kristy-Anne Glubish/Design Pics
and see mountain lions. They may spy

landmark teaches us.
snakes and spiders, and some may even
see bats. Some visitors also come to
learn about the canyon’s history.
86 87
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086-089_CR14_SI3_U1W5_TFK_MR_119111.indd
1:46 PM 87 2/9/12 10:22 AM
Shared Read
Connect to Concept: After reading the first paragraph, say: Now
Landmarks I understand that the narrator is describing
Explain that “A Natural Beauty” is the Grand Canyon. The photograph also helps
an expository text about what one me understand the description. That answers
national landmark teaches us. Note my question.
Reading/Writing
Workshop the vocabulary words previously Reread “It’s a Landmark”: Tell students you
taught are highlighted in the text. have a question about the first part of the section:
What happened after the Grand Canyon became a
Close Reading national monument?
Reread Paragraph 1: Tell students that when Tell students you have found the answer to your
they read parts of a text they do not understand, question at the end of the section. Say:
one strategy is to ask and answer questions about After becoming a monument, it was declared a
the text. Say: In the first few sentences, I do not protected national park. No one can build a home
know what the narrator is describing. I will reread there. Everyone can enjoy the Grand Canyon.
to find out.
T280 UNIT 1 WEEK 5

WEEK 5
monument. Then in 1919, the

Explorers from Europe President Theodore Grand Canyon was declared
first saw the Grand Canyon in Roosevelt visited the Grand a national park. That means
1540. Then in 1857, American Canyon in 1903. He saw how the land is protected. No one
The Ancient Pueblo people
explorers discovered it. lived in cliff houses like these. beautiful it was. He said it can build homes on it. The
They found groups of Native was a special place. As a Grand Canyon is a place
Americans living there. One Scientists have also found result, he made it a national all Americans can enjoy.
of these groups was the very old rocks in the Grand
Ancient Pueblo people. Canyon. These rocks are
The Ancient Pueblo
people lived in the canyon
some of the oldest in the
world. They are clues to how
Protect the Canyon
It is important for people to
for almost one thousand the canyon was formed.
take care of national landmarks.
years. They were farmers Some scientists look for
We can do our part by following the
and hunters. Scientists have clues about the people who
rules when we visit. Animals and wildlife
found traces, or parts, of lived there. They have found
are safe there and should not be touched.
their old homes still standing. tools and pieces of pottery.
Rivers must be kept clean.
There is still a lot to learn about this beautiful
This map shows where the
Grand Canyon is located.
landmark. It is important that we protect it.
UTAH Bighorn sheep
live in the
(t) Canyon Florey/Aurora Photos/Corbis; (b) Mapping Specialists, Ltd.
NE VADA Make Connections Grand Canyon.

N
GRAND CANYON How does the Grand Canyon
r
Ri v e
NATIONAL PARK W E
teach us about America’s story?

Colorado
S
Lake
Las Vegas
Mead ESSENTIAL QUESTION
iver North Rim
oR
rad
lo
15 Co Grand Canyon
What do you find most interesting
Matt Dil/Flickr/Getty Images
Village
City
about the Grand Canyon’s history?
ARIZONA
Highway Why? TEXT TO SELF
Lake Grand Canyon
Mohave National Park
88 Kingman 40
Flagstaff 89
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1/4/12 1:16 PM 89 3/8/12 1:46 PM
Make Connections
ESSENTIAL QUESTION A C T Access Complex Text
Encourage students to go back into the text for
support as they talk about how the Grand Canyon Purpose
teaches us America’s story. Ask students to find
Students may need help understanding the
specific details in the text that explain the lessons
first paragraph on page 87.
the Grand Canyon teaches us.
‡ Point out that the author begins
Continue Close Reading the selection by describing an
unnamed landmark.
‡ Ask: How does the author describe the
‡ Ask and Answer Questions, T282–T283
landmark? (famous, huge, in the United
‡ Main Idea and Key Details, T284–T285 States, by the Colorado River)
‡ Expository Text, T286–T287 ‡ Point to the photograph on page 86. Ask:
‡ Context Clues, T288–T289 What is it? (the Grand Canyon)
SHARED READ T281

LESS O
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Mins
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1 Explain Digital
Remind students that when they read expository text, they may
come across a detail or fact they do not understand. Remind them ®
that they can ask questions about the information in the text and It is a famous landmark in the United

then look for answers during and after reading.

brown cliffs.
Essential Question

86 87
Reading/Writing
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Spread Redux.indd 1
View “A Natural
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1:16 PM 87 2/9/12 10:22 AM
3/16/12 5:34 PM
Workshop not understand. Beauty”

‡ Students can look for details explicitly in the text to support the
OBJECTIVES answers to their questions.
Ask and answer
questions to ‡ When they do not find an answer to a question, they can reread
demonstrate the text.
understanding of
Point out that asking and answering questions will help them better
a text, referring
explicitly to the text understand the text.
answers. RI.3.1 2 Model Close Reading: Text Evidence
read and comprehend
informational texts, understand why people visit the Grand Canyon. Reread “Exploring
including history/ the Canyon” on page 87 of “A Natural Beauty.” Model closely reading
social studies, science, the text to find out why people visit the Grand Canyon.
and technical texts,
at the high end of
the grades 2–3 text 3 Guided Practice of Close Reading
complexity band
independently and
Have students work in pairs to come up with a question about the
proficiently. RI.3.10 COLLABORATE Grand Canyon. Students might ask: How do we know about people
who once lived in the canyon? Direct students to “History of the
Canyon” on page 88. Partners can reread the section to make sure
ACADEMIC they understand how scientists know about people who lived in the
LANGUAGE
• ask and answer canyon and then answer the question. Have partners think of more
questions, expository questions about other sections in “A Natural Beauty” and then find
text the answers to those questions. Remind students to look for the
• Cognate: texto answers in the text.
expositivo
T282 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Q
Do students ask a question as they read
“History of the Canyon”? Do they reread
the section again to find the answer?

ELL Develop p. T320

SCAFFOLD Read the passage. Use the ask and answer questions strategy to
tell about the most important details of the passage.

Building a Landmark
Monitor Reread the Describe Have students Discuss Have students Have you ever made a sand castle? Maybe you’ve built
10 something in the snow or dirt. Have you thought that something
section “Exploring the reread page 87. Ask: Why reread page 87. Elicit from 21 you made on land would last for a long time, though? In Ohio
34 there are Native American mounds on the land. These mounds
Canyon” on page 87. do tourists visit the Grand students why the text is 44 have been there for thousands of years. The Ohio mounds act as
Say: The Grand Canyon Canyon? (to walk in it, see confusing. Say: Why is it 56 landmarks, or important sites. They also help us understand our
66 country’s history.
is a national treasure. animals, plants) Point out called a national treasure? 68 Native American tribes created Ohio’s mounds. Today, there
76 are over 70 mounds left. People visit them each year. One of
This means it is very why this text is confusing. Why do people go visit 88 these mounds is called Serpent Mound. It is 1,370 feet long. The
100 mound looks like a big snake. This is the world’s longest burial
important. Ask students The narrator calls the it? Have partners reread 112 mound! Objects from other tribes are in Serpent Mound. This
to describe why they Grand Canyon a national “Exploring the Canyon” to 122
133
makes researchers think that many tribes made the mound. A lot
of tribes might have made this one mound to share.
think people might want treasure. This means answer the question. Elicit 143 The mounds are different shapes. Miamisburg Mound is
151 shaped like a cone. It is the largest cone mound in Ohio. It is
to visit the Grand Canyon. people think the Grand details to develop their 165 believed that the Adena tribe made this mound. There are 116
176 steps. Visitors can climb them to the top.
Allow them to respond Canyon is very important. responses.
nonverbally, and then
help them form a verbal
response. Provide the
cognate visitar.
pp. 43–44 pp. 43–44 pp. 43–44

Comprehension Skill
LESS O
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10 Main Idea and Key Details
Mins
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1 Explain Digital
Explain to students that the main idea is the most important point
that an author makes about a topic. ®
To find the main idea, students must first review the key details,
‡

or the information the author presents, and decide which details

brown cliffs.
Essential Question

86 87
Reading/Writing
are the most important. 086-089_CR14_SI3_U1W5_TFK_MR_119111.indd 86
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Present the
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3/16/12 5:34 PM
Workshop ‡ Then they decide what these details have in common, or how Lesson
they are connected. This will help them determine the main idea.
OBJECTIVES
Determine the main
idea of a text; recount
the key details and Have students identify two key details from “Exploring the Canyon”
explain how they
on page 87 of “A Natural Beauty” that tell why people visit the
support the main
idea. RI.3.2 Grand Canyon. Then model using the details written on the graphic
organizer to determine the main idea supported by the key details.
Ana
Analytical
A Write About Reading: Summary Model for students how to use
ACADEMIC Writing
W
LANGUAGE the notes from the graphic organizer to write a summary of what
• main idea, details they learned from the first section of the text.
• Cognate: detalles
Have students work in pairs to reread the text and find key details
COLLABORATE about why people visit the Grand Canyon. Have students add the
details to their graphic organizers. Remind students to refer directly
to the text to find information. Then have students use the key
details to determine the main idea.
Ana
Analytical
A Write About Reading: Summary Ask pairs to work together to
Writing
W
write a summary about why people visit the Grand Canyon using
their graphic organizers. Students should include the main idea
and details. Select pairs of students to share their summaries with
SKILLS TRACE
the class.
MAIN IDEA AND DETAILS

Unit 4 Week 6; Unit 5
Assess Units 1, 3
T284 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Q
organizer for “A Natural Beauty,” can
they identify the main idea and the key
details that support it?

ELL Develop p. T320
ONLEVEL PRACTICE BOOK pp. 43–45

1. What are three key details in paragraph 4?
People used clam shells and sticks to dig dirt for the mounds. The
ENGLISH LANGUAGE LEARNERS mounds have walls that total 18,000 feet in length. Some people think
the walls were a calendar.

SCAFFOLD 2. How are these details connected?
They all give information about the history of the mounds.

3. What is the main idea of the whole passage?

Monitor Reread the Explain Reread Demonstrate
Studying landmarks can help us learn about our country’s history.
section “Exploring the “Exploring the Canyon” Comprehension Have
Canyon” on page 87 on page 87. Ask: Why students describe the B. Work with a partner. Read the passage aloud. Pay attention to
with students. Ask: What do people visit the Grand main idea and details of accuracy and phrasing. Stop after one minute. Fill out the chart.
does the heading say this Canyon? Explain to “Exploring the Canyon.” Words Read –
Number of
=
Words Correct
Errors Score
section will be about? Do a partner. Then have Then have them explain First Read – =
people visit the Canyon partners describe the how they identified the Second Read – =
a lot? Help students main idea and details. main idea and details to a
describe the main idea. The main idea is . The partner using vocabulary
The main idea is . details are . words.
pp. 43–45 pp. 43–45 pp. 43–45
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LESS O
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10 Expository Text
Mins
Go
1 Explain Digital
Share with students the following key characteristics of
expository text. Explorers from Europe President Theodore
Grand Canyon was declared
Expository text gives true facts and information about a topic.

‡
The Ancient Pueblo
Protect the Canyon
U TA H Bighorn sheep
live in the
Expository text often includes photographs, captions, sidebars,

N E VADA Make Connections Grand Canyon.
N
r
Ri v e
‡
NATIONAL PARK W E
Colorado
S
Lake
Las Vegas
iver North Rim
oR
rad
lo
15 Co Grand Canyon

Village
City
ARIZONA
Lake Grand Canyon
88 Kingman 40
Flagstaff 89
and maps to help the reader understand the subject of the text.
086-089_CR14_SI3_U1W5_TFK_MR_119111.indd 88 1/4/12
1:16 PM 89 2/9/12 10:22 AM
Reading/Writing Present the

Workshop Lesson

OBJECTIVES
Use information Model identifying text features on pages 88–89 of “A Natural Beauty.”
gained from Captions Point out the caption on page 88. Explain that sometimes
illustrations (e.g.,
maps, photographs)
a caption will give extra information that is not in the text.
and the words in a Map Point out the map on page 88. Explain that a map is a flat
text to demonstrate drawing of a real place. With students, model using the map to find
understanding of
the text (e.g., where,
out where the Grand Canyon is.
when, why, and Sidebar Point out the sidebar titled “Protect the Canyon” on
how key events page 89. Explain that a sidebar gives more information about a
occur). RI.3.7
topic. With students, model using the sidebar to find out how
Recognize the people can help protect the Grand Canyon.
characteristics
and features of 3 Guided Practice of Close Reading
expository text.
Have students work with partners to find and discuss more text
COLLABORATE features in “A Natural Beauty.” Partners should discuss what they
ACADEMIC
LANGUAGE
learned from each text feature. Have them share their findings with
• expository text, the class.
captions, map,
sidebar
• Cognates: texto
expositivo, mapa
T286 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Q
Can students identify more text
features in “A Natural Beauty”? Can
they explain what they learned from
each text feature?

ELL Develop p. T320
The Lincoln Memorial

The architect Henry Bacon
had a very specific idea of what The Gettysburg Address is…
A C T Access Complex Text he wanted when he designed the

Lincoln Memorial. He had studied
architecture in Europe and was
• a speech given by Abraham
Lincoln on November 19, 1863,
during the Civil War.
very impressed with the buildings • written on the south wall of
of ancient Greece. He wanted his the Lincoln Memorial.
memorial to remind people of • dedicated to the soldiers
Genre the city of Athens in Greece, the

birthplace of democracy. That way,
who fought and died at the
Battle of Gettysburg, so “that
government of the people,
people who saw the memorial would
Students may need help understanding the remember the ancient tradition of
by the people, and for the
people, shall not perish from
democracy that Abraham Lincoln the earth.”
map on page 88. fought to keep alive.
‡ Point to the map title and its description. Answer the questions about the text.
Say: This map shows where the Grand 1. How can you tell that this is informational text?
py g
It tells facts about the Lincoln Memorial.

Canyon is located. Point to the states 2. What text feature is included? How does it relate to the main topic?
sidebar; Possible response: It tells about the Gettysburg Address, which

surrounding the canyon. Say: The Grand
p
,
is written on the wall of the memorial.

Canyon is close to Nevada and Utah. 3. What did Henry Bacon want the Lincoln Memorial to remind people of?
Possible response: He wanted it to remind people of buildings in Greece.

‡ Ask: In which state is Grand Canyon
National Park? (Arizona) APPROACHING BEYOND ELL
p. 46 p. 46 p. 46
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GENRE T287
Vocabulary Strategy
LESS O
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10 Context Clues
Mins
Go
1 Explain Digital
Remind students that they can often figure out the meaning of
an unknown word by using context clues within the paragraph. Explorers from Europe President Theodore
Grand Canyon was declared
Some words are multiple-meaning words. They have more

‡
The Ancient Pueblo
Protect the Canyon
than one meaning.

U TA H Bighorn sheep
live in the

N E VADA Make Connections Grand Canyon.
N
r
Ri v e
NATIONAL PARK W E
Colorado
S
Lake
Las Vegas
iver North Rim
oR
rad
lo
15 Co Grand Canyon

Village
City
ARIZONA
Lake Grand Canyon
88 Kingman 40
Flagstaff 89
Students can use the words and phrases in the same sentence as
1:16 PM 89 2/9/12 10:22 AM

Workshop a multiple-meaning word to figure out its meaning. Lesson
OBJECTIVES
Use sentence-level
context as a clue Model using context clues in the third paragraph on page 87 of
to the meaning “A Natural Beauty” to determine the meaning of bats. Explain that
of a word or
the phrase “spy snakes and spiders” is a context clue that lets readers
phrase. L.3.4a
know the sentence is about animals.
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
context clues, multiple- Have students work in pairs to find the meanings of spot and safe in
meaning words COLLABORATE “A Natural Beauty.” Note that these words have multiple meanings.
Encourage partners to go back into the text and use context clues
within the sentences to help them figure out which meaning is used
for each word.
SKILLS TRACE
CONTEXT CLUES:
MULTIPLE-MEANING
WORDS

Review Unit 2 Week 1;
Unit 4 Weeks 4, 5;
Unit 5 Week 1
Assess Units 1, 4
T288 UNIT 1 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Q
Do students use context clues within
the sentence to figure out the meaning
of the words spot and safe?

ELL Develop p. T325
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK p. 47
SCAFFOLD Read each sentence. Underline the context clues that help you
figure out the meaning of each word in bold. Then write the
meaning of the word on the line. Use a dictionary to help you.
1. Today, there are over 70 Native American mounds left.

remaining
Derive Meaning Help Distinguish Ask students Clarify the Meaning 2. When you get to the corner you should turn left.
students find the words to find clues for the words Point out the words spot direction, opposite of right
spot and safe. Read aloud spot and safe in the text. and safe. Brainstorm with 3. At Fort Ancient Mounds, people used clam shells to dig the dirt. They also
used sticks.
the sentence in which Then have them choose students two possible branches, twigs
each word is found. Use between two definitions meanings for each word. 4. When you add glue to the paper it sticks to any surface.
pictures, demonstration, for each word. For Have them find the words adheres, clings
or restatement to help example, ask: Does spot in the text and decide 5. Cultures leave behind stories. Some stories are in books.
students understand the mean “a mark or a stain” or which meaning is being news, tales
meaning of each word. “to see something”? (to see used. Have students work 6. This building has four stories and I live on the third level.
Give the definition for something) Have partners with a partner to write a floor of a building
each word and have talk about how they used short sentence for each
students echo. context clues to find each word, using it the same
word’s meaning. way as it is used in
“A Natural Beauty.”
p. 47 p. 47 p. 47
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Develop
Comprehension
LEXILE
A Mountain 560
of History
Gr e
420 820
560 A Mountain
of History

‡ Whole Class
‡ Small Group
‡ Independent
Predictive Writing
Have students preview the selection and
predict what it will be about.
ESSENTIAL QUESTION
Question and say what they expect to learn.

What makes this text complex? Sentence Structure
Sentence Structure Point out the question in the first paragraph on
page 95 and read it aloud with students. Tell
Genre
students that when an author poses a question, the
text that follows it often answers the question. The
question is a way of drawing readers’ attention to
important information.
T289A UNIT 1 WEEK 5

WEEK 5
Note Taking:
As students read, they will fill in the graphic
organizer on Your Turn Practice Book page
42 with the main idea and key details.
1 Strategy: Ask and Answer

Questions
People from all over visit South Dakota’s Mount Rushmore National Memorial.
Teacher Think Aloud Remember to ask
yourselves questions as you read.
eighty years ago. He chose Prompt students to apply the strategy in
How can a mountain the four presidents. They were
a Think Aloud. Have them turn to a partner
1
be a monument? symbols of our country’s best
to ask and answer their question.
qualities. George Washington led
Every year, millions of people the new nation. Abraham Lincoln

ended slavery. He kept the
Student Think Aloud I asked myself,
“How did the artist choose which presidents
travel to Mount Rushmore. It nation together during the Civil
is a mountain in the Black Hills to carve?” I can reread “Rushmore’s Birth”.
War. Thomas Jefferson helped
of South Dakota. What is so our country grow. Theodore
Borglum chose Presidents that represented
important about this mountain? Roosevelt saved land for parks. our country’s best qualities.
The heads of four United States These leaders stand for the first
presidents have been carved 150 years of American history. STOP AND CHECK
into its side. Mount Rushmore
Ask and Answer Questions Why are
is a national landmark. It is also
a national treasure.
STOP AND CHECK the four presidents on Mount Rushmore
Ask and Answer Questions symbols of our country? (They symbolize
Rushmore’s Birth Why are the four presidents
on Mount Rushmore symbols
our country’s best qualities. Washington
Michelle Gilders/Alamy
An artist named Gutzon Borglum of our country? Reread to led our new country. Lincoln ended slavery.
designed the monument about find the answer. Jefferson helped us grow. Roosevelt saved
land for parks.)
95
094_097_CR14_SA_3_U1W5_SELTFK_118998.indd 95
‡ What question does the author ask about Mount

Rushmore? (Why is it important?)
‡ Why is Mount Rushmore important? (It is a national
landmark. It has the faces of four Presidents
carved into its side.)

Develop
Comprehension Four hundred
stone workers
helped carve
the faces.
2 Skill: Main Idea and Key Details
What is the main idea of “Think Big!”? What
details support this main idea? Add this
information to your graphic organizer. Carving a Monument
Main Idea Creating Mount Rushmore
was a big job. First, the artist
The faces on Mount Rushmore are really big.
made small models of the
faces. He used them to guide
Detail
the workers. The workers used
The faces of the presidents are sixty feet tall. dynamite to carefully blast
Detail away the rock. Then they used
Their noses are twenty feet long. tools to carve the faces into the
Detail massive mountain.
Four hundred people worked
Their mouths are eleven feet wide.
for fourteen years to finish the
grand sculpture. The monument
3 Vocabulary Strategy: Multiple- cost almost one million dollars.
Meaning Words Think Big!

Find the word traces on page 97. Use
(t) Underwood & Underwood/Corbis (b) Russ Schleipman/Corbis
Just how big are the faces on

context clues to determine its meaning. Mount Rushmore? Really big!
(Traces are small signs, or clues, that The faces of the presidents are
sixty feet tall. That is as tall as
something happened or someone was
a six-floor building. Their noses
somewhere.) What else can trace mean? (To are twenty feet long. Their
copy something.) mouths are eleven feet wide. 2 Workers had to climb up 500 feet above
the ground to carve the faces.
96
094_097_CR14_SA_3_U1W5_SELTFK_118998.indd 96 1/19/12 4:40 PM

Genre
Point to the text feature at the top of page 97. ‡ Mount Rushmore teaches us about our presidents
Explain that expository text often has features that and our country’s past. What else does it teach us?
provide information that is separate but related to (It teaches us about Native Americans and their
the main topic. part in our country’s history.)
‡ How does the information in the call-out text relate
to the main topic? (Native Americans lived in the
Black Hills where Mount Rushmore was carved.)
T289C UNIT 1 WEEK 5

WEEK 5
Native American History

Respond to
Native Americans lived in the
Black Hills long before Mount
Rushmore was built. It was a
Reading
special place for them. It is
important to learn about Native Summarize
Americans and their history. Review with students the information from
For this reason, the monument
their graphic organizers, and ask them to
includes a Native American
Heritage Village. Visitors can see
answer the Essential Question. Model how to
tepees. They can find traces of use the information to summarize A Mountain
3 Native American life long ago. The of History.
Heritage Village gives clues to Ana
Analytical
A
W
Write
Writing
W About Reading: Summarize
the past. It teaches visitors even
more about Mount Rushmore and
R i d students that, when writing a
Remind
our country’s history. Native Americans teach visitors about summary, they should use their own words
their culture at the Heritage Village.
and tell about the most important details. Ask
students to write a summary of the selection.
Discover the Facts
Most people visit Mount
Respond to Reading Text Evidence
1. How can you tell that “A Mountain
Rushmore in the summer. Park
of History” is expository text?
1. Genre Answer It gives facts and
rangers talk about the history information about a real place, Mount
GENRE
of the mountain. Visitors can
2. How was the monument carved Rushmore. It includes text features
visit the museum to learn more.
They can discover facts about into the mountain? MAIN IDEA such as headings, photographs, and
the presidents. They can also AND KEY DETAILS captions. Evidence On page 95, the author
visit the artist’s studio. 3. Find the word blast on page 96. gives facts about who designed Mount
Henry Bradshaw/Photo Researchers/Getty Images
Mount Rushmore is an Use clues to figure out what it Rushmore and when it was designed.
important landmark. It is a means. MULTIPLEMEANING WORDS
symbol of our country’s history. 4. Why do so many people visit
2. Main Idea and Key Details Answer The
And it reminds people of four monuments and landmarks? artist made models of the faces to guide
great presidents. TEXT TO WORLD the workers. The workers used dynamite to
97
blast away the rock and tools to carve the
faces. Evidence On page 96, in “Carving a
Monument,” the author describes the step-
094_097_CR14_SA_3_U1W5_SELTFK_118998.indd 97
LITERATURE ANTHOLOGY, pp. 96–97 3/8/12 1:15 PM by-step process.
3. Multiple-Meaning Words Answer Blast
means “to blow up.” Evidence The text
says that the workers used dynamite, and
they were trying to remove rock. I know
dynamite blows things up.
Restate the information in the call-out text more 4. Text to World Many people visit
simply: Before Mount Rushmore was built, Native monuments and landmarks to learn more
Americans lived there. Ask: Can we learn about Native about their country’s past or to remember
Americans at Mount Rushmore? Have students name special people, places, or events.
some Native American things they can see at Mount
Rushmore.

Develop
Comprehension
LEXILE
“A Landmark 580
Street”
Gr e
420 820
580 “A Landmark
Street”

‡ Whole Class
‡ Small Group
‡ Independent
1
Compare Texts
Students will read an expository text about a
landmark street. Ask them to reread the text to
understand the content. As they reread, they
should use the ask and answer questions
strategy. They will also take notes. Students
will use the evidence they gathered to
compare this text with A Mountain of History.

What makes this text complex? Purpose
Purpose Have students look for ways that landmarks tell the
story of our country.
‡ How does Olvera Street tell the story of our country?
(It tells what life was like in California long ago.)
‡ What story does the John F. Kennedy Space Center
tell about our country? (It tells the story of our
space program.)
T289E UNIT 1 WEEK 5

WEEK 5
Places to Visit
Olvera Street is just one of many landmarks and 1 Ask and Answer Questions
monuments in the United States. Here is a look at some Why do families visit Olvera Street?
others. What do you think you can learn from each one?
With a partner, paraphrase what the text
says about why families visit. (Families
visit Olvera Street to learn about California
history and to have fun at the outdoor
market.)
Statue of Liberty Great Smoky Mountains National Park
Location: New York City, New York
Date Created: 1886
Location: Tennessee and North Carolina
Date Created: 1934
Make Connections
Why It’s Important: The statue is a symbol of Why It’s Important: The park is one of the last
freedom and liberty. France gave it to the United large hardwood forests in the country. It’s a safe Essential Question Have students think
States as a gift of friendship. It stands in New place for many animals. There are about 1,500
York City harbor. black bears in the park today.
about what all landmarks have in common
to help them answer. (You can learn about
the history and culture of a particular place
by visiting landmarks.)
(tl) Comstock/Corbis (tr) Jon Massie/Alamy (bl) Stan Honda/AFP Creative/Getty Images (br) Tom Williams/CQ-Roll Call Group/Getty Images
Text to Text Have groups of students
compare the landmarks in “A Landmark
John F. Kennedy Space Center Martin Luther King, Jr. National Memorial
Street” to other landmarks and monuments
Location: Cape Canaveral, Florida Location: Washington, D.C. they have read about. Ask them to work
Date Created: 1965 Date Created: 2011
Why It’s Important: The first men to walk Why It’s Important: Martin Luther King, Jr. together to determine how the landmarks
on the moon blasted off from the Kennedy Space wanted all people to have the same rights.
Center in 1969. Since then, NASA has launched He inspired people to fight for the rights of are alike and different. (All landmarks are
135 missions from here. African Americans.
places that people can visit to learn more
Make Connections about a particular aspect of our country,
What can you learn from visiting landmarks? such as special people, places, or events.
ESSENTIAL QUESTION Landmarks can take different forms. For
How are these landmarks and monuments like example, they can be a street like Olvera,
others you have read about? TEXT TO TEXT or a monument like Mount Rushmore.)
99
098_099_CR14_SA_3_U1W5_PPTFK_118998.indd 99
Have students name or point to landmarks to answer ‡ Which is a landmark for space? (The John
the following questions: F. Kennedy Space Center)
‡ Which landmark is a street? (Olvera Street)
‡ Which landmark stands for freedom? (The Statue of
Liberty)

Phonics/Fluency
LESS O
IN I
M
N
20 Long o: o, ow, o_e, oa, oe
Mins
Go
Know and apply
grade-level phonics Display the Boat Sound-Spelling Card for the long o sound.
and word analysis Explain that long o can be spelled in several different ways. Point to
skills in decoding each spelling on the card and provide a sample word for each, for Long
PDo
PD
words. Know
spelling-sound
example: o as in no; ow as in low; o_e as in note; oa as in boat; oe as
correspondences in toe.
Present the
for additional Lesson
common vowel
teams. RF.2.3b
2 Model
Read on-level prose Write the sample words no, low, note, boat, and toe on the board. ®
Underline the long o spelling and model blending each word. Run


accuracy, appropriate your finger under each word as you sound it out.
brown cliffs.
Essential Question Nature lovers visit the Grand Canyon,


86 87
1:16 PM 87 2/9/12 10:22 AM
on successive View “A Natural

readings. RF.3.4b 3 Guided Practice Beauty”
Use context to Write the following list of words on the board. Help students identify
confirm or self-correct the long o spelling in each word. Guide students as they underline
word recognition
the long o spelling and then pronounce each word.
and understanding,
rereading as show go most
necessary. RF.3.4c
goal coast so
Rate: 61–81 WCPM hose coat home
grow goat rope
ACADEMIC
LANGUAGE
• accuracy, phrasing Read Multisyllabic Words
• Cognate: fraseo Transition to Longer Words Help students transition from
reading one-syllable to multisyllabic long o words. Draw a
T-chart on the board. In the first column write blow, fold, low,
float. In the second column, write blowing, unfold, below, floated.
Point to the words in the first column and explain that each
Refer to the sound word has a long o spelling. Underline the long o spelling in each
transfers chart in the word. Model how to read each word. Have students repeat.
Language Transfers
Explain that the words in the second column include a word
Handbook to identify
sounds that do not part with a long o spelling. Have students underline the long o
transfer in Spanish, spelling in each word. Point to each word in random order and
Cantonese, Vietnamese, have students read the words chorally.
Hmong, and Korean.
T290 UNIT 1 WEEK 5

WEEK 5
Compound Words
Monitor and
A compound word is a word that is made up of smaller words.
You can usually figure out the meaning of a compound word by
Quick Check
Q
looking at the meanings of the smaller words.
‡ Some compound words are written with two or more words Can students decode words with the
joined together, such as bathtub and doghouse. long o spellings? Can students read
compound words? Can students read
‡ Some compound words are written with a hyphen, such
fluently?
as well-off. Others are written as two separate words, for
example high school.
2 Model Small Group Instruction

Write and say the words bookshelf, merry-go-round, and high jump.
Model identifying the words that make up each compound word. pp. T304, T306
ELL Develop p. T322
3 Guided Practice If Yes On Level Review p. T312
Write the words airmail, basketball, downtown, father-in-law, Beyond Level Extend p. T316
homesick, playground, and post office. Have students identify the
words that make up each compound word and then say the word.
Accuracy and Phrasing

Explain/Model Reading accurately is an important part of
reading. Explain that good readers use the context to confirm
or self-correct their accuracy. Tell students that phrasing is also A. Read each sentence. Circle the word that has the long o sound and
underline the long o spelling. Write the word on the line.
important and that good readers pay attention to punctuation 1. What time will you be home? home
marks to help them know when to pause and when to stop. 2. It is too cold to play outside. cold
3. My aunt lives near the coast in California. coast
Model reading page 87 of “A Natural Beauty.” Point out how 4. Can you show me how to do this math problem? show
you used the context to confirm your accuracy. Ask students to 5. I hurt my toe playing soccer. toe
notice the way you used punctuation clues, such as commas B. Use the words from the box to make the best compound word.
Write the compound word on the line.
and periods, to help you know how to group words.

time bowl book
Practice/Apply Have one group read the passage a sentence crow boat made
at a time. A second group echo-reads. Then have groups 1. home + made = homemade
switch roles. Remind students to use the context to confirm or 2. fish + bowl = fishbowl
time overtime
self-correct their accuracy and to use appropriate phrasing. 3. over +
boat
=
motorboat
4. motor + =
5. note + book = notebook
Daily Fluency Practice 6. scare + crow = scarecrow

p. 48 p. 48 p. 48
048-048_CR14_NA_YT_3_PH_U1W5_119113.indd 48 3/26/12 2:38 PM
Wrap Up the Week

Integrate Ideas
Ronnie James/Alamy
L STU
IA
DI
SOC
ES
Landmarks
OBJECTIVES Write an Informative Report

With guidance and
support from adults, Explain that students will work in groups to research a famous landmark.
use technology to COLLABORATE They will use their research to publish an informative report about the
produce and publish landmark. Discuss the following steps:
writing (using
keyboarding skills)
as well as to interact
1 Brainstorm As they begin thinking about U.S. landmarks, students
and collaborate with should consider the selections they read this week and also refer to the
others. W.3.6 online Unit 1 Week 5 Fact Sheet about landmarks. Have them discuss
Conduct short any of the landmarks they have seen in person.
research projects
that build knowledge 2 Find Resources Have students gather information from print and
about a topic. W.3.7
digital sources about their chosen landmark. Remind students to use
Report on a topic or the different parts of their resources, such as table of contents and
text, tell a story, or
index, to locate the information they need.
with appropriate
facts and relevant, 3 Guided Practice Have students take notes about the landmark
descriptive details, they have chosen. Groups should work together to write an outline
speaking clearly at
for their report.
an understandable
pace. SL.3.4
4 Create the Project: Write a Report Have students use their research
and notes to write their report. Encourage them to use technology,
ACADEMIC such as computers, videos, digital images, music, or other multimedia
LANGUAGE
landmark, history
elements to produce and publish their informative reports.
Present the Report

Have groups present their reports to the rest of the class. Remind
students to use good presentation skills, such as speaking clearly at an
understandable pace and maintaining eye contact with the audience.
Have students use the online Presentation Checklist 1 to evaluate their
presentations.
T292 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES Text to Text

points and key details COLLABORATE compare information they have learned about landmarks. Model
presented in two how to compare this information by using examples from the week’s
texts on the same Leveled Readers and “A Natural Beauty,” Reading/
topic. RI.3.9
Writing Workshop pages 86–89. Review class notes
Ask questions to and completed graphic organizers. You may also wish to
check understanding
of information
model going back into the text for more information. You
presented, stay can use a Two-Tab Foldable® to record comparisons.
on topic, and link Students should cite at least three examples.
their comments
to the remarks of Present Information Ask groups of students to present
others. SL.3.1c their findings to the class. Encourage discussion about
how landmarks help us understand our country’s story.
Remind students to stay on topic during the discussion
and to ask questions to check their understanding of the
information presented.
Ana
Analytical
A

the most important Cite Evidence Using evidence from the text, students will analyze how
points and key details authors portray the same topics across different texts.
presented in two
Discuss how to analyze a text by asking how and why questions.
texts on the same
topic. RI.3.9 ‡ Why do different authors write about the same topics?
Write routinely over ‡ How do authors present the same topic in different ways?
(time for research,
reflection, and model. Then have students review a topic across multiple texts. Have them
revision) and shorter write an analysis that explains how the topic is explored across different
time frames (a single texts. Remind students to support their explanation with details and to
sitting or a day or
two) for a range of
use simple and compound sentences.
discipline-specific Present Your Ideas Ask partners to share their paragraphs and discuss
tasks, purposes, and COLLABORATE how the evidence they cited from the text supports their ideas. Partners
audiences. W.3.10
may suggest additional text evidence if necessary.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Sentence Fluency
Mins
Go
Sentence Types Digital
Expert Model Explain that good writers often use different kinds of
simple and compound sentences in their writing. They use different Expert Model
Sentence Types
sentence types to create interest and rhythm. Writers use exclamatory,

With a partner, States, and it’s huge! It is one mile deep
identify three and ten miles wide. It was carved out of
different sentence rock by the Colorado River. It stretches
types the author across parts of four states. What is it?
uses. How do they
imperative, interrogative, and declarative sentences. This variation in

make the story
more interesting
to read?
sentence types makes the writing more interesting to read.
cs
Workshop Read aloud the expert model from “A Natural Beauty.” Ask students 094-095_CR14_SI3_U1W5_TFK_WRT_119111.indd 94 2/9/12 10:23 AM
COLLABORATE to identify three different sentence types the author uses. Have them
OBJECTIVES talk about how these different sentence types make the story more Editing Marks
Write opinion pieces interesting to read. Have students talk with a partner to identify these Grammar Handbook
on topics or texts, sentences. Student Model

page 476.
supporting a point Don’t you think national parks
Student Model Remind students that using different sentence types are an important part of our
?
country. People visit parks to CO L
L ABOR ATE
of view with reasons. and

see animals. They go to have fun.
in a park.
Your Turn
Identify different
Introduce the topic helps make writing more interesting. Read aloud the student draft “Our They can walk, bike, and play. it is
important to keep our parks open.
Everyone should be able to
s
types of sentences.
Identify simple
and compound
sentences.
Tell how revisions
go to national park . improved the
Parks Are Important.” As students follow along, have them focus on the
writing.
or text they are By Ron H. Go Digital!
writing about, state Student Model

different sentence types the writer uses in his draft. 094-095_CR14_SI3_U1W5_TFK_WRT_119111.indd 95 1/4/12 1:16 PM
an opinion, and create

an organizational Invite partners to talk about the draft and the different sentence types
structure that lists COLLABORATE Ron uses. Ask them to suggest places where Ron could use different
reasons. W.3.1a sentence types.
identify the various
sentence types the
writer uses.
• Write about why it
is important to have
parks.
• Add different
sentence types to
revise writing.
ACADEMIC
LANGUAGE Genre Writing
G
exclamatory, imperative,
interrogative, Narrative Text
declarative
T294 UNIT 1 WEEK 5

WEEK 5

SCAFFOLD

complete the sentence to complete the understanding. Ask: Does
frames. Don’t you sentence frames. Don’t Ron believe that national
think national are you think national parks parks are important? What
an important part are an ? People visit can people see when they
of our ? People parks to see animals, visit parks? What can
parks to see animals, and and . The two types people do when they visit
they go to have . The of sentences in the model the park? What sentence
first sentence is . are . types are included?

Writing Every Day: Sentence Fluency

DAY DAY
1 2
Writing Entry: Sentence Types Focus on Sentence Types Writing Entry: Sentence
Prewrite Provide students with Use Your Turn Practice Book Types
the prompt below. page 50 to model using different Revise Have students revise
Write about why it is important to sentence types. their writing from Day 1 by using
have parks. Support your opinion Parks are important because they different sentence types.
with details. offer a place to experience nature. Use the Conferencing Routines.
Have students work with a partner Parks are places to have picnics, play Circulate among students and
to think of why they enjoy parks sports, and do many other activities. stop briefly to talk with individuals.
and what parks contribute to a In cities, a park can be a good place Provide time for peer reviews.
community. Ask them to think to get away from the commotion. Edit Have students use Grammar
about how using different sentence Model improving sentence fluency Handbook page 476 in Reading/
types helps to make their writing by adding different sentence types. Writing Handbook to check for
more interesting to read. Everyone loves to visit parks! errors in simple and compound
Draft Have each student decide sentences.
Discuss how using different
why parks are important. Remind sentences makes the writing more
students to use different kinds of interesting. Guide students to add
sentences to state their opinions. more sentence types to the model.
Teacher Conferences
The ideas are organized in a way These sentences include a lot of work on a specific assignment,
that makes sense to the reader. information. It would help make such as those to the right, and
All sentences are directly related the writing more interesting if then meet with you to review
to the topic. you included different types of progress.
sentences.
T296 UNIT 1 WEEK 5

WEEK 5
DAY DAY DAY
3 4 5
Writing Entry: Sentence Writing Entry: Sentence Share and Reflect
Types Types Discuss with the class what they
Prewrite Ask students to search Revise Have students revise learned about how using different
their Writer’s Notebook for topics to their draft writing from Day 3 by sentence types adds variety

write a draft. Or, provide a prompt, adding different sentence types. As to writing and makes it more
such as the following: students are revising their drafts, interesting. Invite volunteers to
Tell about an experience you or hold teacher conferences with read and compare draft text with
someone you know had in a park. individual students. You may also text that has been revised. Have
Be sure to use different kinds of wish to have students work with students discuss the writing by
sentences in your writing. partners to peer conference. focusing on the importance of
Edit Invite students to review the using different sentence
Draft Once students have thought
rules for simple and compound types. Allow time for
of a story, ask them to make a
sentences on Grammar Handbook individuals to reflect
sequence chart of the event. Then
page 476 in Reading/Writing on their own writing
have them think of information
Workshop and then edit their draft progress and record
about the topic that they can group
for errors. observations in
together in their writing. Students
their Writer’s
can then use their sequence chart
Notebooks.
to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on using different
Provide specific direction to help focus young writers. sentence types. Provide this checklist to frame
discussion.
Focus on a Sentence
sentence using a different sentence type to make it .
✓ Does the writing include different
Focus on a Section types of sentences?
suggestions. This section is easy to understand and read. Try using ✓ Are all of the sentences related to the
different sentence types to make the writing more interesting. topic?
Focus on a Revision Strategy

✓ Which sentences can be replaced by
another type of sentence?
specific revision strategy, such as substituting. The sentences ✓ Are any parts of the writing unclear?
are full of pertinent information. Try substituting some of these
declarative sentences with questions or exclamations.

Grammar: Simple and Compound Sentences

DAY DAY
1 2
Have to leave right away. Otherwise Do we have any wrapping paper,
we’ll be late. I go to Jerry’s party and I still have
(1: We; 2: away!; 3: Otherwise,) to rap his gift. (1: paper?; 2: I’m
going; 3: party,; 4: wrap)
Introduce Simple Sentences Review Simple Sentences

Reading/Writing ‡ A simple sentence expresses Review simple sentences and how
Workshop a complete thought. Simple to combine them.
sentences must include a subject
OBJECTIVES and a predicate. Introduce Compound Sentences
Use coordinating
‡ Combine simple sentences to ‡ A compound sentence contains
and subordinating
conjunctions. L.3.1h add variety to writing. Use a two related sentences joined by
comma and the coordinating a comma and the coordinating
Produce simple,
compound, conjunctions and, or, or but: conjunctions and, or, or but:
and complex I like to play softball, and my I have a test, and I will study.
sentences. L.3.1i sister likes to play soccer. ‡ And joins ideas; but shows a
We can play outside, or we can change in thought; or offers
• Identify and
form simple color before dinner. a choice:
and compound Have partners discuss simple I have dogs, and I have cats.
sentences.
sentences using pages 474 and I can get a dog, but I cannot
• Punctuate simple
476 of the Grammar Handbook in get a cat.
and compound
sentences correctly. Reading/Writing Workshop. I can get dogs, or I can get cats.
for mechanics and
usage errors.
COLLABORATE
TALK ABOUT IT
COMBINE SIMPLE SENTENCES USE CONJUNCTIONS
Go Have students in a group write Have partners each write five
Digital five simple sentences about things simple sentences relating to the
they have learned in the past year. importance of learning on separate
Have students put the sentences cards. Then have them write “join,”
Simple and in a pile. Then have students “change of thought,” or “choice”
PD
P D
Compound
Sentences take turns choosing two simple on separate cards. Students will
sentences and joining them with choose two sentences and then
Grammar a conjunction. choose a conjunction card and
Activities
form a compound sentence.
T298 UNIT 1 WEEK 5

WEEK 5
DAY DAY DAY
3 4 5
like to eat apples. But my dad cant believe it. I won the raffle? I’ve look everywhere but I can’t
packed an orange for my lunch. (1: I; 2: can’t; 3: it!; 4: raffle!) find my sunglasses. Will you help
(1: I; 2: apples, but) me find them. (1: looked; 2:
everywhere, but; 3: them?)

Punctuate Simple and Have students correct errors in Use the Daily Language Activity and
Compound Sentences these sentences. Grammar Practice Reproducibles
‡ Begin simple and compound 1. I have to go to the store page 25 for assessment.
sentences with a capital letter. tomorrow but I can come
‡ End sentences with correct over after that (1: tomorrow,; Reteach
punctuation. If a sentence is 2: that.) Use Grammar Practice Reproducibles
declarative, end with a period. If 2. do we need apples. (1: Do; pages 21–24 and selected pages
it is interrogative, end it with a 2: apples?) from the Grammar Handbook for
question mark. End exclamations reteaching. Remind students that
3. Jill can either rake the leaves
with exclamation points. it is important to use simple and
or she can vacuum? (1: leaves,
‡ Use a comma before the words compound sentences correctly as
2: vacuum.)
and, or, or but when forming a they read, write, and speak.
4. im going to get my hair cut
compound sentence. Check students’ writing for use of
now! (1: I’m; 2: now.)
As students write, refer them to the skill and listen for it in their
Have students check their work speaking. Assign Grammar Revision
Grammar Handbook page 476.
using Grammar Handbook page 476. Assignments in their Writer’s
NAME THE PUNCTUATION MAKE A COMPLETE SENTENCE ROLE PLAY

Ask partners to select a paragraph Have one group of students each Have several students reenact a
filled with sentences that have write a complete subject. Have scene from a story they have read.
different kinds of punctuation. Tell another group write complete The other students will listen and
one partner to read the paragraph predicates. Have students partner then identify if each sentence is
one sentence at a time. After each up with a student from the other a simple or compound sentence,
sentence is read, have the reader group and create a simple or and explain how it should be
stop and ask the listener to identify compound sentence. Have them punctuated.
the sentence’s punctuation. read their sentences and explain
how the sentence is punctuated.
GRAMMAR T299
Spelling: Long o
DAY DAY
1 2
Display the spelling words. Read Review the long a sound in the
and generalizations
(e.g., word families, them aloud, drawing out the long o words snail, same, and weigh. Use
position-based sound in each. the Dictation Sentences below
spellings, syllable for the review words. Read the
patterns, ending sentence, say the word, and have
rules, meaningful slow and bowl. Explain that ow is a
word parts) in writing long o spelling that can be found in students write the words.
words. L.3.2f the middle or at the end of a word 1. A snail does not move fast.
Consult reference or in a syllable. 2. Everyone on the team wore the
materials, including Demonstrate sorting the spelling same color.
beginning dictionaries,
words by pattern under key words 3. You must weigh the turkey
as needed to
check and correct sold, slow, foe, and coast. (Write the before buying it.
spellings. L.3.2g words on index cards or the IWB.)
Sort a few words. Point out that the Have partners check the spellings.
spellings o, ow, oe, and oa for the Challenge Words Review the
Spelling Words long o sound. spelling words, pointing out the
coast float toad
Then use the Dictation Sentences long o sounds. Use these Dictation
coal soak gold
sold scold slope from Day 5. Say the underlined Sentences for challenge words.
broke note bone word, read the sentence, and Read the sentence, say the word,
slow show foe repeat the word. Have students have students write the word.
Review snail, same, weigh write the words. 1. Fill the dog’s bowl with water.
Challenge bowl, program
2. What program do you like
Differentiated Spelling most?
Approaching Level
Have students write the words in
soak load coast their word study notebook.
boat gold cold
sold slow grows
show slope bone
home open foe
COLLABORATE
WORD SORTS
Beyond Level
soak loaves coast OPEN SORT PATTERN SORT
float scold gold
folk growth show
Have students cut apart the Complete the pattern sort using
window bowl program Spelling Word Cards BLM in the the key words, pointing out the
slope note goes Online Resource Book and initial long o sounds. Have students use
the backs of each card. Have Spelling Word Cards to do their
T300 UNIT 1 WEEK 5

WEEK 5
DAY DAY DAY
3 4 5
Have students copy the words Write the sentences below on the Use the Dictation Sentences for
below into their Writer’s Notebooks. board. Have students circle and the Posttest. Have students list
Have them complete each pair by correct each misspelled word. misspelled words in their word
adding the spelling word that is the Remind students to use print or study notebooks. Look for students’
antonym. electronic references to check and use of these words in their writings.
1. bought, not (sold) correct spelling.
1. I watched the tode flowt on its Dictation Sentences
2. fast, not (slow)
lily pad. (toad, float) 1. The dolphin swam along the coast.
3. sink, not (float)
2. Jan sowld a bag of coel. 2. Ice can float on water.
4. dry, not (soak)
(sold, coal) 3. The toad caught a fly with its
5. praise, not (scold)
3. There is goald on the California tongue.
Challenge students to create cowst! (gold, coast) 4. Some people burn coal for heat.
other pairs for spelling, review,
4. Please shoe me your best boal. 5. Water will soak through the soil.
or challenge words.
(show, bowl)
6. The metal was a gold color.
Error Correction Stress that the
7. The pet store sold fish.
oa spelling for the long o sound
rarely appears at the end of a word. 8. The trainer will scold the bad dog.
Use the underscore hints on the 9. The ball rolled down the slope.
Sound-Spelling Card to reinforce 10. Loraine broke her piggy bank open.
this (oa_).
11. I wrote myself a note.
12. Jamal ate his chicken wings to
the bone.
13. A penguin is slow when it walks.
14. Please show me your new book.
See Phonics/Spelling Reproducibles pp. 25–30. 15. He was a friend, not a foe.

to see who is fastest. Have them reads a spelling word card; the
look in the reading for words with other tells under which key word it
long o. They should identify the belongs. Have them take turns until
definition of the spelling word used both have sorted all their words.
in context. Have them record the Then have students explain how
words in their Day 2 pattern sort in they sorted the words.
the word study notebook.
SPELLING T301
Build Vocabulary
DAY DAY
1 2
Determine the
meaning of words
and phrases as they 1. How is a turkey carved? forms of this week’s words by
are used in a text, adding, changing, or removing
distinguishing literal
2. Have you ever figured out the
from nonliteral clues to a riddle?
language. RL.3.4 ‡ Draw a four-column T-chart.
3. Describe something grand.
Write national in the left column.
Use sentence-level 4. Have you ever been to a Then write nation, nations,
context as a clue to famous landmark?
the meaning of a word and nationalistic in the other
or phrase. L.3.4a 5. Name a massive object. columns. Read aloud the words
6. If you could build a monument, and discuss the meanings.
Distinguish the
literal and nonliteral what would it show? ‡ Have students share sentences
meanings of words with each form of nation.
and phrases in
7. Who is the head of our
context (e.g., take national government? ‡ Students can fill in the chart for
steps). L.3.5a 8. If you left traces of dirt in other words, such as massive.
the house, where might you ‡ Have students copy the chart in
Expand vocabulary
by adding inflectional have been? their word study notebook.
endings and suffixes.
Vocabulary Words COLLABORATE

carved massive vie
Re w
clues monument ACADEMIC VOCABULARY FIGURATIVE LANGUAGE
grand national
Discuss important academic words. ‡ Remind students that a metaphor
‡ Display national and landscape is a type of figurative language
landmark traces
and discuss the meanings with that makes a comparison.
students. ‡ Write an example on the board,
‡ Display nation and national. such as “Life is a journey.”
Have partners look up and Discuss how life and journey are
compared, noting that life is not
Go define related words.
an actual journey, but has some
Digital ‡ Write the related words on the
characteristics of one.
answer questions using the ‡ Have partners generate other
words. Repeat with landscape. metaphors.
PD
P D
Vocabulary
Elicit examples from students. ‡ Invite partners to share their work.
Discuss the literal and nonliteral
Vocabulary meanings of the phrases.
Activities
T302 UNIT 1 WEEK 5

WEEK 5
DAY DAY DAY
3 4 5
1. Tommy carved a shape out ‡ Tell them to write sentences that the word. (example: landmark)
of for art class. provide information about the ‡ In the second square, students
2. Several clues showed that our words and their meanings. write their own definition of the
pet had been digging in ‡ Provide the Day 3 word and any related words.
the yard. sentence stems for students (example: important place)
3. We had a grand time at needing extra support. ‡ In the third square, students
the ! draw an illustration that will
Write About Vocabulary Have help them remember the word.
4. The coming down the
students write something they (example: Mount Rushmore)
river was massive.
learned from this week’s words in
5. They should start a national ‡ In the fourth square, students
their word study notebook. For
program to recycle . write non-examples. (example:
example, they might write about a
common house or school)
6. I have seen traces of in national monument they have seen
the yard. in person or in a book. What did it ‡ Have students share their Word
stand for? Squares with a partner.
MULTIPLE-MEANING WORDS SHADES OF MEANING MORPHOLOGY

Remind students that some words Help students generate words Use the word landmark as a
have more than one meaning. related to massive. springboard for students to learn
Tell them to use sentence clues to ‡ Discuss the meaning of massive. more words.
determine the correct meaning. Invite students to suggest ‡ Write land and discuss its
‡ Display Your Turn Practice Book nouns that go with the adjective meaning. Then write mark and
pages 43–44. Read the first massive. Ask: Can a monument or repeat. Combine the words
paragraph. Model figuring out a building be massive? What else? and discuss the meaning of
the meaning of the word land. ‡ Write student suggestions and landmark.
‡ For additional practice with add ideas not mentioned, such ‡ Discuss other base words and
multiple-meaning words, have as a massive earthquake. compound words, including
students complete page 47. ‡ Have partners write several this week’s vocabulary words
Discuss the clues students sentences with the vocabulary. (examples: grandmother,
identified. grandchildren).
‡ Ask students to copy the
sentences in their word study
notebook.
VOCABULARY T303
Approaching Level
Expository
Text
Leveled Reader: Go
by Elizabeth Brereton
The National Mall Digital

Before Reading
Expository
Text
Preview and Predict

PAIRED
PD
PD
READ Gateway Arch

Have students read the Essential Question. Then have them read the
Leveled Reader
title and table of contents of The National Mall and predict what the Leveled Readers
LEXILE 650 National Mall is. Have students share their predictions.
OBJECTIVES Review Genre: Expository Text

Ask and answer
Review with students that expository text explains about a topic. It
questions to
demonstrate also includes text features like headings, photographs and captions,
understanding of and sidebars. As they preview The National Mall, have students identify
a text, referring features of expository text.
Determine the main
Close Reading Main Idea
Note Taking Have students use their graphic organizer as they read.
Detail
the key details and

Detail
explain how they

support the main
Pages 2–3 What is the main idea of the Introduction? Think about Detail
idea. RI.3.2 the title of the selection. You can also reread the first sentence of each Fill in the
Graphic
paragraph to help you find the main idea. (The National Mall in Organizer
Use context clues Washington, D.C., is an important gathering place and is home to many
to determine the important buildings.) Reread the first sentence in paragraph 1, page 2.
meanings of multiple-
meaning words.
The word center can mean “middle” or it can mean “meeting point.” Here
it is talking about where the National Mall is located in Washington, D.C.
So what is the meaning of the word here? (“middle”)
ACADEMIC
LANGUAGE Pages 4–5 The main idea of Chapter 1 is that the National Mall is a place
ask and answer to honor great people. Turn to a partner and tell two key details on pages
questions, main idea, 4 and 5 that support this main idea. (Make sure that students are giving
key details, expository
details mentioned in the text, and that the details are key.)
text, multiple-meaning
words Pages 6–7 Look at the Up Close section on page 6. What is it about? (the
Martin Luther King, Jr. Memorial) What are two details you learn about the
memorial? (Students should answer with details taken from the sidebar.)
Pages 8–10 What is the purpose of the war memorials on the Mall? (They
honor people who served in a war.) What is a question you have about
the memorials? Help students find the answers in the text.
T304 UNIT 1 WEEK 5

WEEK 5
Pages 11–13 Why does the author include the Up Close sections, like the
one on page 13? (They give more details about a part of the Mall.) Pick a Literature
paragraph in Chapter 3, and think of a question you have about it. Turn to Circles
a partner, and find answers to your questions.
Page 14 Why do you think the author concludes this text with talking literature circle using the
about the Arlington Memorial Bridge? (It connects the mall to another Thinkmark questions to guide
important place, the Arlington Cemetery.) the discussion. You may wish to
have a whole-class discussion on
what they would plan to see on a
After Reading daytrip to the National Mall.
to complete the Text Evidence questions on page 15.
Ana
W
Write
Analytical
A
An
W
Writing About Reading Have students work with a partner
it a paragraph about why they think the National Mall is an
to write
important place to Americans. Make sure they are using evidence from
the text.
Level
Up
Expository
Text
Fluency: Accuracy and Phrasing by Elizabeth Brereton
Model Model reading page 9 with accuracy and proper phrasing. Expository
Text
Next, reread the page aloud, and have students read along with you.
Apply Have students practice reading with a partner. by Elizabeth Brereton
PAIRED
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AD
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Gateway Arch
Arc
Expo itory
Expos
E itory
Textt
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Compare Texts
PAIRED
Read about the tallest monument READ Gateway Arch
in the United States.
PA I R E D R E A D GATEWAY ARCH byy Elizab

Elizzabeth Brere
ton
Gateway Arch is in St. Louis. It is
the tallest monument in the United
States. The arch was built to honor
the people who explored and settled
the west. It also honors President
Thomas Jefferson. He wanted the
“Gateway Arch” United States to stretch right across
North America.
Many people began

their journey west
from St. Louis.
Make Connections: Write About It 16
PAIRED
READ Gateway Arch
approaching-level students
&9B&5B/5B*B8:
/B$BLQGG

the genre of this text is also expository. • echo-read the On Level main selection
Then discuss the Essential Question. with their partner.
After reading, have students make connections between the • use self-stick notes to mark a detail to
monuments in “Gateway Arch” and National Mall. discuss in each section.

F
including more domain-specific words
S
Students can extend their knowledge of how to find out and complex sentence structures.
about a monument by completing the social studies
activity on page 20.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H LO N G o: oa _
2
OBJECTIVES Display the boat Sound-Spelling Card for /ō/ and say the word aloud.
I Do
Know and apply Point to the spelling, and discuss the spelling hint. Explain that the oa
grade-level phonics
spelling rarely appears at the end of a word or syllable, which is why the
and word analysis
skills in decoding underscore follows the spelling on the card (oa_). Write the following
words. Decode words on the board, and underline each word‘s long-o spelling: boat, coat,
multisyllable goat, oat. Model blending each word.
words. RF.3.3c
We Do
On the board, write soak, moat, toast, bloat. Model how to decode the
Decode words with first word, and have students repeat. Point out the long-o spelling.
long o spelled oa_. Help students read the rest of the words and identify each word‘s
long-o spelling.
You Do
Add these words to the board: coast, roast, coach, float, toad. Have
students read the words aloud, identifying the long-o spelling in each.
Then point to the words in random order for students to read chorally.
TIER
B U I L D W O R D S W I T H LO N G - o S P E L L I NG S
2
OBJECTIVES Tell students that they will be building multisyllable words with the
I Do
Know and apply different long-o spellings. Then display these Word-Building Cards one at
grade-level phonics
a time: po, low, es, pos; and write the syllables roa, fol, toe, em, sted, and nail
and word analysis
skills in decoding on the board. Model sounding out each syllable.
words. Decode
multisyllable We Do
words. RF.3.3c random order. Next, display all the cards and syllables. Work with students
to combine them to form two-syllable words with different long-o
Build words with long spellings. Have students chorally read the words: poem, follow, roasted,
o spelled o, oa_, oe, toenail, and poses.
ow, and o_e.
You Do
Write these syllables on the board: home, boe, tice, soa, bor, o, work, py,
and display the Word-Building Cards no, row. Have student pairs work to
build two-syllable words. Have partners share their words, and then have
students create a class list.
T306 UNIT 1 WEEK 5

WEEK 5
P R AC T I C E W O R D S W I T H LO N G - o S P E L L I NG S
OBJECTIVES Remind students that the long-o sound can be spelled o, oa, oe, ow, and
I Do
Know and apply o_e. On the board, write program, toaster, floe, pillow, homework, and read
grade-level phonics the words. Point out the letters that spell the long-o sound in each word.
and word analysis
skills in decoding On the board, write: poster, boasted, woeful, swallow, lonely. Model how to
words. Decode We Do
multisyllable
decode the first word and then guide students as they decode the remaining
words. RF.3.3c words. Help them locate the letter or letters that make the long-o sound.
Build words with long You Do

Then, point to the words in random order for students to chorally read.
o spelled o, oa, oe, ow, Have them complete the sentence frame, The long o in is spelled .
and o_e.
OBJECTIVES Write spaceship on the board, and make a slash between the two smaller
I Do
Know and apply words that form it. Say the word aloud. Review that a compound word is
grade-level phonics
a word made up of two smaller words. Point out that students can often
and word analysis
skills in decoding use the meanings of the two smaller words to figure out the meaning of
words. Decode the compound word. Model how to determine the meaning of spaceship
multisyllable using the meanings of the two smaller words.
words. RF.3.3c
We Do
Write: skateboard, daytime, and landmark. Say each word aloud, and have
Decode compound students repeat. Model identifying the two smaller words that form each
words. compound word. Then help students identify each word‘s meaning.
You Do
Next, write lookout, countdown, and handshake on the board. Have
students say each word aloud. Then, have students identify the two
words that make up each compound word. Have them use those words
to determine the meaning of the compound word. Have them recall any
other compound words they know and add them to the board. Point to all
of the words in random order for students to read chorally.
Approaching Level
Vocabulary
TIER
2
I Do
Use conventional
spelling for high- Display the word. Read the word. Then spell the word.
frequency and other
studied words and We Do
for adding suffixes the word in a sentence, and have students repeat after you.
You Do
Display the word. Ask students to say the word and then spell it. When
happiness). L.3.2e completed, quickly flip through the word card set as students chorally
Review high-frequency
words.
This story is two friends. Ask students to write each word in their
TIER
2
I Do
accurately grade-
the word.
appropriate
and phrases, including image as prompted on the back of the vocabulary card.
those that signal
relationships. L.3.6 match the definitions and context sentences of the words to the visuals
displayed. Then ask students to complete Approaching Reproducibles
Review vocabulary page 41.
words.
T308 UNIT 1 WEEK 5

WEEK 5
ANSWER YES/NO QUESTIONS
OBJECTIVES Display the carved Visual Vocabulary Card and ask: Is it possible that an
I Do
Demonstrate artist carved a statue out of air? Point out that carved means “sculpted,”
understanding of usually out of stone or some other solid material.
word relationships
and nuances in word Display the card for grand and ask: Would you describe something that is
meanings. Identify We Do
real-life connections
very small as grand? With students, identify that when something is grand,
between words and it is very large.
people who are friendly You Do
Using the questions below, display the remaining cards one at a time, and
or helpful). L.3.5b read each question aloud. Ask students to respond to the questions by
answering yes or no.
Answer questions
to demonstrate If you found traces of paint on a shirt, did you find a large amount?
understanding of
meanings of words. If you have solved a mystery, do you need to keep looking for clues?
Is a national holiday celebrated only by the people in your state?
Would something that is very large be considered massive?
M U LT I P L E - M E A N I N G W O R D S

I Do
Use sentence-level Reproducibles pages 43–44. Read aloud paragraph 1. Point to the word
land. Explain that this word is a multiple-meaning word. It has more than
meaning of a word or
phrase. L.3.4a one meaning. Tell students that they can figure out which meaning is
being used by looking for context or sentence clues.
Use context clues
to determine the Think Aloud I know that land can mean “part of the earth‘s surface” or
meanings of multiple- “to bring to the ground.” I can look for clues to see which meaning is used.
meaning words. I see that the sentence asks about making something on land. From this
clue, I know that land means “part of the earth‘s surface.”
Write the meaning of the multiple-meaning word.
We Do
Ask students to point to the word act. With students, discuss how to use
context clues in the nearby sentences to figure out which meaning of the
word is being used. Write the meaning of the word.
You Do
Have students find the meaning of the multiple-meaning words left, sticks,
pounds, and stories using clues in the surrounding sentences.
VOCABULARY T309
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that, when reading aloud, good readers focus on reading with
I Do
Read on-level text accuracy and appropriate phrasing. Reading with accuracy means
with purpose and
pronouncing words correctly and not leaving out words. Phrasing means
understanding.
RF.3.4a breaking longer sentences into chunks of text and pausing or stopping at
punctuation marks. Read the first two paragraphs of the Comprehension
Read on-level prose
and poetry orally with and Fluency passage on Approaching Reproducibles pages 43–44.
accuracy, appropriate Have students listen for how you pronounce words and pause or stop at
rate, and expression on punctuation marks.
successive readings.
RF.3.4b
We Do
after you using the same phrasing and accuracy.
Read fluently with
accuracy and
You Do
appropriate phrasing. Reproducibles passage. Remind them to focus on accuracy and phrasing.
Listen in and provide feedback as needed by modeling proper fluency.
TIER
I D E N T I F Y K E Y D E TA I L S
2
OBJECTIVES Write the topic: Ohio Mounds. Then write In Ohio there are Native American
I Do
Determine the main mounds; The mounds act as landmarks, or important sites; and Maybe you
built something in the dirt. Read the statements aloud. Point out that the first
the key details and
explain how they two details are key because they tell something about Ohio mounds. The
support the main idea. last detail is not key because it does not give new information about Ohio
RI.3.2 mounds and is not connected to the other details.
Identify key details in We Do

expository text. Approaching Reproducibles. Ask: What is this selection about? Point
out that this is the topic of the selection. Then ask: Which details give
information about the topic? Explain that these are the key details.
You Do
Have students read the rest of the passage, writing down key details as
they read. Then help them explain why the details they chose are key.
T310 UNIT 1 WEEK 5

WEEK 5
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 selection is the most important
I Do
Determine the main point the author makes about a topic. Point out that key details are the
idea of a text; recount details that give more information about the main idea. Explain that
the key details and
explain how they students can review the details the author presents and decide which are
support the main most important. They can then decide how these details are connected.
idea. RI.3.2 This will help them determine the selection‘s main idea.
We Do
Read the first two paragraphs of the Comprehension and Fluency passage
in Approaching Reproducibles together. Pause to point out key details.
Model how to decide what the key 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 in each paragraph in the rest
of the passage, filling in Graphic Organizer 141 as you go.
You Do
Have students use the main idea and key details from each paragraph to
come up with the main idea of the whole passage.

Ask and answer
questions to
Have students choose an expository text (such as a magazine article or
demonstrate book) for sustained silent reading. Remind students that:
understanding ‡ the main idea of a selection is the most important point the author
of a text, referring
makes about a topic. Key details tell more about the main idea.
as the basis for the ‡ when reading expository text, they may come across information
answers. RI.3.1 they do not understand. Students should ask questions about the
Determine the main information presented and then read on to look for answers in the text.
the key details and Read Purposefully
explain how they
support the main
Have students use Graphic Organizer 141 as they read. After they finish,
idea. RI.3.2 they can conduct a Book Talk, each telling about the text they read.
‡ Students should share their organizers and answer these questions:
What was the main idea of the selection? Which details gave more
information about the main idea?
‡ Students should also tell if their text had any photographs, captions,
sidebars, or maps that gave more information about the topic.
COMPREHENSION T311
On Level
Expository
Text
Leveled Reader: Go

Before Reading
Preview and Predict
Expository
Text
PAIRED PD
PD
READ Gateway Arch
Have students read the Essential Question. Have them read the title and by Elizabeth Brereton
Leveled Reader
table of contents of The National Mall and predict what the National Leveled Readers
LEXILE 750 Mall is. Have partners share their predictions.

Ask and answer Review with students that expository text explains about a topic. It
questions to
demonstrate
also includes text features like headings, photographs and captions,
Determine the main Close Reading Main Idea
idea of a text; recount Detail
the key details and Note Taking Have students use their graphic organizer as they read. Detail
explain how they Pages 2–3 What is the main idea of the introduction? Think about the Detail
support the main Fill in the

idea. RI.3.2 title of the selection to answer the question. (The National Mall is an
Graphic
important gathering place and home to many important monuments, Organizer
Use context clues museums, and memorials.)
to determine the
Pages 4–7 Have students restate the main idea in the introduction. Tell
meaning words. two key details that support the main idea in the introduction. (Students
should name some of the memorials and who they honor.) How do
these details connect to the main idea? (These memorials help us learn
ACADEMIC
LANGUAGE
about and remember people in the past.) How is the National Mall used
ask and answer as a gathering place? (The President is inaugurated there; people come
questions, main idea, to see fireworks on July 4th; people hold protests and rallies there.)
Pages 8–10 Use context clues to define the multiple-meaning word lost
words as it is used on page 8. (When someone loses his or her life, it means that
the person dies.) What else can lost mean? (It can also mean “misplaced”
or “missing.”) Describe one of the war memorials to a partner using details
from the text.
T312 UNIT 1 WEEK 5

WEEK 5
Pages 11–14 Why does the author include the Up Close sections, like
the one on page 13? (They give more details about a part of the Mall.) Literature
How do they support the author’s main idea? (The sections get into detail Circles
about parts of the Mall we can learn from.) What is a question you have
about the museums in the National Mall? Turn to a partner and look for
the answers in the text together. Thinkmark questions to guide
After Reading have a whole-class discussion on
Respond to Reading Revisit the Essential Question, and ask students daytrip to the National Mall.
Ana
W
Write
Analytical
A
An
W
to write
important place to Americans. Make sure they are using details that
have been taken from the text.
Level
Fluency: Accuracy and Phrasing
Up
Expository
Text
Model Model reading page 9 with accuracy and proper phrasing.

Next, reread the page aloud, and have students read along with you. Expository
Text

PAIRED
PAIRE
PAI
AIRED
AIRE
AI
IRED
ED
D
READ
AD Gateway AArch
Expository
E it ry
Text
Te
Compare Texts
Read about the tallest monument
PA I R E D R E A D in the United States.
GATEWAY ARCH byy Elizab

Elizzabeth Brere
PAIRED
READ Gateway Arch
Gateway Arch is the tallest monument ton
in the United States. It was built to honor
President Thomas Jefferson, the explorers,
and the pioneers for their role in westward
expansion. The arch is in St. Louis, beside
the Mississippi River. St. Louis is where many
“Gateway Arch”
people began their westward journey.
Jefferson’s Dream
Thomas Jefferson wanted the
United States to spread across
all of North America. While he
was President, Jefferson bought
the Louisiana Territory from France.
This huge area of land stretched
from the Mississippi River to the
Rocky Mountains. It doubled the

size of the United States. Jefferson
sent the explorers Lewis and Clark
to map the new territory.
16
PAIRED
READ Gateway Arch
have proficiently read Beyond Level and
&9B&5B/5B*B8:
/B2B
LQGG

Leveled Reader have on-level students
the genre of this text is also expository.
Then discuss the Essential Question. • partner-read the Beyond Level main
After reading, have students make connections between the selection.
monuments in “Gateway Arch” and National Mall. • list and then look up difficult words
with their partner.

F The Beyond Level challenges students by
S
Students can extend their knowledge of how to find out including more domain-specific words
about a monument by completing the social studies and complex sentence structures.
activity on page 20.
ON LEVEL T313
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review key vocabulary words clues,
I Do
Acquire and use landmark, massive, monument, national, and traces. Point to each word,
accurately grade-
read it aloud, and have students chorally repeat it.
appropriate
and domain-specific ‡ If you were solving a mystery, what type of clues might you look for?
words and phrases,
‡ What is one landmark you have seen or would like to see?
including those
that signal spatial ‡ What is another word you could use to describe something massive?
and temporal
relationships. L.3.6 You Do
‡ If you built a monument to a famous person, what would you build?
Review vocabulary
words. ‡ If a national law is passed, who must obey the law?
‡ If you saw traces of a sandwich, what would you have seen?
OBJECTIVES Remind students that they can use context and sentence clues to help
I Do
Use sentence-level them figure out which meaning of a multiple-meaning word is being
context as a clue
used. Use the Comprehension and Fluency passage on Your Turn Practice
to the meaning
of a word or Book pages 43–44 to model.
phrase. L.3.4a
Think Aloud I want to know which meaning of land is being used.
Use context clues I know land can mean “a part of the earth‘s surface” or “to bring down
to determine the to the ground.” In this sentence, it talks about something made on land,
meanings of multiple- so land means “a part of the earth‘s surface.”
meaning words.
We Do
Have students reread the first paragraph. Have students use context or
sentence clues to figure out which meaning of the word act is being used.
You Do
Have partners work to determine which meanings of the words left, sticks,
pounds, and stories are being used as they read the rest of the passage.
T314 UNIT 1 WEEK 5

WEEK 5
Comprehension
I Do
Determine the main point the author makes about a topic. Key details tell more about the
main idea. To determine the main idea, readers should review the details
the key details and
explain how they the author presents and decide which details are key. Once they have
support the main determined how the key details are connected, they can put these details
idea. RI.3.2 together to help figure out the selection‘s main idea.
We Do
Have a volunteer read paragraph 1 of the Comprehension and Fluency
passage on Your Turn Practice Book pages 43–44. Have students give
examples of details they think are key. Model how to decide what the
main idea of the paragraph is. Work with students to look for details that
help determine the main idea of each paragraph on the rest of the page.
You Do
Have partners identify key details and the main idea of each remaining
paragraph. Then have them determine the main idea for the whole passage
and point out the key details that helped them determine the main idea.

Ask and answer
questions to
demonstrate book) for sustained silent reading.
understanding of ‡ Before they read, have students preview the text, reading the title and
a text, referring
headings that give more information about the topic.
as the basis for the ‡ As students read, they should ask themselves questions about the text.
answers. RI.3.1 They can then read on to look for details that answer their questions.
Determine the main
idea of a text; recount Read Purposefully
the key details and Encourage students to read different expository texts on various subjects.
explain how they
support the main idea. ‡ As students read, they can fill in Graphic Organizer 141. They can refer
RI.3.2 back to it to write a summary of the text.
‡ Students should share their organizers and answer these questions:
What is the main idea of this text? Which details give more information
about the main idea?
‡ Ask students to share their reactions to the text with classmates.
Beyond Level
Expository
Text
Leveled Reader: Go

Before Reading
Preview and Predict
Expository
Text
PD
P D
PAIRED
READ Gateway Arch
Have students read the Essential Question. Then have them read the by Elizabeth Brereton
Leveled Reader
title and table of contents of The National Mall and predict what the Leveled Readers
LEXILE 840 National Mall is. Have partners share their predictions.

Ask and answer Review with students that expository text explains about a topic. It
questions to
demonstrate
also includes text features like headings, photographs and captions,
Determine the main Close Reading Main Idea
idea of a text; recount Detail
the key details and Note Taking Have students use their graphic organizer as they read. Detail
explain how they Pages 2–3 Turn to a partner and summarize the Introduction. (The Detail
support the main Fill in the

idea. RI.3.2 National Mall is a park where people gather for various reasons and
Graphic
where there are many important buildings.) Have students share their Organizer
Use context clues summaries with the class.
to determine the
Pages 4–7 What is the main idea of Chapter 1? (The National Mall
meaning words. honors great people in U.S. history with memorials.) Tell two details that
support this main idea. (Student should give key details from the text
about the memorials and who they honor.)
ACADEMIC
LANGUAGE Pages 8–10 What is the main idea of Chapter 2? (There are memorials
ask and answer on the National Mall to honor people who served during wartime.) Who
questions, main idea, does the Vietnam Memorial honor? Find the answer in the text. (the 58,000
Americans who died or went missing in action during the Vietnam
words War) Why do you think a statue was later added honoring the women who
served during the Vietnam war? (The memorial did not recognize the
women before 1993, only the men.) Turn to a partner and ask a question
about Chapter 2. Then find the answers in the text together.
T316 UNIT 1 WEEK 5

WEEK 5
Pages 11–14 What does the multiple-meaning word trains mean on

page 11? Use context clues to find the meaning of the word. (The author Literature
talks about transportation history. Trains means “vehicles powered Circles
by motors that ride along rails.”) What other meaning can trains have?
(“teaches a person a particular skill”) Look at the photograph and read
the caption on page 14. What do you think is meant by the National Mall Thinkmark questions to guide
being the heart of Washington, D.C., and the nation? (It is where history the discussion. You may wish to
takes place every day and where important historical events and have a whole-class discussion on
people who have served our country are honored.) what they would plan to see on a
daytrip to the National Mall.
After Reading
Ana
W
Write
Analytical
A
An
W
to write
important place to Americans using evidence from the text.
Fluency: Accuracy and Phrasing

Next, reread the page aloud, and have students read along with you.
Apply Have students practice reading with a partner. Gifted and Talented
Expository
E
Te
Text
it y
Compare Texts
to imagine another museum or
PA I R E D R E A D GATEWAY ARCH byy Elizab
Elizzabeth Brere
statue they would like to build in
Gateway Arch is the tallest monument ton
the Washington Mall. Have them

in the United States. It was built to honor
Thomas Jefferson, the explorers, and the
pioneers for their role in the westward
expansion. The arch is situated in St. Louis,
beside the Mississippi River. Many explorers
began their westward journey in St. Louis.
write a summary of what people
“Gateway Arch” Jefferson’s Dream
Thomas Jefferson wanted the
United States to spread across
North America. He encouraged
exploration of the west. While he
was President, Jefferson bought
would learn from their addition.
The territory stretched from the
Mississippi River to the Rocky
Mountains, doubling the size of the
United States. Jefferson sent Lewis PAIRED
They can also draw a picture.
Make Connections: Write About It and Clark to map the new land.
16
&9B&5B/5B*B8:
/B%BLQGG
READ Gateway Arch
Invite students to share their ideas

Before reading, have students note that Leveled Reader with the class.
the genre of this text is also expository.
Then discuss the Essential Question.
After reading, have students make connections between the
monuments in “Gateway Arch” and National Mall.

F
S
Students can extend their knowledge of monuments by
BEYOND LEVEL T317

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Produce simple, grand and national. Write social studies related sentences on the board
compound,
using the words.
and complex
sentences. L.3.1i Write the words rallies, freedom, and equality on the board, and discuss the
meanings with students. Then help students write sentences using these
Review and discuss
domain-specific words.
words.
Apply
Have student pairs discuss the meanings of independence, honored, and
remembrance. Then have them write sentences using the words.
Model
context as a clue
to the meaning Think Aloud I want to determine which meaning of land is being used.
of a word or I can use context and sentence clues. I know land can mean “a part of the
phrase. L.3.4a
earth‘s surface” or “to bring down to the ground.” In this sentence, it is
Use context clues about something made on land, so it means “a part of the earth‘s surface.”
to determine the With students, reread the first paragraph. Help them figure out which
meaning of act is being used by looking for context and sentence clues.
meaning words.
Apply
Have pairs of students read the rest of the passage and use sentence and
context clues to determine the meanings of left, sticks, pounds, and stories.
Gifted and Plan a Monument Have students plan and design a monument to
Talented
honor contributions of an individual or a group to the community, state,
or country. Students should describe this person’s or group‘s contributions
and explain why the person or group is deserving of a monument.
Encourage students to include illustrations of the group or person and the
monument. Have them present their projects to the class.
T318 UNIT 1 WEEK 5

WEEK 5
Comprehension
Model
Determine the main point the author makes about the topic. Key details tell more about the
main idea. Explain that they can determine a selection‘s main idea by
the key details and
explain how they reviewing the details the author presents and deciding which details are
support the main key. Students can then determine what these details have in common and
idea. RI.3.2 put them together to figure out the main idea.
Have students read the first paragraph of the Comprehension and
Fluency passage of Beyond Reproducibles pages 43–44. Ask open-
ended questions to facilitate discussion, such as What is the main idea of
this paragraph? Which details give more information about the main idea?
Students should provide text evidence to support their answers.
Apply
Have students identify the main idea and key details for each remaining
paragraph. Then have them tell the main idea for the whole passage and
explain which key details helped them determine the main idea.

Ask and answer
questions to
demonstrate book) for sustained silent reading.
understanding of ‡ As students read, have them fill in Graphic Organizer 141.
a text, referring
explicitly to the text ‡ Remind students that asking questions and looking for the answers in
as the basis for the the text can help them clarify any information they do not understand.
answers. RI.3.1
Determine the main
Read Purposefully
idea of a text; recount Encourage students to keep a reading journal. Ask them to read different
the key details and types of expository texts to learn about a variety of subjects.
explain how they
support the main ‡ Students can write summaries of the texts in their journals.
idea. RI.3.2 ‡ Ask students to give their reactions to the texts to their classmates.
Gifted and Independent Study Challenge students to discuss how their texts relate
Talented
to the weekly theme of landmarks. Have them compare some of the
landmarks and monuments they read about. Then have them describe in
writing how landmarks help us understand the story of our country.

Shared Read Go

A Natural Beauty Digital
brown cliffs.
Before Reading
Build Background
and see mountain lions. They may spy It is a famous landmark in the United
Read the Essential Question: How do landmarks help us understand our States, and it’s huge! It is one mile deep
Reading/Writing
87
country’s story?
086-089_CR14_SI3_U1W5_TFK_MR_119111.indd 87 2/9/12 10:22 AM View “A Natural
Workshop ‡ Explain the meaning of the Essential Question, including the Beauty”
vocabulary in the question: A landmark is an important building,
OBJECTIVES
structure, or place. The Statue of Liberty, the White House, and the Grand
Determine the main 086-089_CR14_SI3_U1W5_TFK_MR_119111.indd 87 2/9/12 10:22 AM

Canyon are all examples of landmarks.
the key details and ‡ Model an answer: Landmarks can teach us about people or events
explain how they that happened long ago. When we read about or visit landmarks in the
support the main
idea. RI.3.2
United States, we learn about what makes our country special.
‡ Ask students a question that ties the Essential Question to their own
• Ask and answer background knowledge: Work with a partner to make a list or draw
questions about
pictures of a landmark you know about.
a text to increase
understanding.
• Use context clues During Reading
to determine
the meanings of Interactive-Question Response
multiple-meaning
‡ Ask questions that help students understand the meaning of the text
words.
after each paragraph.
LANGUAGE
OBJECTIVE ‡ Ask students questions that require them to use key vocabulary.
Determine the main ‡ Reinforce strategies and skills of the week by modeling.
idea and key details
of a text.
ACADEMIC
LANGUAGE
• ask and answer
questions, main idea,
key details, multiple-
meaning words
• Cognate: detalles
T320 UNIT 1 WEEK 5

WEEK 5
Pages 86–87 Before the Grand Canyon was part of the United
States, it was home to an ancient people. Who lived
Look at the photograph. The Grand Canyon is an in the Grand Canyon long ago? (The Pueblo People)
important landmark in the United States. Have students point to the Grand Canyon on the
map. What runs through the middle of the Grand
Exploring the Canyon Canyon? Look at the labels to help you answer.
Paragraph 1 (the Colorado River)
Model Main Idea and Key Details Point out
two key details. Find the details in the paragraph. Page 89
Think about what the details have in common.
Guide them to the answer: Tourists go to the Grand It’s a Landmark
Canyon to hike, take boat rides, and see very high Paragraph 1
cliffs. All of these things are activities that tourists What did Theodore Roosevelt think of the Grand
do. As you say these activities, act them out if Canyon? (that it was a special place)
possible. Complete the sentence frame: The main
idea is that (tourists) visit the (Grand Point to or read key details in the section “It’s
Canyon) for many different reasons. a Landmark.” Then work together to find the main
Paragraph 2 idea. What do these details have in common? (The
Nature lovers go to the Grand Canyon to see many Grand Canyon is a landmark so it can be enjoyed
different plants and animals. Have students name and protected.)
the different kinds of animals found in the Grand
Canyon. Provide students with descriptions or Protect the Canyon
images of some of the animals. What is the main Explain and Model Multiple-Meaning
idea of the section “Exploring the Canyon?” Have Words Have students echo read the third
one student answer and another elaborate on sentence in the sidebar. The word safe can mean
the answer. (All kinds of people visit the Grand “to keep from harm.” A safe can also be a large
Canyon for many different reasons.) locked box or room. You can use context clues to find
the meaning used in the text. Look at the heading.
Page 88 What does protect mean? (“to keep from harm”)
After the word safe, the sentence explains that the
History of the Canyon wildlife cannot be touched. What do you think safe
Explain and Model Asking and Answering means in this sentence? (“to keep from harm”)
Questions You can ask questions about what
you are reading to help you better understand the After Reading
text, then look for the answers in the text. What is
this section about? You can look at the heading for Make Connections
this section to find the answer. (the history of the ‡ Review the Essential Question: How do
Grand Canyon) landmarks help us understand our country’s
story?
Ask a question about paragraph three on ‡ Make text connections.
this page, then look for the answer in the text.
‡ Have students complete the ELL Reproducibles
pages 43–45.


Expository
Text
Leveled Reader: Go

Before Reading
Preview
Expository
Text
PD
PD
PAIRED
READ Gateway Arch ‡ Read the Essential Question: How do landmarks help us understand by Elizabeth Brereton
Leveled Reader
our country’s story? Leveled Readers
LEXILE 700 ‡ Refer to Understanding History: What landmarks have you seen?
‡ Preview The National Mall and “Gateway Arch”: Let’s read to learn
OBJECTIVES
Determine the main
about monuments in our nation’s capital.
the key details and Vocabulary
explain how they Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
support the main
idea. RI.3.2 honors, served, term. Use the routine found on the cards. Point out the
cognates: honores, servido.
• Ask and answer
understanding.
During Reading
• Use context clues to Interactive Question-Response Main Idea
determine meanings Detail
of multiple-meaning Note Taking Have students use their graphic organizer on ELL Detail
words. Reproducibles page 42. Use the following prompts after reading each Detail
section. As you read, use visuals or pictures to define key vocabulary. Fill in the
Graphic
LANGUAGE Pages 2–3 What is the National Mall? Have students choral read the Organizer
OBJECTIVE first sentence of paragraphs 2 and 3 to answer the question. Fill in the
Determine main idea sentence frame to tell the main idea of these pages: The National Mall is
and key details.
(an important meeting place; home to important buildings).
Page 4 What famous landmark did you read about? (the Washington
ACADEMIC
Monument) Why is it important? Have one student answer the question
LANGUAGE
main idea, key details, and another elaborate on the answer. (It honors George Washington.
multiple-meaning It is the tallest structure in the Mall.) These are key details.
words
Pages 5–7 Have students name the other Memorials. After naming a
building, have partners give one key detail about that building.
Pages 8–10 Point to the word lost in paragraph 2, page 8. Lost has
more than one meaning. If you lost something, such as your pencil, then
the pencil has been misplaced, or is missing. What does it say the soldiers
lost in the text? (“their lives”) So what does lost their lives mean? (“died”)
T322 UNIT 1 WEEK 5

WEEK 5
Pages 11–13 What is this chapter about? You can reread the first
paragraph of the chapter to find the answer. (museums in the National Literature
Mall) What can you find in the Air and Space Museum? Reread the second Circles
paragraph on page 11 to name two things. (the Wright Brothers’ first
plane and space suits worn by astronauts)
Page 14 Complete the sentence frame: I would most like to visit , Thinkmark questions to guide
and then explain why to a partner. Help students with vocabulary. the discussion. You may wish to
have a whole-class discussion on
After Reading daytrip to the National Mall.
Revisit the Essential Question. Have student pairs summarize and
answer the Text Evidence questions. Review all responses as a group.
Ana
W
Write
Analytical
A
An
W
Writing About Reading Have partners write a paragraph about
h tthey found to be the most interesting building on the National
what
Mall. Make sure students use evidence from the text to support their
Level
Up
Expository
Text
answer.
Fluency: Accuracy and Phrasing Expository

Text

Next, reread the page aloud, and have students read along with you. by Elizabeth Brereton
PAIRE
PAIRED
P RED
READ
EAD
EA
ADD Gateway Arch
A
Expo itory
Expos
E it ry PAIRED
Te
T
Text
e READ Gateway Arch
Compare Texts
PA I R E D R E A D GATEWAY ARCH by Elizab

Elizab
ab
beeth Brereton IF students read the ELL Level fluently
Gateway Arch is the tallest monument in
the United States. The arch was built to honor

Thomas Jefferson and St. Louis. Jefferson
and St. Louis were an important part of
the exploration of the west. The arch is
in St. Louis. Many explorers began their trip
to the west from St. Louis.
“Gateway Arch” Jefferson’s Dream

Thomas Jefferson wanted all of
North America to become part
of the United States. As President,
he encouraged people to move out
west. President Jefferson bought
This purchase doubled the size
of the United States. President
Jefferson was also responsible for

the trip the explorers Lewis and
Clark made to the Pacific Ocean.
16
PAIRED
READ Gateway Arch
ELL students
&9B&5B/5B*B8:
/B(BLQGG

• echo-read the On Level main selection
the genre of this text is also expository. Then with their partner.
discuss the Essential Question. • list difficult words and discuss them
After reading, have students make connections between the with their partner.
monuments in “Gateway Arch” and National Mall.

and complex sentence structures.
S
Students can extend their knowledge of monuments by


Vocabulary
OBJECTIVES Preteach vocabulary from “A Natural Beauty” following the Vocabulary

I Do
Acquire and use Routine found on the Visual Vocabulary Cards for carved, clues, grand,
accurately grade-
landmark, massive, monument, national, and traces.
appropriate
conversational, general After completing the Vocabulary Routine for each word, point to the
academic, and domain- We Do
specific words and
phrases, including those students to repeat the word.
that signal spatial and
temporal relationships You Do
Have students work with a partner to write sentence frames using three of
(e.g., After dinner that the words. Then have each pair read their sentence frames aloud.
night we went looking for
them). L.3.6 Beginning Intermediate Advanced/High
Help students write their Have students write their Have students write their
sentence frames correctly sentence frames and find a sentence frames and find a
LANGUAGE
and read them aloud. synonym for each of their synonym and an antonym
OBJECTIVE
vocabulary words. for each vocabulary word.
REVIEW VOCABULARY
OBJECTIVES
I Do
Review the previous week’s vocabulary words over a few days. Read each
Acquire and use word aloud, and point to the word on the Visual Vocabulary Card. Ask
accurately grade- students to repeat after you. Then follow the Vocabulary Routine on the
appropriate
conversational
back of each card.
general academic,
Act out the vocabulary words for students. Ask students to guess each
words and phrases, word you act out. Give clues by describing your actions (e.g., for design say,
including those Here is a plan for a new bike rack).
that signal spatial
and temporal You Do
Have students write clues for two of the words. Then have partners use
relationships. L.3.6 the clues to determine each other’s word. Students can ask additional
questions about each word if necessary.
LANGUAGE Beginning Intermediate Advanced/High
OBJECTIVE
Review vocabulary Help students write clues Have students write clues Have students write
words. and determine the words. using complete sentences. questions as their clues.
T324 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES Read aloud the last paragraph on page 87 of “A Natural Beauty” as

I Do
Use sentence-level students follow along. Explain that the word bats is a multiple-meaning
context as a clue
word, a word that has more than one meaning. Students can use context
to the meaning
of a word or clues to help them figure out which meaning of the word is being used.
phrase. L.3.4a
Think Aloud I know that bats can be sticks used to hit a ball or small
flying animals. I see that the author tells about different animals you might
LANGUAGE see at the Grand Canyon, including bats. So in this passage, bats are small
OBJECTIVE flying animals.
Use context clues
to determine the
We Do
Have students point to the word spot on page 87. Using nearby words,
meanings of multiple- help students determine which meaning is used, and write it on the board.
meaning words.
You Do
Have pairs write definitions for safe on page 89 by using nearby words to
determine which meaning of the word is being used.

Help students locate the Ask students to choose Have students write two
words and determine one word and write sentences for each word to
which meanings are used. a sentence for each show different meanings.
meaning.
OBJECTIVES List concept and high-frequency words from “A Natural Beauty”: around,
I Do
Use conventional about, big, rules; and The National Mall: structure, honor, decorate. Define
spelling for high-
each word for students: Rules tell you how to act in a certain place.
frequency and other
studied words and Model using the words for students in sentences: People all around the
for adding suffixes We Do
country visit the capital. Then provide sentence frames and complete them
sitting, smiled, cries, with students: Visitors from around the country came to .
happiness). L.3.2e
You Do
Have pairs write a sentence using each word and share the completed
Discuss concept and sentences with the class.
high-frequency words.
Help students write the Provide sentence starters, After students share their
LANGUAGE
OBJECTIVE completed sentences if necessary. sentences, have them
Use concept and high- correctly. define the words.
frequency words.
VOCABULARY T325

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 writers use different kinds of sentences in their writing to
I Do
Introduce a topic make it more interesting. Read the Expert Model passage aloud as students
and group related
follow along and listen for statements, questions, and exclamations.
information
together. W.3.2a Read aloud page 87 from “A Natural Beauty” as students follow along.
We Do
Point out examples of different types of sentences and fill out a sentence
Identify various
sentences types. chart as you read. Model showing how using a variety of sentences makes
an author‘s writing more interesting to read.
LANGUAGE
You Do
Have pairs write a dialogue in which one person visits a landmark and
OBJECTIVE the other asks questions about the visit. They should include a variety of
Vary sentence types
sentence types in their writing. Edit each paragraph. Ask students to revise.
in writing.
Have students copy the Have students revise their Have students revise to
edited writing. writing to add a variety of vary sentence types and
sentence types. edit for errors.
S P E L L W O R D S W I T H LO N G - o S P E L L I NG S
OBJECTIVES Read the Spelling Words on page T300 aloud. Point out that the long-o
I Do
Use spelling patterns sound can be spelled o, oa, oe, ow, or o_e.
and generalizations
We Do
position-based sentence, read the underlined word slowly. Have students repeat after you
spellings, syllable
patterns, ending
and write the word.
rules, meaningful
Display the words. Have students exchange their lists with a partner to

LANGUAGE Have students copy the Have students correct Have students correct
OBJECTIVE corrected words and say their words and circle the their words and quiz each
Spell words with them aloud. long-o spellings. other.
long-o spellings.
T326 UNIT 1 WEEK 5

WEEK 5
Grammar
S I M P L E A N D CO M P O U N D S E N T E N C E S
OBJECTIVES Remind students that a simple sentence expresses a complete thought.

I Do
Use coordinating On the board, write: Juan likes cats. Anna likes dogs. Underline the subject
and subordinating
and circle the predicate in each sentence and call them out. Point out that
conjunctions. L.3.1h
each simple sentence expresses one thought. Explain that two related
Produce simple,
sentences can be combined by adding a comma and the coordinating
compound,
and complex conjunctions and, or, or but. This is called a compound sentence. Explain
sentences. L.3.1i that and joins ideas; but shows a change in thought. Write: Juan likes cats,
and Anna like dogs, and Juan likes cats, but Anna likes dogs. Point out the
Identify simple and difference in meaning between the two sentences. Then write: Juan can
compound sentences.
get a dog, or Juan can get a cat. Point out that or shows a choice.
LANGUAGE We Do
Write the sentences below on the board. For each pair, have students
OBJECTIVE combine the sentences by adding a comma and the correct coordinating
Write simple and conjunction. Then ask a volunteer to read the new sentence aloud.
compound sentences.
I like pizza. My mom likes salad. (join ideas)
Grades K-6 Dad likes soccer. I like baseball. (change of thought)
Language
We can see a movie. We can go to the park. (offer a choice)
Transfers
Handbook Pair students, and have them write three pairs of related simple sentences.
You Do
Then have them swap their sentences with another pair who will combine
them into three compound sentences. Have students read their sentences
Language Transfers
Transfe aloud and use gestures to act them out.
Handbook
Students may have
difficulty finding the Help students write and Have students rewrite one Have students rewrite
clauses in an English complete their sentences. sentence with and using sentences with and using
compound sentence. Read their sentences but or with but using and. but and with but using
Write compound aloud and have them Ask them to explain how and. Ask them to explain
sentences on the repeat after you. this changes the meaning how this changes the
board, such as those of each sentence. meaning of the sentences.
from the Grammar
Practice Reproducibles. For extra support, have students complete the activities in the Grammar
Guide students to
find the subject and Practice Reproducibles during the week, using the routine below:
predicate of each
independent clause
and then circle the ‡ Model the first activity in the Grammar Practice Reproducibles.
conjunction.
‡ Have the whole group complete the next couple of activities and then
the rest with a partner.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Main Idea and Key Multiple-Meaning Writing About Text: Cause
Details RI.3.2 Words L.3.4a and Effect RI.3.3
Grade 3
Assessment Includes
Weekly

State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T328 UNIT 1
WEEK 5
TESTED SKILLS
T If … Then …
Students answer 0–6 … assign Lessons 55–57 on Main Idea and
multiple choice items Details from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 … assign Lesson 138 on Multiple-Meaning

VOCABULARY multiple choice items Words from the Tier 2 Vocabulary
Students score … assign Lessons 55–57 and/or Write About

less than “3” on Reading 200 from the Tier 2 Comprehension
WRITING the constructed Intervention online PDFs.
response …


students requiring:
TIER

TIER

WEEKLY OVERVIEW
The Big Idea: How can learning help us grow?
REVIEW AND EXTEND

Reader’s Theater
Take Me to Your Litter
Genre Play
Fluency Phrasing, Rate, and
Prosody
Reading Digitally
“Soccer Is America’s Game!”
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
On Level Beyond
ELL
Approaching On Level Beyond
T330 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 PD
small group instruction and assignments.
‡ Student and Class Assessment Report
‡ Student and Class Standards Proficiency Report
Vstock LLC/Getty Images
‡ Student Profile Summary Report

DAY 1 DAY 2
READING
Reader’s Theater Reader’s Theater, T334 Reader’s Theater, T335

“Take Me to Your “Take Me to Your Litter” “Take Me to Your Litter”
Litter”
Assign Roles Model Fluency: Phrasing, Rate, and
Whole Group
Model Fluency: Phrasing, Rate, and Prosody

Prosody Reading Digitally, T336
“Soccer Is America’s Game”
Close Reading
“Soccer Is Research and Inquiry, T338–T339
America’s Choosing a Topic
Game”
Research and Inquiry Projects
DIFFERENTIATED INSTRUCTION Level Up to Accelerate
Level Up to On Level Level Up to On Level

Approaching Judy Baca, T344 Judy Baca, T344
vie vie
Re w Re w
Level Spiral Review Comprehension Skills Spiral Review Comprehension Skills

Unit 1 PDFs Online Unit 1 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level

Small Group
On Level Judy Baca, T345 Judy Baca, T345
Level Up to Self-Selected Level Up to Self-Selected

Beyond Trade Book, T347 Trade Book, T347
Level
English Level Up to On Level Level Up to On Level

Language Judy Baca, T346 Judy Baca, T346
Learners
Writinsgs LANGUAGE ARTS
Proce
Share Your Writing, T342 Share Your Writing, T342

Whole Group
Friendly Letter/Personal Narrative Friendly Letter/Personal Narrative

Writing Prepare to Present Your Writing Discuss Peer Feedback
T332 UNIT 1 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
Reading Digitally, T337 Reader’s Theater, T335 Research and Inquiry, T340–T341
“Soccer Is America’s Game” Performance Presentations
Write About Reading Unit Assessment, T348–T349
Research and Inquiry Projects Research and Inquiry Projects
Level Up to On Level Level Up to On Level Level Up to On Level

Judy Baca, T344 “Vibrant Los Angeles,” T344 Literature Circles, T344
vie
Re w
Spiral Review Comprehension Skills
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, T347 Trade Book, T347 Trade Book, T347
Level Up to On Level Level Up to On Level Level Up to On Level

Share Your Writing, T342 Share Your Writing, T342 Share Your Writing, T343
Friendly Letter/Personal Narrative Present Your Friendly Letter/Personal Friendly Letter/Personal Narrative
Rehearse Your Presentation Narrative Portfolio Choice
Evaluate Your Presentation

Reader’s Theater
Take Me to Your Litter
Introduce the Play Assign Roles
Explain that Take Me to Your Litter is a Depending on the number of students,
science fiction play with a contemporary you may wish to divide the play into
by Joe Claro
setting. Two children meet aliens from several sections. Have different students
CAST:
the planet Fargone and board their play the four different roles.
© Macmillan/McGraw-Hill
Amanda Lee
Marcos Hernandez
Commander Glug
First Officer Blug
space vehicle. While aboard, the children
SETTING:
A Park
describe various ways humans are Practice the Play
working to protect Earth’s environment, Each day, provide students time to
28 Plays/Choral Readings
which discourages the pollution-loving practice their parts in the play. Pair
A3RGSG_NA_BM_Play_U01_RD11.indd 28 9/9/10 2:53 PM
aliens. Distribute scripts and the Elements fluent readers with less fluent readers.
of Drama handout from the Teacher’s Pairs can echo-read or chorally read
Go Digital!
Resource PDF Online pages 4–17. their parts. As needed, work with less
Teacher’s Resource
PDF Online ‡ Review the features of a play. fluent readers to mark pauses in their
pp. 4–17 ‡ Review the list of characters. Define script using one slash for a short pause
the roles of Marcos, Amanda, and and two slashes for longer pauses.
the alien characters and explain the Throughout the week have students
contemporary setting. work on Reader’s Theater Workstation
‡ Point out the initial illustration, which Activity Card 26.
suggests the science fiction genre. Once the students have practiced
reading their parts several times, allow
OBJECTIVES
Shared Reading students time to practice performing
Read with sufficient Model reading the play as the students the script.
accuracy and follow along in their scripts.
fluency to support Perform the Reader’s Theater
comprehension. Focus on Vocabulary Stop and discuss
Read on-level text any vocabulary words that students may ‡ Discuss how performing the play is
with purpose and not know. You may wish to teach: different from reading it silently. With
understanding. a partner, have students list what they
RF.3.4a ‡ gigantic ‡ mission
liked about performing the play and
Read with sufficient ‡ destination ‡ population what they found difficult.
accuracy and
‡ investigate ‡ recycle ‡ Discuss what it was like to be one of
fluency to support
comprehension. Read Model Fluency As you read each the alien characters. Did students act
on-level prose and part, state the name of each character differently when they were playing
poetry orally with
and read the part, emphasizing the the alien characters?
rate, and expression appropriate phrasing and expression. ‡ Lead a class discussion on ways
on successive that groups could make their
readings. Discuss Each Role performances more enjoyable
RF.3.4b
‡ After reading each character part, ask for an audience.
partners to note the characters’ traits.
Model how to find text evidence that
tells them about the characters.
T334 UNIT 1 WEEK 6
WEEK 6
ACTIVITIES
GET CREATIVE WITH ALIEN VOICES
Take Me to Your Litter has two science fiction characters, and if they are
performed convincingly, the play will come alive. The sound of the two
aliens’ voices can be a pathway to the audience’s imagination.
Discuss the following questions with students:
1. Why have the aliens come to 3. What is the relationship
Earth? Are they good or bad? between the two aliens? How
might you show this?
2. How do the aliens feel about
the children in the park? 4. How can you use your
creativity in playing the
special alien characters?
ADD IMAGINATIVELY WEIRD PROPS!
To add to the performance of Take Me to Your Litter, students can create

imaginative props and costumes. Go through the play with students
and find places where props or costumes would work. Discuss practical
considerations, such as how masks would interfere with speaking. Have
them consider how props and costumes change a performance.
Prop Examples: toy spaceship, Costume Examples: face
cardboard view screens, four paint, gloves, robes, antenna
swiveling office chairs headbands, wigs
‡ Review the definitions of difficult words including: swarm, pardon,

functions, introduce, desirable, misunderstand, natives, congratulate, allergic.
‡ Team an ELL student with a fluent reader who is also reading one of the
alien parts. Have each reader take turns reading the lines. Determine
which reader will read which lines at the performance.
‡ Encourage ELLs to retell the play, pointing out their favorite parts.
READER’S THEATER T335

Reading Digitally
Go Digital!
OBJECTIVES
Use text features and Soccer Is America’s Game
search tools (e.g.,
key words, sidebars, Before Reading
hyperlinks) to locate
Preview Scroll through the online article “Soccer Is America’s Game”
information relevant
to a given topic at www.connected.mcgraw-hill.com and have students identify text
efficiently. RI.3.5 features. Clarify how to navigate through the article. Point out the
Recall information interactive features, such as hyperlinks, charts, and photos. Explain that
from experiences or you will read the article together first and then access these features.
gather information
from print and digital Close Reading Online
sources; take brief
notes on sources Take Notes Scroll back to the top and read the article aloud. As you
and sort evidence read, ask questions to focus students on why people play soccer and why
into provided it’s becoming more popular. Have students take notes using Graphic
categories. W.3.8
Organizer 141. After each section, have students turn to partners and
paraphrase the main ideas, giving text evidence. Make sure students
understand idioms in the article, such as caught on or go toe-to-toe.
Access Interactive Elements Help students access the interactive
elements by clicking or rolling over each feature. Discuss what
information these elements add to the text.
Tell students they will reread parts of the article to help them answer
a specific question: How do you play soccer? Point out they need not
reread every word. 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 people do
when they play soccer. Have partners share what they find.
Navigate Links to Information Point out that online texts may
include hyperlinks. Hyperlinks provide a connection from the Web
page you are on to another Web page with related information.
Model using a hyperlink to jump to another Web page. Discuss any
information on the new Web page related to the question How do you
play soccer? Before navigating back, demonstrate bookmarking the
page so students can return to it at another time.
T336 UNIT 1 WEEK 6

WEEK 6
WRITE ABOUT READING Ana

Analytical
A
Writing
W TAKE A STAND
Summarize Review students’ graphic Playing Soccer
organizers. Model using the information to Have students state their opinion about
summarize “Soccer Is America’s Game.” whether kids should learn to play soccer. Tell
Ask students to write a summary of the them they should
article, stating the causes for soccer’s growing ‡ clearly state their opinion and organize their
popularity and the effects the sport has had ideas logically.
on America. Partners should discuss their
summaries. ‡ support their position with precise, accurate
information from the article or Web page.
Make Connections Have students compare
what they learned about how soccer helps ‡ end with a concluding statement that
people grow with other ways to learn and restates their opinion.
grow they have read about in texts in this unit. Have students share their opinions with the
class and hold a vote about whether kids
should learn to play soccer.
RESEARCH ONLINE INDEPENDENT STUDY

Cyber Safety Investigate
Point out that when students are doing research Choose a Topic Students should brainstorm
online, there are safety rules they should follow. questions related to the article. For example,
Share the following rules for Internet safety with they might ask: Where can I learn to play soccer
students. Tell them they should in my community? Then have students choose
‡ Never give out personal information on the a question to research. Help them narrow it.
Internet. Conduct Internet Research Review the Cyber
‡ Understand which sites they are allowed to Safety rules. Then model how to conduct an
visit and which are off limits. Internet search. Type in the URL for a search
engine. Enter key words, click search, and click
‡ Never agree to meet anyone they meet online.
a link on the results page to go to a site.
‡ Do not send pictures or personal information
Present Have groups give an informal
to anyone without an adult’s approval.
informational presentation on the topic of soccer.
READING DIGITALLY T337

The Big Idea: How can learning help us grow?
Assign the Projects Break students into five groups. Assign each group
one of the five projects that follow or let groups self-select their project.
Before students begin researching, present these mini-lessons.
Research Skill: Choosing a Topic

OBJECTIVES Choosing a Research Topic
Conduct short
research projects ‡ Choosing a topic that is of interest to a student is the first step of a
that build knowledge good research plan. An interesting topic will help generate questions
about a topic. W.3.7 that the students can answer through research. Research topics can be
Write routinely over about anything: a current or historical event, a favorite sport or hobby,
extended time frames or a special interest. Students should think of a topic that interests
(time for research,
reflection, and
them, and, in turn, will be of interest to their classmates.
revision) and shorter ‡ To help generate a topic of interest, students should ask themselves
time frames (a single What topic or event would I like to know more about?
sitting or a day or
two) for a range of ‡ Students can use an idea web to generate topics that interest them.
discipline-specific Once they have completed their webs, they can begin narrowing their
tasks, purposes, and topics by listing possible questions they would like to answer. They can
audiences. W.3.10
also list any details about the topic that they may already know. This
Explain their will help them identify key words they can use in their research.
own ideas and
understanding
in light of the Establishing a Research Plan
discussion. SL.3.1d Once students have decided on a research topic, the next step is to get
Report on a topic or organized by establishing a research plan.
text, tell a story, or
‡ Their research plans should include locating information from a variety
with appropriate of reliable print and digital sources. They can use the library and the
facts and relevant, media center to search for print sources and reputable digital sources.
descriptive details, Encourage them to use experts as a source of information as well.
speaking clearly at
an understandable ‡ Explain that the library has a collection of reliable sources, including
pace. SL.3.4 encyclopedias, books, articles, magazines, surveys, and transcripts of
interviews providing first-person accounts. Tell students that using
several sources will help them achieve a balance of information.
Explain that if they are unsure about any of the facts they find, they
should try to verify the facts using an additional source of information.
COLLABORATE
Go Manage and assign projects online.
Digital Students can also work with their
group online.
T338 UNIT 1 WEEK 6

Choose a Project! WEEK 6
A Play that Teaches a Lesson IA

L STU
DI
SOC
ES
1 ESSENTIAL QUESTION
Goal
Research teams will write and perform a play
based on a fable they have read and discuss the
lesson taught in the play.
Cultural Event Travel Brochure IA

L STU
DI
SOC
ES
What can traditions teach you
about cultures?
Goal
Research teams will prepare a travel brochure
convincing others to travel in order to
participate in a cultural tradition, such as Cinco
de Mayo or Chinese New Year.
Community Development Time Line IA

L STU
DI
SOC
ES
cultures contribute to a
community?
Goal
Research teams will create a time line showing
how their community, town, city, or state has
changed over time.
Letter Suggesting a Solution to a Problem IA

L STU
DI
SOC
ES
How can problem solving lead
to new ideas?
Goal
Research teams will write a formal letter to
a person in a position of authority, such as a
principal, with suggestions about how to solve a
problem in the school.
Historical Landmarks Time Line IA

L STU
DI
SOC
ES
Goal
Research teams will use the landmarks from
the weekly projects to create a time line telling
when and where the landmarks were built.
RESEARCH AND INQUIRY T339

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 they are clear on their research focus and end product.
‡ decide on each member’s role. Who will establish the research plan? Who
will compile the information? Who will be in charge of verifying facts and
information? Who will present the information?
STEP 2 Identify Sources

Have the group brainstorm where they can find the information. Sources
might include:
‡ print works, such as informational texts and reference books
‡ digital media, such as online newspapers, maps, and community Web sites
‡ interviews with experts
Remind them that using a variety of sources will ensure a more complete and
accurate presentation.
STEP 3 Find and Record Information

Have students discuss the research strategies presented on page T338. Then
have them conduct the research. Remind students to cite all of their sources.
STEP 4 Organize
After team members have completed their research, they can review Audience
and analyze the information they collected. First, they should classify Participation
and categorize their notes in order to determine the most useful ‡ Encourage the
information. Then, they can create a rough version of their end audience to explain
their own ideas and
product as a way to clarify categories of information. understanding and
to ask clarifying
STEP 5 Synthesize and Present questions about
the information
Have team members synthesize their research and decide on their presented.
final message.
‡ Have students
‡ Encourage students to use all available technologies, such as audio discuss how the
recordings and visual displays, to enhance their presentations. presentation relates
to the Essential
‡ They should check that they have included appropriate facts and Question.
relevant details and that their findings relate to the Big Idea.
T340 UNIT 1 WEEK 6

Review and Evaluate WEEK 6
Distribute the online PDF of the checklists and rubrics. Use the
following Teacher Checklist and Rubric to evaluate students’
research and presentations.
Student Checklist Teacher Checklist

Research Process Assess the Research Process
✓ Did you establish a research plan? ✓ Selected a focus.
✓ Did you narrow the focus of your research? ✓ Used reliable sources to gather information.
✓ Did you verify that all of your sources were ✓ Cited sources correctly.
trustworthy? ✓ Collaborated well with others.
✓ Did you give credit to all of your sources?
Assess the Presentation
Presenting ✓ Spoke clearly and at an appropriate pace.
✓ Did you practice your presentation? ✓ Used appropriate gestures.
✓ Did you speak clearly and at an ✓ Maintained eye contact.
understandable pace?
✓ Established a main message that answered
✓ Did you answer the Essential Question and the Essential Question and Big Question.
Big Question?
✓ Used appropriate visuals and technology.
✓ Did you use available technology and visuals
to enhance your presentation?
✓ Shared tasks among all group members.
Assess the Listener
✓ Listened quietly and politely.
✓ Made appropriate comments and shared
their own ideas.
✓ Asked clarifying questions.
Project Rubric
4 Excellent
E 3 G
Good 2 Fair
F 1 Unsatisfactory
U
The project The project The project The project
‡ reflects an established ‡ reflects an adequate ‡ reflects an unclear ‡ reflects an
research plan. research plan. research plan. undeveloped research
‡ presents the ‡ presents the ‡ attempts to present plan.
information clearly. information information. ‡ shows little grasp of
‡ includes many relevant adequately. ‡ offers few facts or the task.
facts and details. ‡ provides adequate vague details. ‡ presents irrelevant
facts and details. information.
RESEARCH AND INQUIRY T341

Celebrate Share Your Writing
Publishing Celebrations Speaking Checklist
Giving Presentations Review the Speaking Checklist with
Now is the time for students to share one of their pieces of students as they practice.
narrative writing that they have worked on through the unit. ✓ Have all your notes and visuals
You may wish to invite parents or students from other classes to ready.
the Publishing Celebrations. ✓ Take a few deep breaths.
✓ Stand up straight.
Preparing for Presentations ✓ Look at the audience.
Tell students that they will present their writing. In order to ✓ Using complete sentences, speak
provide the best representation of their hard work, they will clearly and slowly.
need to prepare. ✓ Speak at an understandable pace,
Allow students time to rehearse their presentation. Tell them loud enough so everyone can
to become very familiar with the piece they will be presenting hear.
by rereading it a few times. They should plan not to simply read ✓ Speak with appropriate emotion.
straight from their paper, but rather to look at the audience ✓ Use gestures to enhance your
and make eye contact. Tell them that the way they speak and presentation.
present is as important as what they are presenting. ✓ Hold your visual aids so everyone
ents that
Students should consider any visuals or digital elements can see them.
they want to use during their presentation. Discuss a few ✓ Remember to smile.
possible options with students.
Vstock LLC/Getty Images

‡ Do they have photos they want to share? Can they ey illustrate
nal
an important part of their friendly letter or personal
narrative?
‡ Are there flyers, programs, souvenirs, or other items
ms that
they have that they would want to share with the e class
related to their narrative?
‡ Is there a video of the events in their writing that
they can show?
Students can practice presenting to a partner in
the classroom. They can also practice with family
members at home or in front of a mirror. Share the
following checklist with students to help them focuss
on important parts of their presentation as they
rehearse. Discuss each point on the checklist.
T342 UNIT 1 WEEK 6

WEEK 6
Listening to Presentations
Remind students that they will be part of the audience for other students’ presentations.
Review with students the following Listening Checklist.
Listening Checklist
During the Presentation After the Presentation
✓ Listen to the speaker carefully to ✓ Only comment on the presentation
determine the main idea and details. when it is your turn.
✓ Pay attention to how the speaker uses ✓ Tell why you liked the presentation.
the visuals in the presentation. ✓ If someone else makes a similar
✓ Take notes on one or two things you comment, link your comment to his
liked about the presentation. or hers.
✓ Write one question or comment you ✓ Ask an appropriate and detailed
have about the events. question.
✓ Do not talk during the presentation.
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 the questions below.
Published Writing Writing Entry Revisions

Does your writing Did you choose a revised entry that shows
‡ use an appropriate, friendly tone? ‡ added descriptive details to help the reader
‡ contain dialogue to develop characters? visualize the setting?
‡ end with a satisfying conclusion? ‡ a variety of sentence types?
‡ have few or no spelling and grammatical ‡ sequence words that help to clearly show
errors? what is happening?
‡ appear neatly written and clearly published?
PORTFOLIO
Go Students can submit their writing to be
Digital considered for inclusion in their Digital
Portfolio. Students’ portfolios can be
shared with parents.
PUBLISHING CELEBRATIONS T343

Biography
Judy Baca
by Anna Harris
Approaching Level
Biography
to On Level
Judy Baca
by Anna Harris
Judy Baca
PAIRED
REA
READ
EA Vibrant Los An
Angeles
Before Reading
Preview Discuss what students remember about Judy Baca and her
contributions to her community. Tell them they will be reading a more
PAIRED
challenging version of Judy Baca.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
A C T During Reading
OBJECTIVES
Specific Vocabulary Review with students the following social
read and comprehend
informational texts, studies words that are new to this title: modern (page 3), heritage
including history/ (page 4), ancient Maya (page 7), issues (page 10). Model how to use
social studies, science, context clues to determine their meanings.
at the high end of Connection of Ideas Students may have trouble understanding
the grades 2–3 text how the photo of the banner on page 13 connects to the main
complexity band text. Explain that the art on the banner shows two teens who
independently and
are “shoulder to shoulder,” which connects to the Shoulder to
Shoulder Project name. It also represents two of the teens who
were paired up to talk about their similarities and differences.
In this banner, they are talking about the future.
Sentence Structure Students may have difficulty understanding
As a young girl on page 2. Explain that it means When she was a
young girl. Point out how, when using as, she was can be dropped.
Explain that when as is used to describe an event in time, it is for
several years in time. It would not be used to describe a particular
point in time, for example. Point out examples of how when is
used for things Judy Baca did at particular points in time on
pages 3 and 4.
After Reading
Ask students to complete the Respond to Reading on page 16 after
they have finished reading.
T344 UNIT 1 WEEK 6

WEEK 6
Biography
Judy Baca
by Anna Harris
On Level
Biography
to Beyond Level
Judy Baca
by Anna Harris
Judy Baca
PAIRED
READ
EA
A Vibrant Los An
Angeles
Before Reading
Preview Discuss what students remember about Judy Baca and her
contributions to her community. Tell them they will be reading a more
PAIRED
challenging version of Judy Baca.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
A C T During Reading
OBJECTIVES
read and comprehend
Specific Vocabulary Review with students the following social
informational texts, studies words that are new to this title: crew (page 6), temples
including history/ (page 7), achieved (page 8), prejudices (page 10), multi-ethnic
social studies, science, (page 12). Provide definitions, and have students repeat them,
or have students use the Glossary to define the word.
at the high end of
the grades 2–3 text Connection of Ideas Students may have difficulty connecting
complexity band Judy Baca with the Murals of Mexico sidebar on page 7. What
independently and
are the similarities between Baca and Los Tres Grandes? (They all
wanted to use their art to comment on social issues.) Why was an
outdoor setting for their art ideal for all of them? (They knew that
the greatest number of people from all walks of life would be able
to view an outdoor work of art.)
Sentence Structure Students may have difficulty understanding
the use of the em dash in the sidebars on pages 7 and 11. Ask:
How does the part of the sentence after the dash support the first part
of the sentence? (Page 7: In the first part there are words in Spanish;
the second part explains who Los Tres Grandes were. Page 11: The
first part says the wall is getting old; the second part reinforces
that by telling how old some parts are.)
After Reading
LEVEL UP T345
Biography
Judy Baca
by Anna Harris
Biography
to On Level
Judy Baca
by Anna Harris
Judy Baca
PAIRED
REA
READ Vibrant Los An
Angeles
Before Reading
Preview Remind students that a biography tells about the events of
PAIRED
a person’s life in order. Discuss with them what they remember
reading about Judy Baca and how she contributed to her community
in Judy Baca.
Leveled Reader
Vocabulary Use the Visual Vocabulary Cards to review the
vocabulary. Use the routine found on the cards. Point out the cognates:
pronunciar, admirar, contribuir.
OBJECTIVES
read and comprehend A C T During Reading
informational texts,
including history/
social studies, science, Specific Vocabulary Model using context clues to figure out the
at the high end of
meanings of facelift on page 11. The mural is damaged. It is getting
the grades 2–3 text a facelift. Then it says that people are cleaning and repairing it. A
complexity band facelift must mean the process of fixing or upgrading something.
independently and Repeat with other difficult words.
Connection of Ideas Students may have trouble understanding
how the photo on page 13 connects to the main text. Explain
that the art on the banner shows two teens who are “shoulder to
shoulder,” just as the name of the project, Shoulder to Shoulder
Project, indicates. Explain what “shoulder to shoulder” means, and
what these two teenagers talked about when they were paired up.
Sentence Structure Point out the rhetorical question in the
first paragraph of page 2, and have students chorally read it. Ask:
Who is the narrator directing this question to? (the reader) Does the
narrator think that only art found in museums is real? (no) How can
you tell? (The author talks about artwork called murals.)
After Reading
T346 UNIT 1 WEEK 6

WEEK 6
Advanced
Beyond Level
Biography
Level
Trade
T Book
to Self-Selected Trade Book
Judy Baca
by Anna Harris
Independent Reading
Before Reading
Together with students, identify the particular focus of their reading
PAIRED
based on the text they chose. Students who have chosen the same title
will work in groups to closely read the selection.
Leveled Reader
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/ Examples:
informational text
at the high end of
Fiction Titles Informational Text
the grades 2–3 text Character Sequence
complexity band
independently and
Graphic Organizer 150 Graphic Organizer 88
proficiently.
RL/RI.3.10 Ask and Answer Questions Remind students to ask questions
as they read. Hand them self-stick notes to put on pages they have
questions about. As students meet, have them discuss their self-stick-
note questions. You may wish to have students exchange their notes
and write responses to each other’s questions.
After Reading
Write About Reading
Have students work together to respond to the text using text
evidence to support their writing.
Examples:
Fiction Informational Text
How did the characters’ actions What is the author’s purpose for
contribute to the events of the Writing? Explain how the author
story? uses evidence to support his or
her purpose.
LEVEL UP T347
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: ENGLISH LANGUAGE WRITING:
• Character RL.3.3 • Synonyms L.3.4a CONVENTIONS: • Writing About
• Character, Setting, Plot: Sequence RL.3.3 • Sentence Clues L.3.4a • Sentences and Sentence Text RL.3.3,
• Text Structure: Sequence RI.3.8 • Compound Fragments L.3.1i RI.3.2, RI.3.3,
Words L.2.4d • Commands and RI.3.4
• Text Structure: Cause and Effect RI.3.8
• Figurative Language: Exclamations L.3.1i • Narrative
• Main Idea and Key Details RI.3.2
Metaphors RL.3.4 • Subjects L.3.1i W.3.3a-d
• Illustrations RL.3.7
• Multiple-Meaning • Predicates L.3.1i
• Message/Lesson RL.3.2
Words L.3.4a • Simple and Compound
• Sequence RI.3.3
Sentences L.3.1i
• Cause and Effect RI.3.3
• Headings RI.3.5
Grade 3
Assessment Includes
Unit

State Standards
‡ Performance tasks
‡ Writing Prompts
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 61–81 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 28 or below
• Includes Benchmark Books
Levels: Rebus–28
• Includes Reading Passages
Levels: 30–80 should be provided reteaching on specific Comprehension skills.
T348 UNIT 1
UNIT 1
TESTED SKILLS
T If … Then …
Students answer 0–9 multiple … reteach tested skills using the Tier 2
COMPREHENSION choice items correctly … Comprehension Intervention online PDFs.
Students answer 0–7 items … reteach tested skills using the Tier 2
VOCABULARY correctly … Vocabulary Intervention online PDFs.
ENGLISH Students answer 0–7 items … reteach tested skills using the Tier 2
LANGUAGE correctly … Writing and Grammar Intervention online
CONVENTIONS PDFs.
Students score less than “2” … reteach tested skills using the Writing
WRITING on short-response and “3” About Reading and Text Evidence lessons in
on extended constructive the Tier 2 Writing and Grammar Intervention
response items … online PDFs.
Students score less than “3” … reteach tested skills using the Tier 2
on the Writing Prompt … Writing and Grammar Intervention online
PDFs.
Students have a WCPM score … reteach tested skills using the Tier 2
of 0–60 … Fluency Intervention online PDFs.
students requiring:
TIER

TIER
Reevaluate Student Grouping

View the McGraw-Hill Reading Wonders eAssessment 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 T349

BM10-BM48_CR14_T4_EM_IND_U1_118735.indd BM48 03/04/12 1:38 PM
Writiensgs Genre Writing: Narrative Text
Proc
Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . T352

Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . T358
l
Modoen
Less Reading Extended Complex Text
All Aboard: Elijah McCoy’s Steam Engine . . . . . T364
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . T368
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
T351
NARRATIVE TEXT Friendly Letter
ritings
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Read Like a Writer Go

EExpert
Expe
Exp
Ex
xp
xpe
xper
pert
ertt M
Model • Friendlyy Le
Let
Letter
etter
ett
e
ette
ttte
tter
ter
err • 1
Letter to Janine
Explain that a great way to communicate with friends and Digital
family, share ideas, and describe important or interesting
By Samantha JJ.
18 Greene Street
Sioux Falls, South Dakota 57101
Dear Janine,
December 27, 2012
I have missed you since you moved away! I hope you are
enjoying your new neighborhood. Well, I have some exciting
events is through writing. When you write a message to
news to share. I finally have a dog!
As you know, I have been trying to convince my parents to
let me have one for quite some time. They kept telling me I had
someone to stay in touch or to share events or ideas, you are
to be ready for all the responsibility. To prove that I was ready,
they told me to research the breeds that I like and then decide
which one would be best suited to our family. Since I was
serious, I agreed and got to work.
using a form of writing known as a friendly letter. Read and
I have always loved beagles, but as I read about them, I
learned that they can be stubborn and bark and howl at night.
The howling is called bugling, and they love to do it. I had a
feeling that our neighbors wouldn’t like it very much.
discuss the features of a friendly letter.
Next, I read about greyhounds. They are loyal dogs, but
they love to chase small animals. I knew that could be a Writer’s
problem for my hamster, Charlie. I decided a greyhound would
not be the best choice.
Finally, I turned my attention to Labradors. Labs can be
Provide copies of the Expert Model “Letter to Janine” and Workspace
hyper as puppies, but if you train them properly, they grow to
be kind and fun-loving. They are excellent guard dogs, and
they are very loyal.
After I presented all the facts to my parents, they told me
the features of a Friendly Letter found online in Writer’s
that they were impressed with my determination. We went to
the shelter the following Saturday. We made our way to where
the Labs were, and that’s when I spotted Madison. She’s my Workspace.
Expert Model Features of a Friendly Letter

PDF Online
‡ It includes a heading and a greeting.
‡ It uses an informal, or friendly, tone.
OBJECTIVES
Write narratives ‡ It has a body that shares ideas and events with friends
to develop real or or family.
or events using ‡ It has a closing and a signature.
descriptive
details, and clear Discuss the Expert Model
event sequences.
Establish a situation Use the questions below to prompt discussion of the features
and introduce a COLLABORATE of a friendly letter.
narrator and/or
characters; organize ‡ Who is this letter addressed to? (The letter is addressed to Janine, who
an event sequence lives in South Dakota.)
that unfolds ‡ What kind of voice does the writer use in this letter? (The letter is
naturally. W.3.3a
written in a conversational, friendly tone.)
Use dialogue and
descriptions of ‡ What kind of ideas or events are shared in the letter? (The writer is
actions, thoughts, explaining how she decided on a breed of dog and finally adopted
and feelings to one after finishing her research.)
develop experiences
and events or ‡ How does the letter end? (The letter ends with a friendly closing, as
show the response well as the writer’s signature.)
of characters to
situations. W.3.3b
ACADEMIC
LANGUAGE
heading, greeting,
closing, purpose
T352 UNIT 1 WEEK 6

USE WITH WEEKS 1–3
PREWRITE
Discuss and Plan
Purpose Discuss with students the purpose for writing a friendly letter.
In a friendly letter, they can communicate with friends or family, share
their thoughts and feelings, or describe an event or an idea. They can also ENGLISH LANGUAGE
inform and entertain the reader with their message. LEARNERS
Audience Have students think about who will be reading their friendly Beginning
letter, such as friends or family members. Ask: What is your reason for Discuss Have students discuss with
writing this letter? a partner what they have learned
about recently to develop ideas.
Teach the Minilesson Intermediate
Parts of a Letter Explain that good writers include the specific Demonstrate Comprehension
parts that make up a letter. The heading includes the reader’s Have students point out where each
feature of a friendly letter can be
address and the date. The greeting is the first line of the letter in found in the Expert Model.
which the writer addresses the reader. The greeting specifies who
the letter is intended for. The body is the main part of the letter Advanced/High
in which the writer shares his or her message. The writer says Expand Have partners write a
good-bye to the reader in the closing and ends the letter with his sample heading, greeting, closing,
and signature to each other for a
or her signature.
friendly letter.
Distribute copies of the Model Two-Column Chart found online in the
Writer’s Workspace. Point out that Samantha’s letter includes all of
the parts of a letter. She plans the letter by listing each part.
MODEL TWO-COLUMN
COLLABORATE
Your Turn CHART
Choose Your Topic Have students work in pairs or small groups to

Model Graphic Organizer • 3
brainstorm events or ideas that they would like to share with someone
Parts of the Letter Samantha’s Letter
in a friendly letter. Remind them to focus on a single event or idea. Ask Heading Janine’s address and the date
questions to prompt thinking. Have students record their topics in their Greeting Dear Janine,
Body of the Letter Details about Samantha’s

Writer’s Notebooks. research on dog breeds
Closing Your friend,
‡ What have you learned about recently that you would like to share Signature Samantha
with a friend or family member?

‡ What kind of tone do you want the letter to have?
‡ How will the letter begin? How will the letter end?
Plan Provide copies of the blank Two-Column Chart found online in

the Writer’s Workspace. Ask students to list the parts of a letter and
plan what their letters will look like. The letter should include a heading,
greeting, body, closing, and signature.
WRITING PROCESS T353

itinsgs
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o NARRATIVE TEXT Friendly Letter
DRAFT
OBJECTIVES Discuss the Student Model Go
Write narratives
to develop real or Review the features of friendly letters. Provide copies of the Digital
imagined experiences Student Model found online in the Writer’s Workspace and
or events using read it aloud.
descriptive details,
and clear event Teach the Minilesson
sequences. Use
dialogue and Appropriate Tone Writers use an informal voice when their Writer’s
Workspace
descriptions of audience is a friend, family member, or someone they know
actions, thoughts, well. Writing in a friendly tone means writing in the same way
and feelings to
you would speak to a friend or close relative. An informal voice may
develop experiences
and events or use contractions, slang, shorter sentences, and everyday vocabulary.
show the response In the Student Model, James sets an appropriate tone by opening
of characters to his letter in a familiar way, mentioning what his brother is doing, and
situations. W.3.3b
then writing about what is going on in his life.
ACADEMIC
LANGUAGE Your Turn
tone, draft, technique,
revision
Write a Draft Have students review the Two-Column Charts they
prepared in Prewrite. Remind them to write with an informal, or
friendly, tone.
Teacher Conferences
Talk about the strengths of the Focus on how the writer uses a Make concrete suggestions for
writing. writing trait. revision.
You included all of the parts of a Your writing would better match Your letter would have a friendlier
letter: heading, greeting, body, the tone of a friendly letter if you tone if you closed with a mention
closing, and signature. began with some mention of the of when you and the reader will
reader or a question posed to the see each other or hear from each
reader. other again.
T354 UNIT 1 WEEK 6

REVISE
Discuss the Revised Model
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_BLM
REVISED STUDENT MODEL

Distribute copies of the Revised Student Model found online in Writer’s Revised Student Model • Friendly Letter • 6
Workspace. Read the model aloud and have students note the revisions A Letter to Phil
By James B.
that James made. Use the specific revisions to show how adding details
2265 Harbor Road
and correcting run-on sentences help to make the letter more engaging. Boca Raton, FL 33498
March 15, 2013
Dear Phil:
,
I hope your enjoying college. I’m having a great school
year, I’ve been getting good grades I just got the lead role in
Teach the Minilesson the play that will take place this spring. The reason I’m writing
is to tell you about a project we did in science class a few
weeks ago. We grew a crystal garden. You always helped me
Invitations and Thank-You Notes Tell students that there with my science homework, so I thought you would like to
hear about it.
are other types of letters that can be written in a friendly tone. We started by placing small peices of a sponge in a glass
Then,
pan. We sprinkled water on the sponges so that they were
Invitations are messages that tell about an event, such as a birthday Next,
damp. We mixed salt and water until no more salt would
dissolve into the water. We then poured the mixture over the
party. Thank-you notes are messages written to someone to thank sponges. Since we wanted a colorful crystal garden, we
sprinkled different food colorings on different sponges. We
them for a gift or other kind gesture. Have students think about Then we placed a paper towel over it and
sprinkled a little bit more salt over our garden. Set it on a
cabinet.
what James might include in a thank-you note to Phil. Over the next few weeks, we watched our colorful crystals
grow. They started out very tinie. Now our crystal garden is
fully grown. They look like red, blue, yellow, green, and
purple gem stones.
COLLABORATE
Your Turn
Revise Have students use the Peer Review Routine and questions to
review their partner’s draft. Provide the Revise and Edit Checklist from
Writer’s Workspace to guide them as they revise. Have students select
suggestions from the peer review and the Revise portion of the Revise
and Edit Checklist to incorporate into their revisions. Suggest they
consider adding words or phrases that will improve the tone of their
letter. Circulate among students as they work and conference as needed.
Use these questions for peer review.

Peer Conferences
Review with students the routine for peer ✓ Does the writing include all the parts
review of writing. They should listen carefully of a friendly letter?
as the writer reads his or her work aloud. Begin
by telling what they liked about the writing.
✓ Is the letter written in a friendly tone?
Then ask a question that will help the writer ✓ Does the body of the letter share an
think more about the writing. Finally, make a event or an idea?
suggestion that will make the writing stronger. ✓ Does the letter have an appropriate
closing?

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o NARRATIVE TEXT Friendly Letter
PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With guidance and
support from peers Provide copies of the Edited Student Model found online Digital
and adults, develop in Writer’s Workspace. Read the model aloud and have
and strengthen students note the editing changes that James made. Use the
writing as needed by
planning, revising,
specific edits to show how editing for complete sentences,
and editing. W.3.5 spelling, and punctuation improves the friendly letter.
With guidance and
support from adults, Your Turn Writer’s
Workspace
use technology to Edit Have students use the Edit questions on the Revise and
produce and publish
writing (using
Edit Checklist to guide them as they review and edit their
keyboarding skills) drafts on their own. Remind them to read the letter as
as well as to interact if they are receiving it from a friend.
and collaborate with
others. W.3.6
Publish
For the final presentation of their friendly letters, have students choose
ACADEMIC
a format for publishing. Students may want to consider:
LANGUAGE
proofread, edit,
publish, present,
Print Publishing Digital Publishing
evaluate A Friendly Letter to be Mailed Writer’s Workspace
Personal Book Friendly Email
Compilation of Class Letters Message on a Social
Networking Site
Have students handwrite, use a typewriter, or use a word-processing

program to produce their writing. They should be sure to use standard
EDITED STUDENT MODEL
margins and format their final drafts so it is easy for readers to follow the
flow of the text.
Edited Student Model • Friendly Letter • 7
A Letter to Phil
Explain to students that adding visual and multimedia elements can
By James B.
strengthen their writing and presentation, making them more engaging
2265 Harbor Road
Dear Phil: you’re

Boca Raton, FL 33498
March 15, 2013
for their readers and audience. Allow time for students to design
,
I hope your enjoying college. I’m having a great school
, and
year, I’ve been getting good grades I just got the lead role in
and include illustrations, photos, videos, audio, and other visual or
the play that will take place this spring. The reason I’m writing
is to tell you about a project we did in science class a few
!
multimedia elements that will enhance their friendly letter.
weeks ago. We grew a crystal garden. You always helped me
with my science homework, so I thought you would like to
hear about it.
pieces
We started by placing small peices of a sponge in a glass
Then,
pan. We sprinkled water on the sponges so that they were
Next,
damp. We mixed salt and water until no more salt would
dissolve into the water. We then poured the mixture over the
sponges. Since we wanted a colorful crystal garden, we

sprinkled different food colorings on different sponges. We
Then we placed a paper towel over it and
sprinkled a little bit more salt over our garden. Set it on a
cabinet.
Over the next few weeks, we watched our colorful crystals
tiny
grow. They started out very tinie. Now our crystal garden is
fully grown. They look like red, blue, yellow, green, and
purple gem stones.
T356 UNIT 1 WEEK 6

EVALUATE
Discuss Rubrics STUDENT RUBRIC
Guide students as they use the Student Rubric found online in Writer’s
Writing Rubric • 9
Workspace. Discuss how using a rubric helps them identify and focus on
Friendly Letter Rubric
areas that might need further work. Work with the class to review 4 Excellent • shares an interesting idea or event supported by details
• events or ideas are explained in a logical order
the bulleted points on the rubric. •
•
a strong opening explains the purpose of the letter
uses rich descriptive details
• precise words support the focus of the letter
• uses informal tone
• has a variety of sentence structures that flow
• is easy to read free or almost free of all errors
‡ Focus and Coherence Does the friendly letter share an 3 Good • shares an idea or event with readers
• there is some order to the ideas and events
interesting idea or event with friends and family? • the opening gives some details about the reason for
the letter
• a few descriptive details
• some precise words are used
‡ Organization Does the letter include all of the parts of a letter? • makes an effort to use an informal tone
• has a variety of sentences
• has a few errors but is easy to read
‡ Ideas and Support Are ideas developed carefully so readers 2 Fair • tries to share an idea or event, but lacks details
• some ideas and events are out of order
• the opening does not provide enough detail about the
understand the events or ideas? letter

• very few descriptive details
• few precise or descriptive words are used
• tone sometimes becomes formal
‡ Word Choice Are descriptive details and precise words used? • sentences are all the same structure
• frequent errors make it hard to understand
1 Unsatisfactory • does not share an idea or event
‡ Voice/Sentence Fluency Is the letter written in a friendly tone? •

•
•
details are out of order and letter is confusing
there is no stated reason for the letter
no descriptive details
• does not include precise language
Does it include a variety of sentence types? •
•
lacks consistent tone
no sentence variety
• many errors make this hard to understand
‡ Conventions Are errors in grammar, spelling, punctuation, and

capitalization corrected?
Your Turn
Reflect and Set Goals After students have evaluated their own friendly
letters, tell them to reflect on their progress as writers. Encourage them
to consider areas where they feel they have shown improvement, and to
think about what areas need further improvement. Have them set writing
goals to prepare for their conference with the teacher.
Conference with Students

Use the Rubric and the Anchor Papers provided online in Writer’s
Workspace as you evaluate student writing. The Anchor Papers
provide samples of papers 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.

NARRATIVE TEXT Personal Narrative
ritings
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EXPERT MODEL
Pro on 2
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Read Like a Writer Go

Expert
EEx
Expe
Exp
x er Model • Personal Narrative
Narra
arrra
rrrat
rati
rat
rative
ativ
tive
ive
ve
e • 11
11
My Day at the Museum

By Keri L.
Point out that everyone has special events and experiences in Digital
The stone steps stretched out before us. The majestic lions
their lives that they want to remember or share with others.
stood at their posts, welcoming visitors. I had finally made it to
the museum to see the exhibit on Ancient Egypt. The morning
that I heard the exhibit was coming to our local museum, I
When you write about these personal experiences, you are
asked my parents to buy tickets in advance. Finally, here I was,
about to enter the world of King Tut and Nefertiti.
“Okay, we need to stay together. It’s going to be crowded
using a form of writing known as a personal narrative. Read
inside,” said my mom.
But I wasn’t worried about the crowds. I couldn’t wait to
see three thousand year old wall paintings, tools, and cookware
and discuss the features of a personal narrative.
that had been promised in the exhibit’s description. I eagerly
grabbed my reluctant brother’s hand and ushered him through
the wide doors of the museum.
Provide copies of the Expert Model “My Day at the Museum”
After presenting our tickets, we made our way to ancient Writer’s
Egypt. As we entered the great hall where the exhibit began,
the noise of the museum lobby was hushed. I joined the other
and the features of a Personal Narrative found online in Workspace
museum-goers as I studied the colorful and intricate pieces of
the past. It struck me that these ancient objects came from a
world long gone.
Writer’s Workspace.
“Where’s your brother?” asked my mother suddenly.
“He was just here!” I exclaimed.
“We need to find him,” said my mother. She took my hand,
and we began to wind our way through the exhibit much faster
Features of a Personal Narrative
Expert Model
PDF Online
‡ It tells a true story from the writer’s life.
‡ It uses words such as I, me, my, and we.
OBJECTIVES ‡ It has a beginning, middle, and end.
Write narratives ‡ It uses time-order words to tell events in order.
to develop real or
imagined experiences ‡ It includes dialogue, or the words of the people in the story.
or events using ‡ It shares the writer’s feelings about the experience.
and clear event
sequences. Establish Discuss the Expert Model
a situation and Use the questions below to prompt discussion of the features of personal
introduce a narrator
COLLABORATE narratives.
and/or characters;
organize an event ‡ Who is telling this story? (The words I, me, my, and we show me that
sequence that the writer is telling her own story.)
unfolds naturally.
W.3.3a ‡ How does the story begin? (The story begins with the writer standing
in front of a museum, eagerly waiting to see an exhibit on Ancient
ACADEMIC Egypt.)
LANGUAGE ‡ What time-order words are used in the story? (The writer uses the
personal narrative, words Then, Finally, and After.)
time-order, purpose,
audience, sequence ‡ How does the dialogue move the story along? (Dialogue is used to
present the conflict in the story. The writer’s brother is missing.)
‡ What feelings does the writer share about this experience? (In the
end, the writer is glad that her brother wandered off, because she
discovered a whole new period in history to learn about.)
T358 UNIT 1 WEEK 6

PREWRITE
Discuss and Plan
Purpose Discuss with students the purpose for writing a personal
narrative. They can share their feelings about an experience that really
happened to them. They can also entertain the reader with their stories. ENGLISH LANGUAGE
Audience Have students think about who will be reading their personal LEARNERS
narratives, such as friends, family members, and classmates. Ask: What do Beginning
you want your readers to learn about you through your story? Use Visuals Have students draw
pictures of the events in their
Teach the Minilesson personal narratives.
Sequence Explain that writers often tell the events of a story in the Intermediate
order that they happened. This sequence of events helps readers Explain Have students talk
understand what happened and why it happened. It also helps about the events in their personal
narratives.
writers organize the events. Temporal words and phrases, such as
first, then, after that, and finally can establish the order of events. Advanced/High
Distribute copies of the Model Sequence Chart found online in Expand Have partners make a
Writer’s Workspace. Point out that the events in Keri’s personal written list of the details in their
personal narratives.
narrative unfold naturally, as they really happened. She organizes
the events in order by telling what happened first, next, and last.
COLLABORATE
Your Turn 023_037_CR14_NA_WWB_3_U1PN_119113.indd Page 26 2/27/12 10:18 PM u-s010
Choose Your Topic Have students work in pairs or small groups to MODEL SEQUENCE CHART
brainstorm experiences in which they learned something new. Remind Model Graphic Organizer • 13
them to focus on a single event. Ask questions to prompt thinking. Have
I am anticipating the ancient Egypt exhibit.
students record their topics in their Writer’s Notebooks.
‡ What is an interesting thing you have seen or done?
My brother does not want to be here.
‡ What happened first? What happened next? How did it end?

‡ What did you learn? How did you feel about it? The exhibit is full of wonderful ancient objects of which I
have only read about and seen in pictures.
Plan Provide copies of the blank Sequence Chart found online in

Writer’s Workspace. Ask students to put the important events in order, My brother disappears.
or sequence. The beginning should set the scene and tell readers what
they need to know to understand the experience. Copyright © The McGraw-Hill Companies, Inc.
We find my brother, and he is fascinated by the Medieval
exhibit.
I realize that the ancient Egypt exhibit is just one of many

interesting places to visit at the museum.

itinsgs
Wro e
Pr c n 2
Less
o NARRATIVE TEXT Personal Narrative
DRAFT
OBJECTIVES Discuss the Student Model Go
Write narratives
to develop real or Review the features of personal narratives. Provide copies of Digital
imagined experiences the Student Model found online in Writer’s Workspace and
or events using read it aloud.
and clear event Teach the Minilesson
sequences. Use
dialogue and Dialogue To make their narratives more interesting and Writer’s
Workspace
descriptions of to add realism, writers often use dialogue. Explain that
actions, thoughts, dialogue can help advance the story the writer is telling. It is
and feelings to
the specific words the characters say to each other, but it can also
develop experiences
and events or reveals the thoughts and feelings of the characters in the narrative.
show the response
of characters to
HEAD_A
Have students discuss how the Student Model would be improved
by the addition of character dialogue.
situations. W.3.3b
Use temporal words
event order. W.3.3c
Your Turn
Write a Draft Have students review the sequence charts they prepared
in Prewrite. Remind them to use dialogue in their writing to show what
ACADEMIC
LANGUAGE their characters are saying to each other and to reveal their thoughts and
dialogue, transitions, feelings.
draft, technique,
revision
Teacher Conferences
Talk about the strengths of the Focus on how the writer uses a Make concrete suggestions for
writing. writing trait. revision.
The dialogue makes your Your writing would be clearer if Your conclusion would be more
characters more interesting and you added some sequence words interesting if you added more
realistic. to signal what happened first, details about how this experience
next, and last. made you feel.
T360 UNIT 1 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_B
Distribute copies of the Revised Student Model found online in Writer’s

Revised Student Model • Personal Narrative • 16
Workspace. Read the model aloud and have students note the revisions
A Camping Surprise
that Carmen made. Use the specific revisions to show how they help to by Carmen J.
make the personal narrative more engaging. Last summer, my family and I went on our first camping
beautiful
trip. We visited a lake near our town. I have always wanted to
go camping. I was excited about hiking and swimming.
Teach the Minilesson I was really tired when I went to sleep that night. First, we
set up our tent and ate the sandwiches we brought. We sang
Then,
livly songs and told terrifying stories. I had so much fun!

The next morning, strange noises woke me up. Didn’t make
Conclusions Tell students that their personal narratives should Finally,
a sound. I dared to go outside. I saw squirels were dropping
acorns on the roof of the tent.
have a satisfying conclusion to provide a sense of closure. The A minute later, I tripped over my backpack. I had left it out
conclusion should give the sense that the story is over and leave the by mistake and raccoons had ripped it open in the night. I will
¶Oh no! They ate all my snacks!” I said.
never make that mistake again.¶They had stolen nuts, fruit, and
reader feeling they heard all the parts and understand the point of potato chips.
I was upset that the raccoons
ate my snacks, but I sure had
the story. Have students find an example of a revision in the Revised a funny story to tell everyone
at breakfast.
Student Model that the writer added to the conclusion. Discuss how
this revision helps wrap up the narrative and provides closure.
COLLABORATE
Your Turn
Revise Have students use the Peer Review Routine and questions to
review their partner’s draft. Provide the Revise and Edit Checklist from
Writer’s Workspace to guide them as they revise. Have students select
suggestions from the peer review and the Revise portion of the Revise
and Edit checklist to incorporate into their revisions. Suggest they
consider adding words to clarify sequence. Circulate among students as
they work and conference as needed.
Use these questions for peer review.

Peer Conferences
Review with students the routine for peer ✓ Does the writing describe a real
review of writing. They should listen carefully experience from the writer’s life?
as the writer reads his or her work aloud. Begin
by telling what they liked about the writing.
✓ Are the story events written in the
order they happened, using temporal
Then ask a question that will help the writer
words to clarify the sequence?
think more about the writing. Finally, make a
suggestion that will make the writing stronger. ✓ Are descriptive details used to help
the reader imagine the events?

itinsgs
Wro e
Pr c n 2
Less
o NARRATIVE TEXT Personal Narrative
PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With guidance and
support from peers Provide copies of the Edited Student Model found online Digital
and adults, develop in Writer’s Workspace. Read the model aloud and have
and strengthen students note the editing changes that Carmen made.
writing as needed by
planning, revising,
Use the specific edits to show how editing for complete
and editing. W.3.5 sentences, spelling, verb tenses, and punctuation improves
With guidance and
the personal narrative.
Writer’s
support from adults, Workspace
use technology to Your Turn
produce and publish
writing (using
Edit Have students use the Edit questions on the Revise and
keyboarding skills) Edit Checklist to guide them as they review and edit their drafts
as well as to interact on their own. Remind them to read for one type of error at a time.
and collaborate with
others. W.3.6
Publish
For the final presentation of their personal narratives, have students
ACADEMIC choose a format for publishing. Students may want to consider:
LANGUAGE
proofread, edit, Print Publishing Digital Publishing
publish, present,
evaluate, multimedia, Personal Book Writer’s Workspace
rubric Journal Entry Class Blog
Collaborative Class Book Online Graphic Novel
Have students write their personal narrative in cursive or use a word-

processing program to produce their writing. They should be sure to use
standard margins and format their final drafts so it is easy for readers to
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_BLM/ follow the flow of the text.
EDITED STUDENT MODEL
Explain to students that adding visual and multimedia elements can
Edited Student Model • Personal Narrative • 17
strengthen their writing and presentation, making them more engaging
A Camping Surprise
by Carmen J.
for their readers and audience. Allow time for students to design and
Last summer, my family and I went on our first camping
beautiful
trip. We visited a lake near our town. I have always wanted to include illustrations, photos, maps, videos, audio, and other visual or
go camping. I was excited about hiking and swimming.
I was really tired when I went to sleep that night. First, we multimedia elements that will enhance their personal narrative.
Then,
set up our tent and ate the sandwiches we brought. We sang
lively
livly songs and told terrifying stories. I had so much fun!
I curled up in my sleeping bag and
The next morning, strange noises woke me up. Didn’t make
Finally, squirrels
a sound. I dared to go outside. I saw squirels were dropping
acorns on the roof of the tent.
A minute later, I tripped over my backpack. I had left it out
by mistake and raccoons had ripped it open in the night. I will
! ¶Oh no! They ate all my snacks!” I said.
never make that mistake again.¶They had stolen nuts, fruit, and
potato chips.
I was upset that the raccoons
ate my snacks, but I sure had
a funny story to tell everyone
at breakfast.
T362 UNIT 1 WEEK 6

EVALUATE
Discuss Rubrics STUDENT RUBRIC
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_BLM
Guide students as they use the Student Rubric found online in Writer’s
Writing Rubric • 19
Workspace. Explain how using a rubric helps them identify and focus
Personal Narrative Rubric
on areas that might need further work. Work with the class to review the 4 Excellent • gives a detailed, interesting description of an
bulleted points on the rubric. important event in the writer’s life

• uses sequence words to tell events in the order they
happened
• the strong beginning tells when and where the story
happened
• uses rich descriptive details
‡ Focus and Coherence Does the personal narrative tell about an • realistic dialogue adds to the story
• shares personal voice by showing feelings
• has a variety of sentences that flow
important event in the writer’s life in an interesting way? 3 Good

• is easy to read free or almost free of all errors
• tells about an important event with details

• uses some sequence words and presents events in
‡ Organization Are events told in an order that makes sense? the correct order
• the beginning gives some details about when and
where the story happened
Is there a beginning, middle, and end? • a few descriptive details

• includes some dialogue
• makes an effort to show feelings in a genuine voice
• has a variety or sentences
‡ Ideas and Support Are ideas developed carefully so readers • has a few errors but is easy to read
2 Fair • tries to describe an important event, but lacks details

understand the importance of the event?
Copyright © The McGraw Hill Companies, Inc.

• does not use sequence words and tells some events
out of order
• the beginning does not provide enough detail to
understand the story
‡ Word Choice Are descriptive details used? Do sequence words • very few descriptive details
• dialogue is distracting and doesn’t seem real
• has an inconsistent voice
show the order of events? Is the dialogue realistic? • sentences are all the same
• frequent errors make it hard to understand
‡ Voice/Sentence Fluency Does the writing sound like a real

person wrote it? 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 own
personal narratives, tell them to reflect on their progress as writers.
Encourage them to consider areas where they feel they have shown
improvement, and to think about what areas need further improvement.
Have them set writing goals to prepare for their conference with the
teacher.
Conference with Students

Use the Rubric and the Anchor Papers provided online in Writer’s
Workspace as you evaluate student writing. The Anchor Papers
provide samples of papers 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 on 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.
T364 UNIT 1
Use the Literature Anthology

Getting Ready Genre • Biography

All
A l Aboard! Summer days were mowing days

in Colchester, Ontario. Elijah McCoy
watched his father cut the tall grass. He
was waiting for the machine to break.
Elij
ijj a h McCoy ’s When it did, he jumped for joy. Elijah
Stt e a m Engine
was only six, but already he was good
at tinkering with tools.
From All Aboard! Elijah McCoy’s Steam Engine by Monica Kulling,

illustrated by Bill Slavin. © 2010 published by Tundra Books.
By Monica Kulling
Illustrated by Bill Slavin
Suggested Pacing
Essential
Es
sse
ss Question
How can problem solving lead to Days 1–3 Read
new ideas?
Read about Elijah McCoy’s idea. Find out
how it made train travel safer and faster.
pp. 74–77
Credits TK
74
Go Digital!
Go D
75 pp. 78–85
074_081_CR14_SA_3_U1W4_SEL_118998.indd 74 12/1/11
074_081_CR14_SA_3_U1W4_SEL_118998.indd
8:22 AM 75 12/16/11 1:15 PM
pp. 86–89
074-075_RDX_McCoy_steame_engine.indd 1 Close Reading of All Aboard! Elijah McCoy’s 05/03/12 3:31 PM
Steam Engine, pages 74–89 Days 4–8 Reread

pp. 74–77
pp. 78–81
Use the suggestions in the chart to assign reading of the text and to chunk pp. 82–85
pp. 86–87
the text into shorter passages for rereading. pp. 88–89
Days 9–10 Write
ESSENTIAL QUESTION How can problem solving lead to new ideas? About the
Ask students to discuss the different ways in which they have learned that Text
COLLABORATE problem solving can lead to new ideas.

Assign the Reading
Ask students to read the text independently. You may want to read pages
74–77 together to help students build prior knowledge.
Take Notes
As students read, ask them to generate questions and notes on features of the
text they find difficult to understand. For this selection, students may note:
‡ prior knowledge about the content
‡ complex sentence structure
‡ connections between ideas that are difficult to follow p. 76
Model for students how to take notes. What is the
Think Aloud On page 76, I read that Elijah’s parents had come to Canada on Underground
the Underground Railroad. I wonder what the Underground Railroad is. There Railroad?
is no information in the text or illustration that tells me more about it.
EXTENDED COMPLEX TEXT T365

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Use the Literature Anthology
Assign Graphic Organizer 143 to help students take notes on causes
and effects.
A students share their questions and notes, use the Access Complex Text
A C T As
s
suggestions on pages T225A–T225P 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 Elijah McCoy and his invention. Ask
questions about
‡ Text Features, pp. 74–77, 78–81, 82–85
‡ How do the illustrations support the text?
‡ Cause and Effect, pp. 74–77, 78–81, 82–85, 86–87, 88–89

‡ Why does the author use causes and effects to help tell Elijah
McCoy’s story?
‡ Word Choice, pp. 82–85

‡ What kind of word choice does the author use? What effect does it create?
‡ Text Structure, pp. 88–89

‡ When does the author use repetition? Why?
‡ Figurative Language, pp. 78–81, 86–87

‡ What kinds of figurative language does the author use?
‡ Why does she use figurative language?
Use the prompts on Teacher Edition pages T225A–T225P 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 causes Elijah to take the job with the railroad?
Think Aloud On page 80, the text says “But Elijah needed work, so he took
the job.” I have already read that Elijah is interested in locomotives and “knew
engines inside out.” I can put this evidence together to answer the question—
Elijah took the job because he needed work and was interested in and
knowledgeable about locomotives.
T366 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 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 I can reread the notes I took during reading to find text
evidence that can help me answer the question. My notes on page 85
describe how Elijah had to get out and oil the train every time the steam
engine screeched to a halt. This problem led to Elijah’s new idea for an oil cup.
I can use that information in my answer. Then I will look through the rest of
my notes to find additional text evidence that I can use to support my answer.
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
Lerner Publishing Group, Inc.; ”Book Cover”, copyright © 2001 by Random House Children’s Books, from BEN FRANKLIN AND THE MAGIC SQUARES by Frank Murphy,
Text copyright © 2003 by Ginger Wadsworth. Illustrations copyright © 2003 by Craig Orback. Reprinted with the permission of Millbrook Press, a division of Lerner
Random House Children’s Books, a division of Random House, Inc.; ”Benjamin Banneker: Pioneer Scientist,” by Ginger Wadsworth and illustrated by Craig Orback.
Getting Ready
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
”Book Cover”, copyright © 1986 by Alfred A. Knopf, from MORE STORIES JULIAN TELLS by Ann Cameron. Used by permission of Alfred A. Knopf, an imprint of
Teacher’s
illustrated by Richard Walz. Used by permission of Random House Children’s Books, a division of Random House, Inc.
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 learning help us grow?

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
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 summarize the text.
T368 UNIT 1
A C T H
Help students access the complex features of the text. Scaffold instruction on
tthe following features as necessary:
‡ Purpose ‡ Connection of Ideas
‡ Genre ‡ Organization
‡ Specific Vocabulary ‡ Prior Knowledge
‡ Sentence Structure
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 Main Idea and Key Details
Development Word Choice
Word Choice Text Structure
Genre Text Features
Author’s Point of View 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
complete 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
T217D, 6: T17, T81, T89Q, T209, Approaching Level Options,
A T217E
purpose, 1: S9–S10, T27A, T27G,
T27W, T93A, T93G, T93M, T225B,
comprehension, 1: T48–T49,
T114–T115, T180–T181, T246–T247,
T310–T311, 2: T48–T49, T114–T115,
Access complex text, T225E, T225O, T281, T289, T289E, T180–T181, T246–T247, T310–T311,
connection of ideas, 1: S10, S22, T25, 2: T27E, T27Q, T93O, T155, T159B, 3: T48–T49, T114–T115, T180–T181,
T27I, T27O, T27Q, T27S, T93O, 159O, T159Y, T225B, T225O, T283, T246–T247, T310–T311, 4: T46–T47,
T93U, T159E, T159I, T159L, T225F, 3: T31, T93O, T159C, 4: T25R, T110–T111, T174–T175, T238–T239,
T344, T345, 2: T21, T27F, T27M, T153B, T153O, T217C, T217N, T302–T303, 5: T46–T47, T110–T111,
5: T25Q, T87, T149, T217K, T217R, T174–T175, T238–T239, T302–T303,
T27O, T27U, T93G, T93I, T93M,
T281A, 6: T217B, T217U 6: T46–T47, T110–T111, T174–T175,
T93U, T159M, T159R, T289E, T344,
T345, T346, 3: T27G, T27M, T27S, sentence structure, 1: S10, S21–S22, T238–T239, T302–T303
T93C, T93H, T93K, T151, T159E, T27C, T27E, T27K, T27M, T225I, fluency, 1: T43, T48, T109, T114, T175,
T159K, T159Q, T277 T336, T337, T225L, T289A, 2: T27I, T27N, T93E, T180, T241, T246, T305, T310,
T338, 4: T17, T21, T25C, T25G, T25I, T151, T159K, T159Q, T225I, T289A, 2: T43, T48, T109, T114, T175, T180,
T25M, T25O, T25Q, T89C, T89E, T344, T345, T346, 3: T27I, T27O, T241, T246, T305, T310, 3: T43, T48,
T89O, T89Y, T153K, T209, T281E, T27Q, T27W, T93I, T93S, T289E, T109, T114, T175, T180, T241, T246,
T336, T337, T338, 5: T25I, T25O, T344, T345, T346, 4: T25E, T25J, T305, T310, 4: T41, T46, T105, T110,
T25U, T81, T89D, T89E, T89M, T25O, T25Q, T89G, T89I, T89M, T169, T174, T233, T238, T297, T302,
T153I, T217A, T217E, T217G, T217I, T217, T336–T338, 5: T25C, T25M, 5: T41, T46, T105, T110, T169, T174,
T217K, T217O, T217Q, T273, T281C, T217C, T217M, T336, T337, T338, T233, T238, T297, T302, 6: T41, T46,
T336, T337, T338, 6: T25G, T25S, 6: T25C, T25K, T25N, T89M, T217K, T105, T110, T169, T174, T233, T238,
T281C, T336, T337, T338 T297, T302
T89C, T89E, T89G, T89I, T89K,
T153C, T153G, T153J, T211, T217O, specific vocabulary, 1: S10, S22, T93K, focus on genre, 2: T43, T109,
T336, T337, T338, T360–T361 T225J–T225K, T225M, 2: T93, T93C, 4: T41, T105
T93H, T93K, T93S, T159I, T159S, focus on literary elements, 1: T43,
genre, 1: S9–S10, S22, T19, T27B,
T159W, T225K, T281, T289C, T344, 4: T297
T91, T93A, T93C, T93I, T93W,
T345, T346, 3: T27C, T27K, T27Y,
T157, T159B, 159C, T159G, T159K, focus on science, 1: T241, 3: T175,
T93C, T93G, T159I, T225, T225G,
T225M, T225O, T287, T289C, T225I, T281C, T344, T345, T346, T241, 4: T169, T233, 5: T297,
2: T19, T27B, T27G, T27K, T27W, 4: T89W, T153I, T217G, T217I, T273, 6: T169, T233
T159E, T223, T225G, 3: T25, T27A, T281, T336–T338, 5: T25, T25E, focus on social studies, 1: T109, T175,
T27E, T85, T93M, T159A, T159G, T25K, T89A, T89C, T89I, T89Q, T89S, 2: T175, T241, 5: T169, T233, 6: T4
T225A, T225M, T273, 4: T25K, T81E, T89Y, T153K, T217F, T217I, T217M, Level Up, 1: T43, T109, T175, T241,
T89U, T151, T153G, T217B, T217K, T217O, T336, T337, T338, 6: T25Q, T330, T332–T333, T344, 2: T43,
217R, T281A, T286, 5: T17, T25G, T89A, T89F–T89G, T89O, T153A, T109, T175, T241, T305, 3: T43,
T25W, T145, T153G, T153K, T217U, T153E, T153G, T153M, T217I, T109, T175, T241, 4: T41, T105,
T217W, T281E, 6: T23, T25A, T25D, T217Y, T273, T281, T281E, T336, T169, T233, T297, T336, 5: T41,
T25E, T25I, T25M, T89D, T89K, T337, T338, T361 T105, T169, T233, T297, T336,
T89W, T145, T151, T153E, T153I, 6: T41, T233
Adjectives. See Grammar: adjectives.
T217G, T217M, T217Q, T217S,
T281A Adverbs. See Grammar: adverbs. Leveled Reader lessons, 1: T42–T43,
Affixes. See Phonics/Word Study; T108–T109, T174–T175, T240–T241,
introducing types of complex text, T304–T305, 2: T42–T43, T108–T109,
1: S10, S22 Spelling; Vocabulary: prefixes,
suffixes. T174–T175, T240–T241, T304–T305,
organization, 1: S10, S21–S22, T151, 3: T42–T43, T108–T109, T174–T175,
T159C, T159O, T217, T221, T225G, Alliteration, 2: T27S, T276, T278, T320, T240–T241, T304–T305, 4: T40–T41,
2: T27C, T85, T159G, T225E, 3: T19, T324, 5: T217F T104–T105, T168–T169, T232–T233,
T89, T93E, T153, T159M, T196, See also Literary devices; Poetry. T296–T297, 5: T40–T41, T104–T105,
T225C, T225E, T230, T232, T262, Analogies. See Spelling: analogies; T168–T169, T232–T233, T296–T297,
T289A, T289C, T291A, T369, 4: T25U, Vocabulary: analogies. 6: T40–T41, T104–T105, T168–T169,
T89A, T89Q, T153E, T217E, T217M, T232–T233, T296–T297
Analytical Writing. See Write About
T281C, T361, 5: T25B, T89G, T89K, Reading. paired read, 1: T43, T109, T175, T241,
T89O, T89W, T153A, T153C, T153E, T305, 2: T43, T109, T175, T241,
T153O, T217U, T277, 6: T25G, T25J, Analyzing. See Comprehension
T305, 3: T43, T109, T175, T241,
T89S, T217C strategies: analyze.
T305, 4: T41, T105, T169, T233,
prior knowledge, 1: S10, S22, T85,
Anchor Papers, 1: T357, T363, 2: T357, T297, 5: T41, T105, T169, T233,
T363, 3: T357, T363, 5: T349, T355 T297, 6: T41, T105, T169, T233,
T93E, T225C, T225H, 2: T93B, T93I,
T159C, T217, T225C, 3: T38, T82, Antonyms. See Vocabulary: T297
T93B, T93F, T217, T225G, 4: T25A, antonyms. phonics/decoding, 1: T44–T45,
T89K, T145, T153C, T209, T217Q, Apostrophes. See Grammar: T110–T111, T176–T177, T242–T243,
T228, T361, 5: T153A, T153C, punctuation. T306–T307, 2: T44–T45, T110–T111,
BM10 INDEX Key 1 = Unit 1

INDEX
T176–T177, T242–T243, T306–T307, Brooks, Gwendolyn, 4: T281E–T281F dialogue, 3: T29, T36–T37, T48, T57,
3: T44–T45, T110–T111, T176–T177, Christelow, Eileen, 2: T159B, T159U T59, T84, T93M, 4: T344, T346–T347,
T242–T243, T306–T307, 4: T42–T43, T349–T350, T352
T106–T107, T170–T171, T234–T235, Compestine, Ying Chang,
4: T25A, T25S exaggeration, 2: 93E
T298–T299, 5: T42–T43, T106–T107,
T170–T171, T234–T235, T298–T299, figurative language, 1: T159E, T159J,
Deedy, Carmen Agra, 3: T27U
6: T42–T43, T106–T107, T170–T171, 2: T159F, T225I, 4: T25L, T25S, T89P,
Fleming, Candace, 5: T25A, T25S 5: T25G, T25S, T89E, T89U, 6: T217C
T234–T235, T298–T299
Gibbons, Gail, 6: T217W, T357 humor, 3: T27H, 4: T89N, T89S
vocabulary, 1: T46–T47, T112–T113,
T178–T179, T244–T245, T308–T309, Goodman, Susan E., 2: T225M idiom, 3: T85, T92–T93, T93E, T93R,
2: T46–T47, T112–T113, T178–T179, Heller, Linda, 2: T93A–T93R T107–T108, T113, T116, T118,
T244–T245, T308–T309, 3: T46–T47, T120–T122, T124–T126, T129, T172,
Hubbell, Patricia, 2: T291A–T291B
T112–T113, T178–T179, T244–T245, 5: T25S
T308–T309, 4: T44–T45, T108–T109, Kinsey-Warnock, Natalie, 6: T89U
imagery, 4: T217C, 5: T25F
T172–T173, T236–T237, T300–T301, Kulling, Monica, 1: T225Q point of view, 2: T93Q, T159U, T225M,
5: T44–T45, T108–T109, T172–T173, Lewis, J. Patrick, 2: T289C–T289D, T347, T364, 3: T97, T229, 5: T145,
T236–T237, T300–T301, 6: T44–T45, T289F, 4: T281A–T281B T148–T149, T153C, T153E, T153H,
T108–T109, T172–T173, T236–T237, T153J–T153K, T153M–T153N, T157,
T300–T301 Lippert, Margaret H., 6: T25O
T168–T169, T174–T177, T179–T181,
Ask and answer questions, 1: S20, T76, Malaspina, Ann, 3: T93A, T93Q T183–T187, T209, T212–T213,
T144, T152–T153, T210, T218–T219, Mason, Adrienne, 3: T225A, T225K T217B, T217H–T217I, T217L, T217N,
T276–T277, T282–T283, 2: T208, T347, Meunier, Brian, 5: T89A, T89U T217R, T217T, T232, T238–T239,
4: T12, T18–T19, T74, T76–T77, T243–T244, T247, 6: T217W,
T82–T83, T339, 5: T140, T146–T147, Onish, Liane B., 6: T153K T276–T277, T281C–T281D, T285,
T210–T211, T268, T274–T275, T339, Pennypacker, Sara, 4: T89A, T89S, T89U T296, T302–T305, T307–T309,
6: T202, T339 Pringle, Laurence, 4: T153A, T153M T311–T315, T361
Assessment, Rau, Dana Meachen, 4: T217B, T217O repetition, 1: T93I, 5: T25D
end-of-week, 1: T66–T67, T132–T133, sensory language, 4: T89L
Recorvits, Helen, 1: T93S
T198–T199, T264–T265, T328–T329,
Simon, Seymour, 5: T153A, T153K, sentence fluency, 3: T32–T33,
2: T66–T67, T132–T133, T198–T199,
T153M T34–T35, T64
T264–T265, T328–T329, 3: T66–T67,
T132–T133, T198–T199, T264–T265, Soto, Gary, 1: T159M strong opening, 4: T335, 5: T222–T225
T328–T329, 4: T64–T65, T128–T129, strong verbs, 1: T159M
Stone, Tanya Lee, 5: T217A, T217S
T192–T193, T256–T257, T320–T321, text structure, 1: T27R, T225O, T225Q,
5: T64–T65, T128–T129, T192–T193, Zuehlke, Jeffrey, 3: T159O
2: T159I, T225E, 4: T153C, T217H,
T256–T257, T320–T32, 6: T64–T65, Author’s Craft. See also Text features. 6: T25G, T153G
T128–T129, T192–T193, T256–T257,
alliteration, 2: T27S, 5: T217F, transitional words, 5: T217S, 6: T153K
T320–T321
6: T269, T315 word choice, 1: T27K, T225K, 2: T27C,
Quick Check and observational
assessments. See individual skills animal characters, 6: T32 T27K, T93M, 3: T27C, T27L, T27R,
listings for Comprehension skills; biography, 3: T27U, T93S, T109, T117, T93G, T93M, T98–T101, T130,
Comprehension strategies; T121, T127, T159O, T225K, T159J, T159O, 4: T25H, T153J,
Fluency; Grammar; Phonics/Word 5: T204, T214–T215, T217B, T217D, T358, T361, 5: T217F,
Study; Vocabulary; Writing. T232–T233, T239–T240, T244–T245, 6: T25E, T25O, T89D, T217K, T284,
T286–T289, T318, T346, T349, T355,
scoring rubrics, 1: T341, T357, T363, T250–T251
T358, T361
2: T341, T357, T363, 3: T341, T357, character, 4: T25C, 5: T89J, 6: T89N
T363, 4: T333, T349, T355, 5: T333, Author’s purpose. See Comprehension
comparison, 6: T153J skills: author’s purpose.
T349, T355, 6: T333, T349, T355
contrast, 3: T27V, T97, T147, T159G, Autobiographies. See Genre.
summative, 1: T348–T349, 2: T348–
T163, T225F, T229, T239, 5: T153B,
T349, 3: T348–T349, 4: T340–T341,
5: T340–T341, 6: T340–T341 T157, 6: T358
Author/illustrator biographies,
1: T27U, T93S, T159M, T225Q, 2: T27S,
T93Q, T159U, T225M, 3: T27U, T93Q,
descriptive and regional language,
3: T27C, T27G, T27N, T27U, T30,
T32, T49, T53–T54, T57, T93D, T115,
T117, T119–T120, 4: T334–T335,
B
T159O, T225K, 4: T25S, T89S, T153M, Base words. See Vocabulary: base
T217O, 5: T25S, T89U, T153M, T217S, T344, T346, T350–T353, T355
words/root words.
6: T89U, T153K, T25O, T217W descriptive details, 4: T217O Beyond Level Options,
Authors, main selection, descriptive words, 1: T27U, T93S, comprehension, 1: T57, T123, T189,
Anaya, Rudolfo, 2: T27B, T27S 6: T318 T255, T319, 2: T57, T123, T189, T255,
Bloom, Becky, 1: T27U dialect, 6: T89U 3: T57, T123, T189, T255, T319,
INDEX BM11
4: T55, T119, T183, T247, T311, Cause and effect. See Comprehension 2: T10, T76, T142, T208, T274, 3: T10,
5: T55, T119, T147, T183, T247, T311, skills: cause and effect. T76, T142, T208, T274, 4: T10, T74,
6: T55, T119, T183, T247, T311 Character. See Comprehension skills: T138, T202, T266, 5: T10, T74, T138,
focus on genre, 2: T55, T121, 4: T53, character. T202, T266, 6: T10, T74, T138, T202,
T117, 6: T53 T266
Charts. See Graphic Organizers: charts;
focus on literary elements, 1: T55, Text features: charts. Colon. See Grammar: punctuation.
2: T317, 4: T117, 6: T309 Chronological order. See Commands. See Grammar: sentences.
focus on science, 1: T253, 3: T187, Comprehension skills: chronological Commas. See Grammar: punctuation.
T253, 4: T181, T245, 5: T309, order; Writing traits: organization Communication. See Listening.
6: T133, T181, T245 Citations. See Study skills. Compare and contrast, 1: S23,
focus on social studies, 1: T121, T187, Classroom Library, 1: T368–T369, 4: T148–T149, T174–T175, T179,
T317, 2: T187, T253, 3: T317, 2: T366, 3: T368, 4: T360–T361, T182–T183, 6: T238–T239, T243, T247
5: T181, T245, 6: T69 5: T356–T361, 6: T360 Compound sentences. See Grammar:
Level Up, 1: T332–T333, T345, Close reading, 1: S10, S12–S14, sentences.
T364–T367, 3: T51, T183, T313, S24–S26, T16, T18, T20, T22, T24, T26,
4: T339, 6: T337, T338, T339 Compound words. See Phonics/Word
T27A–T27X, T42, T50, T54, T82, T84,
Study; Spelling; Vocabulary.
Leveled Reader lessons, 1: T54–T55, T86, T88, T90, T92, T93A–T93X, T108,
T120–T121, T186–T187, T252–T253, T116, T120, T148, T150, T152, T154, Comprehension skills. See also
T316–T317, 2: T54–T55, T120–T121, T156, T158, T159A–T159P, T174, T182, Approaching Level Options; Beyond
T136–T137, T186–T187, T252–T253, T186, T214, T216, T218, T220, T222, Level Options; English Language
T316–T317, 3: T54–T55, T120–T121, T224, T225A–T225T, T240, T248, T252, Learners; On Level Options.
T186–T187, T252–T253, T316–T317, T282, T284, T286, T288, T289A–T289F, author’s point of view, 1: S25–S26,
4: T52–T53, T116–T117, T180–T181, T304, T312, T316, 2: T16, T18–T19, 2: T154–T155, T181, T185, T189,
T244–T245, T308–T309, 5: T52–T53, T24, T26, T27A–T27X, T42, T50, T54, T210, T220–T221, T247, T251, T255,
T116–T117, T180–T181, T244–T245, T82, T84–T85, T88, T90, T92, T94, T108, 5: T145, T148–T149, T157, T175,
T308–T309, 6: T52–T53, T116–T117, T116, T120, T148–T151, T152, T154, T179, T183, T212–T213, T239, T243,
T180–T181, T244–T245, T308–T309 T156, T158, T159A–T159Z, T174, T182, T247
T186, T214, T216–T217, T220, T222,
paired read, 1: T55, T121, T187, T253, cause and effect, 1: S23–S24,
T224, T225A–T225P, T280–T281, T284,
T317, 2: T55, T121, T187, T253, T317, T220–T221, T247, T251, T255,
T286, T288, T289A–T289F, T304, T312,
3: T55, T121, T187, T253, T317, 3: T88–T89, T114–T115, T101, T115,
T316, T336, T347, 3: T16, T18–T20, T22,
4: T53, T117, T181, T245, T309, T119, T123, 4: T212–T213, T238,
T24, T26, T27A–T27Z, T42, T50, T54,
5: T53, T117, T181, T245, T309, T239, T243, T247
T82, T84–T86, T88, T90, T92, T93A–T93T,
6: T53, T117, T181, T245, T309 character, 1: S11–S12, T22–T23, T48,
T108, T116, T120, T148, T150–T152,
vocabulary, 1: T56, T122, T188, T254, T154, T156, T158, T159A, T159R, T174, T49, T53, T57, T88–T89, 3: T22–T23,
T318, 2: T56, T122, T188, T254, T318, T182, T186, T214, T216–T218, T220, T48–T49, T53, T55, T57
3: T56, T122, T188, T254, T318, T222, T224, T225A, T240, T248, T252, compare and contrast, 1: S23, 4:
4: T54, T118, T182, T246, T310, T280–T284, T286, T288, T289A–T289F, T148–T149, T174–T175, T179,
5: T54, T118, T182, T246, T310, T304, T312, T316, T336, T364–T365, T182–T183, 6: T238–T239, T243,
6: T54, T118, T182, T246, T310 4: T16–T18, T20, T22, T24, T25A–T25V, T247
Bibliography, 4: T220 T40, T48, T52, T80–T82, T84, T86, T88,
details. See Comprehension skills:
Biographies. See Genre: informational T89A–89Z, T104, T112, T116, T144–
main idea and details
text. T146, T148, T150, T152, T153A–T153P,
T168, T176, T180, T208–T210, T212, main idea and key details, 1: S23–S24,
Book, parts of. See Study skills: parts of T214, T216, T217A–T217R, T232, T284–T285, T310, T311, T315,
a book; Text features. T240, T244, T272–T280, T281A–T281F, T319, 3: T154–T155, T181, T185,
Build background, 1: S5, S19, T10, T58, T296, T304, T308, T328, T356–T357, T189, T220–T221, T246–T247,
T76, T124, T142, T190, T208, T256, T274, 5: T16–T18, T20, T22, T24, T25A–T25X, T251, T255, T306, T314, T318,
T320, 2: T10, T58, T76, T124, T142, T190, T40, T48, T52, T80–T82, T84, T86, T88, T322, T324, T347
T208, T256, T274, T334, 3: T10, T58, T89A–89Z, T104, T112, T116, T144– plot, 1: S11–S12, T22–T23, T48, T49,
T76, T124, T142, T190, T208, T256, T146, T148, T150, T152, T153A, T153O, T53, T57, T88–T89, 3: T22–T23,
T274, T320, 4: T10–T11, T56, T74–T75, T168, T176, T180, T208–T210, T212, T48–T49, T53, T55, T57
T120, T138–T139, T184, T202–T203, T214, T216, T217A–T217X, T232, T240,
point of view, 1: S13–S14, 4: T20–T21,
T248, T266, T312, 5: T10, T56, T74, T244, T272–T273, T276, T278, T280,
T46–T47, T51, T55, T84–T85, 5:
T120, T138, T184, T202, T248, T266, T281A, T281C, T281E, T296, T304, T308,
T20–T21, T47, T51, T55, T84–T85,
T312, 6: T10, T56, T74, T120, T138, T328, T339, T356, 6: T20, T25A–T25T,
T80–T82, T84, T86, T88, T89A–T89X, T111, T115, T119
T184, T202, T248, T266–T267, T312,
T326 T104, T112, T116, T144–T146, T148, problem and solution, 3: T19,
T150, T152, T153A–T153N, T168, T176, T22–T24, T31, T42, T48–T50,
T180, T208–T209, T210, T212, T214, T53–T54, T57–T58, T60, T366,
C T216, T217A, T217Y, T232, T240, T244, 6: T148–T149, T175, T179, T183,
T272–T274, T276, T278, T280, T185
T281A–T281F, T296–T297, T304–T305, sequence, 1: T88–89, T154–T155,
T308–T309, T328, T339, T356–T357 2: T230–T233, T262, T352–T355,
Capitalization. See Grammar. Collaborative conversations, 1: S6, T357, 3: T284–T285, T310, T311,
Captions, 5: T153M S20, T10, T76, T142, T208, T274, T319, 4: T29, T344–T347

INDEX
setting, 1: S11–S12, T22–T23, T48, search engines, 1: T337, 2: T338, T260–T263, T275, T279, T285, T287,
T49, T53, T57, T88–T89, 3: T22–T23, 4: T329–T330, 6: T330 T289, T295, T324–T327, T353, T359,
T48–T49, T53, T55, T57 slide show, 4: T331, 5: T348 3: T11, T15, T21, T23, T27, T33, T62–
theme, 2: T18, T22–T23, T31, T42–T43, T65, T77, T81, T87, T91, T93, T99,
web pages, 1: T336–T337, 3: T336, T128–T131, T143, T147, T155, T157,
T49–T51, T53–T55, T59, T61, 5: T328, T330, 6: T328–T329
T88–T89, T97, T108–T109, T115, T159, T165, T194–T197, T209, T213,
Conclusions, drawing. See T219, T221, T223, T231, T260–T263,
T119, T123, T189, 6: T20–T21, T47,
Comprehension skills: plot. T275, T279, T283, T285, T289, T295,
T51, T55, T57, T84–T85
Conjunctions. See Grammar: T324–T327, T353, T359, 4: T11, T15,
Comprehension strategies, T19, T23, T25, T31, T60–T63, T75,
conjunctions.
ask and answer questions, 1: S20, T76, T79, T85, T87, T89, T95, T124–T127,
Connect and Compare. See
T144, T152–T153, T210, T218–T219, T139, T143, T147, T149, T153, T159,
Informational text; Text connections,
T276–T277, T282–T283, 2: T208, T188–T191, T203, T207, T211, T213,
T347, 4: T12, T18–T19, T74, Consonants. See Phonics/Word Study. T215, T223, T252–T255, T267, T271,
T76–T77, T82–T83, T339, 5: T140, Content vocabulary. See Vocabulary: T275, T277, T279, T287, T316–T319,
T146–T147, T210–T211, T268, content. T345, T351, 5: T11, T15, T19, T21,
T274–T275, T339, 6: T202, T339 Context clues. See Vocabulary: context T23, T31, T60–T63, T75, T79, T83,
predictions. See Predictions, make, clues. T85, T89, T95, T124–T127, T139,
confirm, and revise. T143, T147, T151, T153, T159,
Contractions. See Grammar: T188–T191, T203, T207, T213, T215,
reread, 2: T16, T18, T216, T218–T219, contractions. T217, T252–T255, T267, T271, T275,
T276–T277, 4: T204–T205, Conventions. See Grammar. T279, T281, T287, T316–T319, T345,
T210–T211, T238–239, T243, T247, T351, 6: T11, T15, T19, T21, T25,
Cross-curricular connections. See
6: T140, T146–T147, T204–T205, T31, T60–T63, T75, T79, T83, T85,
Literacy workstation activity cards;
T210–T211, T268 T87, T95, T124–T127, T139, T143,
Theme projects; specific disciplines.
summarize, 1: S14, S23–S24, T12, T147, T149, T153, T159, T188–T191,
2: T78, 3: T148, T152–T153, T203, T207, T213, T215, T217, T223,
D
T210–T211, T218–T219, T276–T277, T252–T255, T267, T271, T275, T277,
T282–T283, 5: T12–T13, T18–T19, T279, T287, T316–T319, T345, T351
T76, T82–T83 close reading, 1: T27D, T27F, T27H,
visualize, 1: T12–T13 , T16, T18, T20–T21, T27J, T27L, T27N, T27P, T27R, T27X,
T22, 3: T16, T20–T21, T78–T79, Denotation. See Vocabulary: T93D, T93F, T93J, T93L, T93N, T93P,
T86–T87 denotation. T93Q, T93V, T159D, T159F, T159H,
Computer Literacy. See also Study Diagrams. See Graphic Organizers: T159J, T159P, T225D, T225F, T225H,
skills; Technology. diagrams; Text features. T225P, T289D, T289F, 2: T27D, T27F,
T27H, T27J, T27L, T27N, T27P, T27R,
adding to a presentation, 1: T356, Dialogue, 1: T90–T91, T93C, T358,
T27V, T27X, T93D, T93F, T93H, T93J,
T362, 2: T356, T362, 4: T348, T354, 3: T294, 4: T94, T163, T346
T93L, T93N, T93P, T93T, T93V, T159D,
5: T331–T332, T348, T354, 6: T348, Dictionary, use, 1: S27–S28, T26, T92, T159F, T159H, T159J, T159N, T159R,
T354 T93K, 3: T158, 5: T89C, T89I T159T, T159X, T159Z, T225D, T225F,
blogs, 1: T362, 2: T356, T362, 4: T348, Differentiated instruction. See T225H, T225J, T225L, T225P, T289B,
5: T354, 6: T348 Approaching Level Options; Beyond T289C, T289F, 3: T27D, T27F, T27H,
copyrights and citations, 2: T338, Level Options; English Language T27J, T27L, T27N, T27P, T27R, T27T,
T341, T365, T367, 4: T357, T359, Learners; On Level Options. T27X, T27Z, T93D, T93F, T93H, T93J,
5: T143, T147, T149, T151, T153, T93L, T93N, T93T, T159D, T159F,
T155, T329–T330, T332–T333 T159H, T159J, T159L, T159N, T159R,
graphs, 2: T336–T337, T347, T356,
T362, T364, T366–T369,
4: T327–T330, T339, T345–T346,
T348, T351–T352, T356, T358–T361,
E T225D, T225F, T225H, T225J, T225N,
T289B, T289D, T289F, 4: T25D, T25F,
T25H, T25J, T25L, T25N, T25P, T25V,
T89B, T89D, T89F, T89H, T89J, T89L,
End punctuation. See Grammar: T89N, T89P, T89R, T89V, T89X, T89Z,
5: T348, 6: T328–T330, T339, T356, mechanics and usage. T153D, T153F, T153H, T153J, T153L,
T358–T361 T153P, T217D, T217F, T217H, T217J,
Engagement Prompt. See under
hyperlinks, 1: T336, 2: T336, 4: T328, Writing prompts. T217L, T217N, T217R, T281B, T281C,
5: T150, T221, T328, 6: T328 T281F, 5: T25D, T25F, T25H, T25J,
English Language Learners, T25L, T25N, T25P, T25R, T25V, T89D,
image searches, 4: T329
beginning/intermediate/advanced/ T89F, T89H, T89J, T89L, T89N, T89P,
Internet, 1: T337, 2: T336, T337, high, 1: T11, T15, T27, T33, T62–T65, T89R, T89X, T153D, T153F, T153H,
3: T292, T335, T337–T338, T77, T81, T99, T128–T131, T143, T147, T153J, T153L, T153P, T217B, T217F,
4: T329–T330, 5: T328, T329, T153, T155, T159, T165, T194–T197, T217H, T217J, T217L, T217N, T217R,
6: T329–T330 T209, T213, T219, T223, T225, T231, T217V, T217X, T281B, T281D, T281F,
research, 1: S35, T337–T341, 2: T162, T260–T263, T275, T279, T283, T285, 6: T25D, T25F, T25H, T25J, T25L,
T228, 3: T292–T293, T318, T289, T295, T324–T327, T353, T359, T25R, T25T, T89D, T89F, T89H, T89J,
4: T323–T325, T328–T333, 5: T28, 2: T11, T15, T23, T25, T27, T33, T89L, T89N, T89P, T89R, T89X,
T92, T156–T157, T220, T329–T333, T62–T65, T77, T81, T87, T89, T91, T153D, T153F, T153H, T153N, T217D,
6: T220–T221, T284–T285, T99, T128–T131, T143, T147, T153, T217F, T217H, T217J, T217L, T217N,
T323–T325, T328–T333, T345, T157, T159, T165, T194–T197, T209, T217P, T217R, T217V, T217Z, T281B,
T350–T355 T213, T219, T221, T225, T231, T281C, T281F
INDEX BM13
fluency, 1: T61, T127, T193, T259, T124–T125, T188–T189, T252–T253, daily, 1: T29, T95, T161, T227, T291,
T323, 2: T61, T127, T193, T259, T316–T317 2: T29, T95, T161, T227, T291,
T323, 3: T61, T127, T193, T259, writing/spelling, 1: T64, T130, T196, 3: T29, T95, T161, T227, T291,
T323, 4: T59, T123, T187, T251, T262, T326, 2: T64, T130, T196, 4: T27, T91, T155, T219, T283,
T315, 5: T59, T123, T187, T251, T262, T326, 3: T64, T130, T196, 5: T27, T91, T155, T219, T283,
T315, 6: T59, T123, T187, T251, T262, T326, 4: T62, T126, T190, 6: T27, T91, T155, T219, T283
T315 T254, T318, 5: T62, T126, T190, expression, 1: S31, T29, T43, T48, T51,
focus on science, 1: T259, 3: T193, T254, T318, 6: T62, T126, T190, T55, T61, T227, T241, T246, T259,
T259, 4: T187, T251, 5: T315, T254, T318 T334, 2: T51, T55, T334 3: T29, T43,
6: T187, T251 T48, T51, T55, T61, T334, 4: T27,
Essential Question, 1: S5, S19, T3, T10,
focus on social studies, 1: T127, T193, T27B, T58, T60, T69, T76, T93B, T124, T41, T46, T49, T53, T59, T283, T297,
T323, 2: T193, T259, 3: T323, T126, T135, T142, T159B, T190, T192, T302, T305, T309, T315, T326,
5: T187, T251 T201, T208, T225B, T256, T258, T267, 5: T326, 6: T27, T41, T46, T49, T53,
grammar, 1: T65, T131, T197, T263, T274, T289A, T320, T322, T339, T365, T59, T283, T297, T302, T305, T309,
T327, 2: T65, T131, T197, T263, T367, 2: T3, T10, T27B, T58, T60, T69, T315, T326
T327, 3: T65, T131, T197, T263, T76, T93B, T124, T126, T135, T142, intonation, 2: T29, T48, 4: T155, T174,
T327, 4: T63, T127, T191, T255, T159B, T190, T192, T201, T208, T225B, 5: T27, T41, T46, T49, T53, T59
T319, 5: T63, T127, T191, T255, T256, T258, T267, T274, T289B, T320, phrasing, 1: T95, T109, T114, T117,
T319, 6: T63, T127, T191, T255, T322, T339, T365, T367, 3: T3, T10, T121, T127, T253, T291, T305, T310,
T319 T27B, T58, T60, T69, T76, T93B, T124, T313, T317, T323, T334, 2: T29, T43,
Level Up, 1: T61, T127, T193, T259, T126, T135, T142, T159B, T190, T192, T48, T61, T161, T180, T291, T305,
T323, T346, 2: T61, T127, T193, T201, T208, T225B, T256, T258, T267, T310, T313, T317, T323, T334, 3: T95,
T259, T323, T346, 3: T61, T127, T274, T289A, T320, T322, T339, T365, T109, T114, T117, T121, T127, T175,
T193, T259, T323, T346, 4: T59, T367, 4: T3, T10, T25B, T56, T58, T67, T180, T183, T187, T193, T227, T241,
T123, T187, T251, T315, T338, T74, T89B, T120, T122, T131, T138, T246, T249, T253, T259, T291, T305,
5: T59, T123, T187, T251, T315, T153B, T184, T186, T195, T202, T217B, T310, T313, T317, T323, T334, 4: T91,
T338, 6: T59, T123, T187, T251, T248, T250, T259, T266, T281B, T312, T105, T110, T113, T117, T123, T169,
T315, T338 T314, T331, T357, T359, 5: T3, T10, T177, T181, T187, T233, T238, T241,
Leveled Reader Lessons, 1: T60–T61, T25B, T56, T58, T67, T74, T89B, T120, T245, T251, T326, 5: T91, T105, T110,
T126–T127, T192–T193, T258–T259, T122, T131, T138, T153B, T184, T186, T113, T117, T123, T155, T169, T174,
T322–T323, 2: T60–T61, T126–T127, T195, T202, T217B, T248, T250, T259, T177, T181, T187, T219, T233, T238,
T192–T193, T258–T259, T322–T323, T266, T281A, T312, T314, T331, T357, T241, T245, T251, T326, 6: T91, T105,
3: T60–T61, T126–T127, T192–T193, T359, 6: T3, T10, T25B, T56, T58, T67, T110, T113, T117, T123, T169, T174,
T258–T259, T322–T323, 4: T58–T59, T74, T89B, T120, T122, T131, T138, T177, T181, T187, T219, T233, T238,
T122–T123, T186–T187, T250–T251, T153B, T184, T186, T195, T202, T217B, T241, T245, T251, T283, T297, T302,
T314–T315, 5: T58–T59, T122–T123, T248, T250, T259, T266, T281B, T312, T305, T309, T315, T326
T186–T187, T250–T251, T314–T315, T314, T331, T357, T359 rate, 1: S31, T161, T175, T180, T183,
6: T58–T59, T122–T123, T186–T187, Expository text. See under Genre: T187, T193, 2: T43, T51, T55, T61,
T250–T251, T314–T315 Informational text. T95, T109, T114, T117, T121, T127,
paired read, 1: T61, T127, T193, T259, Extended Complex Text, 1: T364–T369, T227, T241, T246, T249, T253, T259,
T323, 2: T61, T127, T193, T259, 2: T364–T369, 3: T364–T369, 3: T227, T241, T246, T249, T253,
T323, 3: T61, T127, T193, T259, 4: T356–T361, 5: T356–T361, T259, 5: T155, T169, T174, T177,
T323, 4: T59, T123, T187, T251, 6: T356–T361 T181, T187, T219, T233, T238, T241,
T315, 5: T59, T123, T187, T251, T245, T251, T283, T297, T302, T305,
T315, 6: T59, T123, T187, T251, T309, T315
F
T315 Reader’s Theater, 1: T334–T335,
shared read, 1: T58–T59, T124–T125, 2: T334–T335, 3: T334–T335,
T190–T191, T256–T257, T320–T321, 4: T326–T327, 5: T326–T327,
2: T58–T59, T124–T125, T190–T191, 6: T326–T327
T256–T257, T320–T321, 3: T58–T59, Fable. See Genre.
Fluency, ELL. See English Language
T124–T125, T190–T191, T256–T257, Fantasy. See Genre. Learners: fluency.
T320–T321, 4: T56–T57, T120–T121,
Figurative language. See Literary
T184–T185, T248–T249, T312–T313,
devices; Poetry: literary devices
5: T56–T57, T120–T121, T184–T185,
T248–T249, T312–T313, 6: T56–T57,
T120–T121, T184–T185, T248–T249,
T312–T313
and features of; Writing traits: word
choice.
Fluency,
G
vocabulary, 1: T62–T63, T128–T129, accuracy, 1: S31, T291, T305, T310, Genre. See also Access complex text:
T194–T195, T260–T261, T324–T325, T313, T317, T323, 2: T161, T175, genre.
2: T62–T63, T128–T129, T194–T195, T180, T183, T187, T193, 3: T161,
fiction,
T260–T261, T324–T325, 3: T62–T63, T175, T180, T183, T187, T193, T291,
T128–T129, T194–T195, T260–T261, T305, T310, T313, T317, T323, T334, drama/play, 1: T334, 2: T334,
T324–T325, 4: T60–T61, T124–T125, 4: T169, T177, T181, T187, T219, 3: T334, 4: T326, 5: T326,
T188–T189, T252–T253, T316–T317, T233, T238, T241, T245, T251, 6: T22–T23, T25B, T25D, T25E,
5: T60–T61, T124–T125, T188–T189, 6: T155, T169, T174, T177, T181, T25I, T25P, T40, T48, T52, T326
T252–T253, T316–T317, 6: T60–T61, T187 fable, 6: T89W, T117, T123

INDEX
fairy tale, 5: T12, T17, T22–T23, poetry, 2: T276, T283–T284, T289D, punctuate simple and compound
T25G, T25T, T40, T48, T52 T304, T312, T316, 4: T268, sentences, 1: T299
fantasy, 1: T12, T24–T25, T27B, T274–T275, T281A, T281D, 6: T268, punctuation and complete
T27D, T27V, T42, T50, T54 T274–T275, T281A, T281D sentences, 4: T35
folktale, 1: S9, 2: T12, T24–T25, response to literature see Literary punctuation in commands and
T27B, T27G, T27K, T27O, T27T, response. exclamations, 1: T103
T42, T50, T54, T60–T61, 3: T12, Gifted and Talented, 1: T55–T57, punctuation in formal letters,
T24–T25, T27A, T27D, T27E, T121–T123, T187–T189, T253–T255, dates, addresses, and locations,
T27V, T42, T50, T54, 4: T12, T317–T319, 2: T55–T57, T121–T123, 3: T299
T22–T23, T25K, T25M, T25T, T40, T187–T189, T253–T255, T317–T319, quotation marks and colons in
T48, T52, 6: T326 3: T55–T57, T121–T123, T187–T189, time, 3: T37
historical fiction, 2: T78, T90–T91, T253–T255, T317–T319, 4: T53–T55,
T117–T119, T181–T183, T245–T247, spelling contractions and
T93R, T108, T116, T120, 3: T78, possessive pronouns, 5: T291
T90–T91, T93K, T93M, T93R, T309–T311, 5: T53–T55, T117–T119,
T108, T116, T120, 6: T76, T181–T183, T245–T247, T309–T311, spelling plural nouns, 2: T169
T86–T87, T89B, T89D, T89V, 6: T53–T55, T117–T119, T181–T183, subject-verb agreement, 3: T103
T104, T112, T116 T245–T247, T309–T311 using apostrophes, 4: T99
myths, 4: T217R, T233, T241, T245, Grammar. See also under Approaching using commas in sentences, 4: T227
T251, 6: T12, T22–T23, T25M, Level Options; Beyond Level
Options; English Language using more and most, 6: T227
T25P, T46
Learners; On Level Options. nouns, 2: T36–T37, T65
realistic fiction, 1: T78, T90–T91,
adjectives, 6: T34–T35, T63 collective, 2: T168–T169, T197
T93A, T93C, T93I, T93T, T108,
T116, T120, 4: T76, T86–T87, that compare, 6: T98–T99, T127 irregular plural, 2: T168–T169, T197
T89T, T89U, T104, T112, T116, adverbs, 6: T162–T163, T191 possessive, 2: T298–T299, T327
T296, T304, T308, 5: T76, plural, 2: T102–T103, T168, T131
that compare, 6: T226–T227, T255
T86–T87, T89H, T89V, T104,
T112, T116, 6: T296, T304, T308 articles, 6: T34–T35, T63 singular, 3: T102–T103, T131
contractions, 5: T290–T291 prepositions, 6: T290–T291, T319
science fiction, 1: T334–T335
with not, 4: T98–T99, T127 pronouns,
informational text,
mechanics and usage, object, 5: T98–T99, T127
autobiography, 1: T156–T157,
T159B, T159C, T159G, T159K, abbreviations and name titles, plural, 5: T34–T35, T63
T159N 3: T169 possessive, 5: T226–227, T255
biography, 1: T174, T182, T186, adverbs and adjectives, 6: T163 pronoun-verb agreement,
T210, T222–T223, T225I, T225M, apostrophes in possessive nouns, 5: T162–T163, T191
T225O, T240, T248, T252, 2: T299 pronoun-verb contractions,
5: T204, T214–T215, T217B, 5: T290–T291, T319
book titles, 3: T235
T217T, T217W, T232, T240, T244,
capitalization and punctuation, singular, 5: T34–T35, T63
6: T140, T150–T151, T153B,
T153E, T153I, T153L, T168, T176, 1: T37 subject, 5: T98–T99, T127
T180 capitalize proper nouns, 2: T37 sentences,
expository text, 1: T276, T286–T287, commas, 2: T235 and fragments, 1: T36–T37, T65
T289C, T289D, T304, T312, T316, commas after introductory words, combining, 2: T234–T235, T263
2: T144, T156–T157, T159E, 6: T291 commands, 1: T102–T103, T131
T159V, T174, T182, T186, T210,
T222–T223, T225G, T225N, T240, commas and quotation marks in complex, 4: T226–T227, T255
T248, T252, 3: T144, T156–T157, dialogue, 4: T163 compound, 1: T298–T299, T327
T159A, T159F, T159G, T159P, T174, commas in a series and in dates, exclamations, 1: T102–T103, T131
T182, T186, T210, T222–T223, 6: T35
fragments, 1: T36–T37, T65
T225A, T225F, T225L, T240, T248, complete sentences, 1: T235
T252, T276, T286–T287, T289D, predicates, 1: T234–T235, T263
complete sentences and fragments,
T304, T312, T316, 4: T140, 1: T169 simple, 1: T298–T299, T327
T150–T151, T153G, T153N, T168, subjects, 1: T168–T169, T197
T176, T180, T204, T214–T215, correct comparative and
superlative forms, 6: T99 subject-verb agreement,
T217B, T217I, T217K, T217P,
correct verb forms, 4: T291 3: T102–T103, T131
T232, T240, T244, 5: T140,
T150–T151, T153D, T153G, verbs,
possessive pronouns and reflexive
T153K, T153N, T168, T176, T180, pronouns, 5: T227 action, 3: T36–T37, T65
T268, T278–T279, T281D, T281E, combining sentences with,
pronoun agreement, capitalizing I,
T296, T304, T308, 6: T204, 3: T298–T299, T327
and nouns, 5: T35
T214–T215, T217G, T217M,
pronoun usage, 5: T99 future-tense, 3: T234–T235, T263
T217Q, T217S, T217X, T232,
T240, T244 pronoun-verb agreement, 5: T163 helping, 4: T162–T163, T191
narrative nonfiction, 1: T144, punctuate four sentence types, irregular, 4: T290–T291, T319
T156–T157, T159B 2: T103 linking, 4: T34–T35, T63
INDEX BM15
main, 4: T162–T163, T191 Theme, 2: T23, T27H, T42, T50, T54, Kulikov, Boris, 2: T93Q
past-tense, 3: T168–T169 T60, T89, T93C, T93H, T93K, T93O, McCully, Emily Arnold, 6: T89U
T108, T116, T120, T126, 4: T277,
Graphic aids. See Illustrations/ T296, T304, T308, T314, 6: T21, Swiatkowska, Gabi, 1: T93S
photographs, using; Text features. Imagery. See Literary devices: imagery.
T25C, T25F, T25K, T25M, T40, T48,
Graphic Organizers, T52, T58, T85, T89C, T89F, T89I, Independent reading. See Reading
Author’s Point of View, 2: T155, T159C, T89K, T89S, T104, T112, T116, T122 independently.
T159E, T159G, T159K, T159O, Word chart, 1: T209–T209, T274–T275, Inflectional endings. See Phonics/
T159Q, T174, T182, T186, T192, 3: T76–T77, T208–T209, T274–T275, Word Study: inflectional endings;
T208, T221, T225C, T225G, T225I, 5: T138–T139, T266–T267 Spelling: inflectional endings.
T225K, T240, T248, T252, T258,
Graphs, 2: T156–T157 Information and Media Literacy. See
5: T149, T153C, T153E, T153H,
T168, T176, T180, T186, T213, Greek roots. See Phonics/Word Study: Computer Literacy; Informational
T217C, T217H, T217I, T217L, Greek and Latin roots; Vocabulary: text; Media Literacy; Research and
T217N, T217R, T232, T240, T244, Greek and Latin roots. inquiry; Technology.
T250 Guide words, 1: S16 Informational text. See Genre:
Cause and Effect, 1: T221, T225C, informational text.
T225G, T225K, T225P, T240, T248, Integrate knowledge and ideas,
T252, T258, 3: T89, T93C, T93F,
T93O, T108, T116, T120, T126,
4: T213, T217C, T217E, T217G,
T232, T240, T244, T250, 5: T277,
H 1: S35, T30–T31, T96–T97, T162–T163,
T228–T229, T292–T293, T338–T339,
2: T30–T31, T96–T97, T162–T163,
T228–T229, T292–T293, T338–T339,
T281C, T296, T304, T308, T314 Higher-level thinking. See 3: T30–T31, T96–T97, T162–T163,
Comprehension skills; T228–T229, T292–T293, T338–T339,
Character, 1: T23, T27C, T27E, T27G,
Comprehension strategies; Text 4: T28–T29, T92–T93, T156–T157,
T27I, T27O, T42, T50, T54, T60
connections. T220–T221, T284–T285, T330–T332
Compare and Contrast, 4: T149,
Historical fiction. See Genre: historical 5: T28–T29, T92–T93, T156–T157,
T153D, T153E, T153G, T153K, T168,
fiction. T220–T221, T284–T285, T330–T332,
T176, T180, T186, 6: T213, T217E,
T217G, T217I, T217K, T232, T240, Homographs. See Vocabulary: 6: T28–T29, T92–T93, T156–T157,
T244, T250 homographs. T220–T221, T284–T285, T330–T332
Concept Web, 1: S5–S6, S19–S20, Homophones. See Phonics/Word Internet. See Computer Literacy:
T10–T11, T76–T77, T142–T143, Study; Vocabulary: homophones. Research and Inquiry; Technology.
2: T10–T11, T76–T77, T142–T143,
T208–T209, T274–T275, 3: T10–T11,
T142–T143, 4: T10–T11, T74–T75,
T138–T139, T202–T203, T266–T267,
5: T10–T11, T74–T75, T202–T203,
6: T10–T11, T74–T75, T138–T139,
I J
T202–T203, T266–T267 Idioms. See Literary devices: idioms; Journal writing. See Writer’s notebook.
Vocabulary: idioms.
Main Idea and Key Details, 1: T285,
T289C, T304, T312, T316, T322, Illustrations/photographs, using,
3: T155, T159C, T159E, T159G,
T159I, T159K, T159M, T174, T182,
T186, T192, T221, T225C, T225G,
T225J, T240, T248, T252, T258
1: T27B, T27L, T93H, T159B, T159I,
T159K, T225B, T225E, T225I, 2: T27B,
T27F, T27J–T27K, T27P, T93G, T159B,
T159D, T225B, T225G, 3: T27B, T93B,
K
T93H, T159B, T286, 4: T25C, T25I,
Key details. See Comprehension Skills:
Point of View, 2: T285, T289C, T304, main idea and key details.
T89C, T153B, T153G, T217B, T217K,
T312, T316, T322, 4: T21, T25D,
T25E, T25G, T25J, T25P, T25Q, T40, 5: T25B, T25J, T25P, T86, T89L, T89O,
6: T25A, T150–T151, T217M
L
T48, T52, T58, T85, T89C, T89E,
T89I, T89M, T89Q, T104, T112, Illustrators and photographers,
T116, T122, 5: T21, T25E, T25G, Armstrong, Gail, 6: T25O
T25I, T25M, T25O, T25Q, T40, T48, Austin, Michael, 3: T27U
T52, T58, T85, T89C, T89F, T89G, Language Arts, 1: T32–T41, T98–T107,
T89I, T89N, T89Q, T89S, T104, T112, Biet, Pascal, 1: T27U T164–T173, T230–T239, T294–T303,
T116, T122, 6: T277, T281B, T281C, Bootman, Colin, 3: T93Q 2: T32–T41, T98–T107, T164–T173,
T296, T304, T308, T314 Christelow, Eileen, 2: T159U T230–T239, T294–T303, 3: T32–T41,
Problem and Solution, 3: T23, T27C, Diaz, David, 2: T27S T98–T107, T164–T173, T230–T239,
T27H, T27L, T27P, T27S, T42, T50, T294–T303, 4: T30–T39, T94–T103,
T54, T60, 6: T149, T153C, T153F, Edgerton, Perky, 5: T89U T158–T167, T222–T231, T286–T295,
T153H, T168, T176, T180, T186 Frazee, Marla, 4: T89S 5: T30–T39, T94–T103, T158–T167,
Sequence, 1: T89, T93C, T93E, T93G, Gibbon, Rebecca, 5: T217S T222–T231, T286–T295, 6: T30–T39,
T93J, T93K, T93N, T93P, T93R, T108, T94–T103, T158–T167, T222–T231,
Gibbons, Gail, 6: T217W
T116, T120, T126, T155, T159C, T286–T295
Gómez, Elizabeth, 1: T159M
T159F, T159H, T159K, T174, T182, Latin roots. See Phonics/Word Study:
T186, T192, 3: T285, 289B, T304, Jorisch, Stéphane, 4: T25S Greek and Latin roots; Spelling;
T312, T316, T322 Karas, G. Brian, 5: T25S Vocabulary: Greek and Latin roots.

INDEX
Legend. See Genre: legend. T96–T97, T162–T163, T228–T229, Literary response. See Text
Lesson plans, suggested weekly, T292–T293, T342–T343, 3: T30–T31, connections.
1: T6–T7, T72–T73, T138–T139, T96–T97, T162–T163, T228–T229, Literature circles, 1: S32, T43, T51, T55,
T204–T205, T270–T271, T332–T333, T292–T293, T342–T343, 4: T28–T29, T61, T109, T117, T121, T127, T175,
2: T6–T7, T72–T73, T138–T139, T92–T93, T156–T157, T220–T221, T183, T187, T193, T241, T249, T253,
T204–T205, T270–T271, T332–T333, T284–T285, T334–T335, 5: T28–T29, T259, T305, T313, T317, T323,
3: T6–T7, T72–T73, T138–T139, T92–T93, T156–T157, T220–T221, T344–T347, 2: T43, T51, T55, T61,
T204–T205, T270–T271, T332–T333, T284–T285, T334–T335, 6: T28–T29, T109, T117, T121, T127, T175, T183,
4: T6–T7, T70–T71, T134–T135, T92–T93, T156–T157, T220–T221, T187, T193, T241, T249, T253, T259,
T198–T199, T262–T263, T324–T325, T284–T285, T334–T335 T305, T313, T317, T323, T344–T347,
5: T6–T7, T70–T71, T134–T135, Literary Analysis. See Comprehension 3: T43, T51, T55, T61, T109, T117, T121,
T198–T199, T262–T263, T324–T325, skills; Comprehension strategies; T127, T175, T183, T187, T193, T241,
6: T6–T7, T70–T71, T134–T135, Genre: fiction; Genre: nonfiction. T249, T253, T259, T305, T313, T317,
T198–T199, T262–T263, T324–T325 Literary Analysis Prompt. See Writing T323, T344–T347, 4: T41, T49, T53,
Letters, friendly, 1: T352–T357 prompts. T59, T105, T113, T123, T169, T177,
T181, T187, T233, T241, T245, T251,
Leveled Reader Lessons. See Literary devices,
T297, T305, T309, T315, T336–T339,
Approaching Level Options; Beyond alliteration, 2: T27S, T286–T287, 5: T41, T49, T53, T59, T105, T113, T123,
Level Options; English Language T289B, T289D, T321, 5: T217F T169, T177, T181, T187, T233, T241,
Learners; On Level Options. dialogue, 1: T19, T27T, 3: T296 T245, T251, T297, T305, T309, T315,
Level Up, 1: T43, T51, T61, T109, T117, ellipsis, 1: T27C T336–T339, 6: T41, T49, T53, T59,
T127, T175, T183, T193, T241, T249, T105, T113, T123, T169, T177, T181,
T259, T305, T313, T323, T344–T347, figurative language, 1: T159E, T159J,
T187, T233, T241, T245, T251, T297,
2: T43, T51, T61, T109, T117, T127, T224, T225H, T225M, T302, 2: T27O,
T305, T309, T315, T336–T339
T175, T183, T193, T241, T249, T259, T92, T93F, T93L, T107, T159F, T225I,
T288, T289B, T289D, T303, 3: T92, Literature selections,
T305, T313, T323, T344–T347, 3: T43,
T51, T61, T109, T117, T127, T175, T93Q, 4: TT25L, T25S, T89P, T273, main,
T183, T193, T241, T249, T259, T305, T280, T295, 5: T25G, T25S, T89E, All Aboard! Elijah McCoy’s Steam
T313, T323, T344–T347, 4: T41, T49, T89U, 6: T88, T103, T153A, T166, Engine, 1: T225A–T225R
T59, T105, T113, T123, T169, T177, T217C, T280
Alligators and Crocodiles,
T187, T233, T241, T251, T297, T305, idioms, 5: T25S, 6: T88, T89E, T89V, 6: T217A–T217X
T315, T336–T339, 5: T41, T49, T59, T103, T109, T114, T118, T121,
T125, T166, T280, T281C, T281D, Amazing Wildlife of the Mojave,
T105, T113, T123, T169, T177, T187,
T295, T301, T306, T310, T313, 4: T153A–T153N
T233, T241, T251, T297, T305, T315,
T336–T339, 6: T41, T49, T59, T105, T317 Big Ideas from Nature,
T113, T123, T169, T177, T187, T233, imagery, 4: T217C, T268, 5: TT25F, 3: T225A–T225L
T241, T251, T297, T305, T315, T153G, 6: T268 Bravo, Tavo, 5: T89A–T89U
T336–T339 metaphor, 1: T93M, T93O, T224, The Castle on Hester Street,
Library or media center, using. See T225H, T225M, T239, T245, T250, 2: T93A–T93R
Study skills; Theme projects. T254, T261, T302, 4: T280, T295, Clever Jack Takes the Cake,
Limerick. See Genre: poetry. T301, T306, T310, T313, T317, 5: T25A–T25T
T350, T352–T353
Listening. See also Collaborative Earth, 3: T159A–T159P
Conversations. simile, 2: T92, T93F, T93L, T93R,
Elizabeth Cady Stanton and the
T107, T113, T118, T122, T129,
develop skills in speaking/listening, Right to Vote, 5: T217A–T217T
T159F, T172, T225I, T288, T303,
1: S6, S20, T10, T12, T76, T78, T142, Finding Lincoln, 3: T93A–T93R
T309, T314, T318, T325, 3: T27Q,
T144, T208, T210, T274, T276,
T40, 4: T89P, 5: T25G Gary the Dreamer, 1: T159A–T159N
T343, 2: T10, T12, T76, T78, T142,
T144, T208, T210, T274, T276, T343, flashback, 5: T327 Hot Air Balloons, 4: T217A–T217P
3: T10, T12, T76, T78, T142, T144, foreshadowing, 6: T89D, T89K, T104 King Midas and the Golden Touch,
T208, T210, T274, T276, T343, onomatopoeia, 1: T225K, 5: T89U 6: T25A–T25P
4: T10, T12, T74, T76, T138, T140, Martina the Beautiful Cockroach,
personification, 4: T25L, 6: T268
T156, T204, T248, T266, T268, T284, 3: T27A–T27V
T286, T335, 5: T10, T12, T74, T76, repetition, 1: T225O, 2: T27S, T286,
T138, T140, T156, T204, T248, T266, 4: T25K, T278, T281C, 5: T25D, Nora’s Ark, 6: T89A–T89V
T268, T284, T286, T335, 6: T10, T12, 6: T273, T281D Out of This World: The Ellen Ochoa
T74, T76, T138, T140, T156, T204, rhyme/rhyme scheme, 2: T286, T289D, Story, 6: T153A–T153L
T248, T266, T268, T284, T286, T335 T321, T323, T325, 4: T278, The Real Story of Stone Soup,
for a purpose, 1: T12, T76, T140, T204, 6: T268–T269, T270, T274–T275, 4: T25A–T25T
T268, 2: T12, T76, T140, T204, T268, T278–T279, T281B, T281D, T281F, Roadrunner’s Dance, 2: T27A–T27T
3: T12, T76, T140, T204, T268, T301, T306–T307, T310, T312–T313,
T316 The Talented Clementine,
4: T12, T76, T140, T204, T268,
4: T89A–T89T
5: T12, T76, T140, T204, T268, rhythm, 6: T268–T269, T270,
6:T12, T76, T140, T204, T268 T278–T279, 281B, 281D, 281F, Vote!, 2: T159A–T159V
to presentations, 1: S35, T30–T31, T301, T306, T310, T312–T313 Whooping Cranes in Danger,
T96–T97, T162–T163, T228–T229, sensory language, 4: T89L, 5: T94, 2: T225A–T225N
T292–T293, T342–T343, 2: T30–T31, T97–T98 Wildfires, 5: T153A–153N
INDEX BM17
Wolf!, 1: T27A–T27V “The Wind and the Sun,” “The Camping Trip,” 6: T272
Yoon and the Jade Bracelet, 6: T89W–T89X “Captain’s Log,” 4: T273
1: T93A–T93T “Windy Gale and the Great “Cold Feet,” 2: T281
poetry, Hurricane,” 5: T153O–T153P
“Empanada Day,” 2: T280
poetry,
“The Brave Ones,” 4: T281C “The Giant,” 4: T272
“The Gentleman Bookworm,”
“The Inventor Thinks Up “Ginger’s Fingers,” 4: T272
6: T281E–T281F
Helicopters,” 2: T289A–T289B
“Montgolfier Brothers’ Hot Air “Our Washing Machine,” 2: T281
“Ollie’s Escape,” 6: T281A–T281D
Balloon,” 2: T289E–T289F Time For Kids,
“Ornithopter,” 2: T289C–T289D
“Narcissa,” 4: T281E–T281F “Here Comes Solar Power,”
“The Winningest Woman of the 5: T272–T273
Iditarod Dog Sled Race,” Time For Kids,
“The Long Road to Oregon,”
4: T281A–T281D “Discovering Life Long Ago,”
3: T291E–T291F 3: T280–T281
Time For Kids, “A Natural Beauty,” 1: T280–T281
“A Landmark Street,”
It’s All in the Wind,
1: T289E–T289F
5: T281A–T281D
“Power for All,” 5: T281E–T281F
A Mountain of History,
1: T289A–T289D
Riding the Rails West,
3: T289A–T289D
shared reads,
“Anansi Learns a Lesson,”
2: T16–T19
M
Main ideas. See Comprehension skills:
paired reads, “Athena and Arachne,” 6: T16–T18
main ideas and key details.
“Bellerophon and Pegasus,” “Bats Did It First,” 3: T214–T217
Maps. See Graphic Organizers; Text
4: T217Q–T217R “The Big Blizzard,” 6: T80–T81 features.
“Carlos’s Gift,” 6: T25Q–T25T “Bruno’s New Home,” 1: T16–T19 Meaning, shades of, 1: S16, T41, T56,
“Clementine and the Family “Butterflies Big and Small,” T107, T173, T239, T303, 2: T41, T56,
Meeting,” 4: T89U–T89Z 6: T208–T209 T107, T173, T239, T303, 3: T41, T107,
“Desert Meerkats,” 1: S21–S22 T173, T239, T303, 5: T39, T103, T167,
“Coyote and the Jar of Stars,”
“Dolores Huerta, Growing Up T231, T295, 6: T39, T103, T167, T231,
3: T159Q–T159R
Strong,” 5: T208–T209 T295
“Deltona is Going Batty,”
“The Dream Catcher,” 1: T82–T85 Mechanics and usage, 5: T98–T99,
2: T27U–T27X
T163, T227, 6: T34–T35, T98–T99,
“Family Traditions,” 1: T93U–T93X “Earth and Its Neighbors,” T127, T290–T291
3: T148–T151
“A Flight to Lunar City,” Metaphor. See Literary devices; Poetry.
6: T153M–T153N “Every Vote Counts!,” 2: T148–T151
Minilessons. See Writing: minilessons.
“Get a Backbone!,” 3: T27W–T27Z “Firsts in Flight,” 4: T208–T209
Modeling. See Comprehension skills;
“A Great American Teacher,” “Gray Wolf! Red Fox!,” 4: T144–T145
Phonics/Word Study; Spelling;
3: T93S–T93T “The Impossible Pet Show,” Vocabulary.
“Help the Manatees,” 4: T80–T81
Monitor and Differentiate, 1: T21, T23,
2: T225O–T250P “Inchworm’s Tale,” 3: T16–T19 T25, T27, T29, T87, T89, T91, T93, T95,
“Jennie and the Wolf,” “Jane’s Discovery,” 3: T82–T85 T153, T155, T157, T159, T161, T219,
1: T27W–T27X “Juanita and the Beanstalk,” T221, T223, T225, T227, T285, T287,
“Let the Lion Roar,” 4: T297 5: T16–T17 T289, T291, T293, 2: T21, T23, T25,
“Kaffa’s Discovery,” 1: S9–S10 T27, T29, T87, T89, T91, T93, T95, T153,
“Lighting the World,” T155, T157, T159, T161, T219, T221,
1: T225S–T225T “Kids to the Rescue!,” 2: T214–T217 T223, T225, T227, T285, T287, T289,
“Little Half Chick,” 4: T153O–T153P “Mary Anderson’s Great Invention,” T291, T293, 3: T21, T23, T25, T27, T29,
“The Monkey and the Crocodile,” 1: T214–T217 T87, T89, T91, T93, T95, T153, T155,
6: T217Y–T217Z “Nail Soup,” 4: T16–T17 T157, T159, T161, T219, T221, T223,
“The New Hoop,” 5: T80–T81 T225, T227, T285, T287, T289, T291,
“Next Stop, America!,” 2: T93S–T93V
T293, 4: T19, T21, T23, T25, T27, T83,
“Perdix Invents the Saw,” “Rescue Dogs Save the Day,” T85, T87, T89, T91, T139, T143, T147,
3: T225M–T225N 5: T144–T145 T149, T203, T207, T211, T213, T215,
“A Plan for the People,” “Rocketing into Space,” T267, T271, T275, T277, T279, 5: T19,
2: T159W–T159Z 6: T144–T145 T21, T23, T25, T27, T83, T85, T87, T89,
“Sharing Polkas and Pitas,” “Room to Grow,” 1: T148–T151 T91, T147, T149, T151, T152, T155,
1: T159O–T159P “Sailing to America,” 2: T82–T85 6: T11, T15, T19, T21, T25, T75, T79, T83,
T85, T87, T95, T147, T149, T151, T153,
“Susan B. Anthony Takes Action,” “The TimeSpecs 3000,”
T155, T275, T277, T279, T281, T283
5: T217U–T217X 4: T120–T121
ask questions, 2: T11, T14–T15,
“Trash into Art,” 5: T89W–T89X poetry,
T25, T52, T58, T124, T143,
“When Corn Was Cash,” “Bubble Gum,” 6: T273 T147–T148, T153–T154, T157,
5: T25U–T25X “Bugged,” 2: T281 T159J, 4: T11–T12, T18, T25D, T51,

INDEX
T55–T56, T74–T76, T82, T85, T89K, T177, T241, T305, 6: T49–T50, Parts of a book, 3: T338
T115, T120 T113, T177, T241, T305 Phonics/structural analysis. See
Morphology. See Phonics/Word Study. focus on genre, 2: T51, T117, 4: T113, Phonics/Word Study; Spelling.
Mystery, 2: T334–T335 5: T49, T113, 6: T49, T113 Phonics/Word Study,
Myth. See Genre: fiction. focus on literary elements, 1: T51 compound words, 1: T158–T159,
focus on science, 1: T249, 3: T183, T249, T159D, T238, 5: T26, T36–T37,
4: T177, T241, 5: T305, 6: T241 T42–T43, T62
N focus on social studies, 1: T117, T183,

T313, 2: T183, T249, 3: T313,
5: T177, T241
consonant + le syllables, 5: T27, T43,
6: T90–T91, T106–T107
decoding, 1: S17–S18, S30, T44–T45,
T94–T95, T110–T111, T160–T161,
Narratives. See Genre; Writing Level Up, 1: T51, T117, T183, T249,
applications. T313, 2: T51, T117, T183, T249, T176–T177, T226–T227, T242–
T313, 3: T51, T117, T183, T249, T243, T290–T291, T308–T309, 2:
Narrator, 4: T326–T327, T339, T357, T28–T29, T44–T45, T95, T110–111,
6: T23, T57, T273–T274 T313, 4: T49, T113, T177, T241,
T305, T337, 5: T49, T113, T177, T160–T161, T176–T177, T226–
Nonfiction. See Genre: expository T241, T305, T337, 6: T49, T113, T227, T242–T243, T290–T291,
text; Writing applications: T177, T241, T305, T337 T308–T309, 3: T44–T45, T94, T95,
informative. T110–T111, T160–T161, T176–T177,
Leveled Reader lessons, 1: T50–T51,
Note-taking, 1: S24, T27B, T42, T50, T54, T116–T117, T182–T183, T248–T249, T227, T242–T243, T290, T308–309,
T60, T93B, T108, T116, T120, T126, T312–T313, 2: T50–T51, T116–T117, 4: T26–T27, T42–T43, T155,
T159B, T174, T182, T186, T192, T225B, T182–T183, T248–T249, T312–T313, T170–T171, T234–T235, T282–T283,
T240, T248, T252, T258, T291B, T303, T298–T299, 5: T42–T43, T90–T91,
3: T50–T51, T116–T117, T182–T183,
T306, T347, 2: T22, T27B, T30, T42, T106–T107, T155, T170–T171, T219,
T248–T249, T312–T313, 4: T48–T49,
T50, T54, T60, T93B, T96, T106, T154, T234–T235, T298, 6: T26–27, T42–
T112–T113, T176–T177, T240–T241,
T159B, T162, T174, T182, T186, T192, T43, T90–T91, T106–T107, T155,
T304–T305, T337, 5: T48–T49,
T225B, T235, T291B, T347, T364–T365, T170–T171, T218–T219, T234–T235,
T112–T113, T176–T177, T240–T241,
3: T27B, T42, T50, T54, T60, T50, T78, T282–T283, T298
T304–T305, 6: T48–T49, T112–T113,
T93B, T120, T125, T159B, T167, T174,
T176–T177, T240–T241, T304–T305 frequently misspelled words, 6: T283,
T182, T186, T192, T225B, T291B, T296,
T306, T347, T355, T361, T364–T365, preview and predict, 1: T50, T116, T299
4: T10, T13, T21, T25B, T35, T49, T53, T182, T248, T312, 2: T50, T116, T182, homophones, 4: T218, T234–T235,
T80, T89B, T123, T153B, T153O, T202, T248, T312, 3: T50, T116, T182, T248, 5: T280, T281C, T301, T306, T310,
T217B, T281B, T330, T339, T356–357, T312, 4: T48, T112, T176, T240, T304, T313, T317, 6: T283
5: T25B, T40, T48, T52, T58, T80, T89B, 5: T48, T112, T176, T180, T240, T304, inflectional endings, 1: T95, T106,
T104, T112, T116, T122, T153B, T180, T337, 6: T48, T112, T176, T240, T304 T172, T302, 2: T40, T95, T106, T111,
T217B, T281B, T296, T304, T308, T314, self-selected reading, 1: T53, T119, T172, T238, T302, 3: T40, T106,
T328, T330, T333, T335, T339, T185, T251, T315, 4: T115, T179, T230, T294, 4: T38, T102, T166,
T356–T358, T360, 6: T16, T25B, T35, T243, T307, T356–T361, 5: T51, T230, T294, 5: T38, T90, T102, T164,
T40, T48, T50, T52, T80, T89B, T153B, T115, T179, T243, T307 T166, T234, T294
T156, T168, T176, T180, T186, T217B,
T227, T276, T281B, T284, T296, T304, vocabulary, 1: T52, T118, T184, –s, -ed, -ing, 5: T100–T101,
T308, T314, T328, T333, T335, T339, T250, T314, 2: T52, T118, T184, T106–T107, T126
T356–T358, T360 T250, T314, 3: T52, T118, T184,
drop final –e, 1: T161, T177
T250, T314, 4: T50, T114, T178,
T242, T306, 5: T50, T114, T153, y to i, 5: T218–T219, T228–T229,
T178–T179, T217, T242, T306, T234–T235, T254, T292
O 6: T50
Oral language,
Talk About It, 1: T10, T14, T36, T76,
long o, 1: T292–T293, T308–T309
long-vowel spelling, 4: T234
multisyllabic words, 1: S17–S18, S30,
On Level, T80, T102, T142, T146, T168–T169, T28, T94, T160, T226, T292, 2: T28,
academic language, 1: T50, T116, T208, T212, T234–T235, T274, T278, T94, T160, T226, T290, 3: T28, T94,
T182, T248, T312, 3: T50, T116, T300, 3: T10, T14, T36, T76, T80, T160, T226–227, T290, 4: T26,
T182, T248, T312, 5: T176, 6: T112, T102, T142, T146, T168, T208, T212, T90–91, T154, T282, 5: T26, T90,
T176–T179 T234, T274, T278, T298, 4: T74, T78, T154, T170, T218, T282, 6: T26, T90,
comprehension, 1: T53, T119, T185, T98, T138, T162, T202, T206, T226, T154, T170, T218, T282
T251, T315, 2: T53, T119, T185, T266, T290, 6: T10, T14, T35, T74, plural words (add –s and –es), 1: T227,
T251, T315, 3: T21, T23, T53, T87, T78, T98, T266, T270, T290 T243, 4: T90–T91, T106–T107
T89, T91, T93, T181, T185, T219, Outlining, 6: T330
T221, T315, 4: T48–T51, T112–T115, r-controlled vowel syllables, 4: T219,
T179, T243, T307, 5: T51, T115, T235, 6: T218, T234–T235
T147, T149, T211, T213, 6: T51,
P
roots, 4: T26–T27, T42–T43
T115, T179, T243, T307 syllable types, 1: S18, S29–S30
fluency, 1: T51, T117, T183, T253, T313, closed, 1: S29
2: T51, T117, T183, T249, T313,
3: T51, T117, T249, 4: T49, T113, Paraphrasing. See Research and consonant + le, + ion, 1: S29
T177, T241, T305, 5: T49, T113, inquiry. open, 1: S29
INDEX BM19
three-letter blends, 2: T226–T227, free verse, 2: T278, T282–T283, T347, T364, T367, 3: T84, T93E, T97,
T242–T243, T300 T289D, T305, T317, T318, T321, T108, T114–T116, T120, T220–T221,
vowel team syllables, 4: T91, T107, 4: T270, T273–T275, T281D, T225D, T229, T237, T247, T249,
6: T154, T170–T171 T301, T306, T316 T252–T253, 4: T25C, T29, T40–T41,
limerick, 2: T278, T282–T283, T309, T48, T52, T58, T330, T337, T350,
words with digraphs th, sh, wh, ch, tch, T356–T361, 5: T148–T149, T153B,
ph, 2: T94–T95, T290–T291, T311, T313, T321, T323
T157, T168–T169, T174–T177,
T306–T307 narrative, 4: T270, T273–T275, T281A,
T179–T181, T183–T187, T212–T213,
words with er, ir, ur, 3: T28, T38–39, T301, T306, T316, T334–T335,
T217B, T232, T239, T243, T247,
T44–T45, T64 T352, T354, 6: T272, T274–T275,
T339, T361, 6: T217W, T285
T281A, T297, T305, T309, T315
words with –er and –est, 4: T283, character, 2: T313, T323, 3: T82,
T299 literary devices and features of
T84–T86, T88, T90, T93C, T97, T108,
alliteration 2: T276, T288–T289,
words with final e, 1: T160–T161, T115–T116, T119–T120, T126,
5: T217F, 6: T269, T315
T170–T171, T196 4: T20–T22, T25C, T30–T31, T46,
figurative language, 2: T288–T289, T55, T326–T327, T344–T346,
words with inflectional endings, T303, T366, 3: T92, T113, T118, T358, T361, 5: T20–T21, T29, T40,
2: T95, T111, 3: T39–T40, T106, T238, T122, T129, 4: T268, T273, T280, T46–T48, T51, T54–T55, T57–T58,
5: T90–T91, T106–T107, T164, T295, T301, T305, T306, T84–85, T111, T115, T119, T122,
T166, T218–T219, T228–T229, T308–T309, T310–T311, T315, T169, T177, T181, T187, T204,
T234–T235, T254 T317, T335, T350, T352–T353, T217E, T339, T358, 6: T276–T277,
words with long a: ay, ai, a e, ea, ei, T355, T358, 6: T268–T269, T281B–T281D, T296, T304–T305,
eigh, ey, T226, T236–T237, T242, T280–T281, T301 T308–T309, T314–T315
T262 imagery, 4: T268, 5: T153G, 6: T268 first-person, 4: T46
words with long vowels, 2: T291, line breaks, 4: T307 narrator, 2: T116, T120, T254,
3: T227, 6: T90
metaphor, 4: T272–T273, T280–T281, T284–T285, T291B, T311, T315,
words with plurals, 2: T29, T45, T161, T295–T296, T301, T304–T306, T319, T321, T323, 3: T159R,
T177, 3: T298 T308–T309, T310, T312–T313, 4: T20–T21, T25C, T29, T46–T47,
words with prefixes, 2: T158–T159, T314–T315, T317, T350, T352–T353 T51, T55, T57, T121, T122,
T159L, T159P, T173, T179, T184, personification, 2: T276, 6: T268 T326–T327, T339–T344, T357–T358,
T188, T195, T238, 3: T95, T111, 5: T29, T84, T111, T115, T119, T121,
repetition, 2: T276, T286, 4: T268, T122, 6: T276–T277, T296, T303,
T226, T236, T242–T243, T262, T291,
T270, T273, T278–T279, T281C, T305, T307, T311, T312–T313
T307, 4: T88–T89, T103, T109, T114,
T301, T306, T312, T316–T317,
T118, T125, T166, 5: T216–T217, own, 2: T97, T154–T155, T159C,
5: T217F, 6: T273, T281D
T231, T235, T242, T246, T253, T283, T159E, T163, T174, T181–T182,
T294, T299, 6: T26–T27, T36–T37, rhyme/rhyme schemes,
T185, T189, T191, T193, T210,
T42–T43, T62, T100 2: T278–T279, T281–T285,
T220–T221, T225M, T229, T240,
T286–T287, T289D, T304, T315,
words with silent letters, 2: T160–T161, T247–T248, T251–T252, T255, T257,
4: T270, T273–T274, T278–T279,
T176–T177, 6: T283, T299 T259, T284–T285, T289D, T311,
T301, T306, T310, T312–T313,
words with short vowels, 1: T28, T315, T317, T321, T347, 3: T76, T78,
T316, T335, T350, T352,
T44–T45, T94, T104–105, T110–T111, T93B, T96, T101, T104, T108, T111,
6: T268–T269, T270, T274–T275,
3: T227, T243, 5: T170, 6: T90 T118, T124, T211, T214, T218–T219,
T278–T279, T281F, T301,
T225E, T228–T229, T233, T256–T257,
words with soft c and soft g, 4: T282, T306–T307, T310, T312–T313,
T294, 4: T10, T12, T20–T21, T25C,
T298–T299 T316
T28–T30, T32–T33, T36, T46–T47,
words with suffixes, 1: S17, S28, rhythm, 2: T276, 4: T281C, T297, T51, T56, T62, T120, T344–T345,
2: T224–T225, T225L, T225N, T304–T305, T309, T315, T348–T349, T351, T354–T355,
T239, T245, T250, T254, T261, T334–T335, T350, T352–353, T359–T360, 5: T40, T48, T51,
3: T158–T159, T159N, T159P, T161, T355, 6: T268–T269, T270, T84–T85, T89N, T111, T115, T119,
T177, T179, T184, T188, T238–T239, T278–T279, T281B, T281F, T301, T179, T183–T184, T212–T213, T239,
T288–T289, T291C–T291D, T309, T306, T310, T312–T313, T316 T243, T247, T358, 6: T202, T276–
T314, T318, T325, T327, 5: T91, simile, 2: T281, T288–T289, T309, T277, T303, T307, T311, T313
T107, T216–T217, T217E, T217T, T313, T314, T318, T320–T321, third-person, 4: T46
T219, T231, T235–T237, T242, T246, T325, 3: T93G, 4: T350,
Possessives, 2: T161, T177, T295,
T253, T283, T294, T299, 6: T91, T97, T352–T353, 6: T294, T301
T298–T301, T327, 5: T226–T227, T291
T107, T219, T235, T292, T298–T299, stanzas, 2: T282–T283, T286–T287,
T318 Predictions, make, revise, and confirm,
4: T268, T272–T275, T277–T279,
1: T27B, T93B, T159L, T225P, 2: T12,
words with /ü/, 4: T26–T27, T36–T37, T281F, T301–T303, T307,
T19–T21, T27D,T59, T78–T79, T86–T87,
T42–T43 T310–T313, T350, T352, T355,
T93B, T108–T109, T115–T116,
Plays. See Genre: play. 6: T268–T269, T270, T272–T275,
T119–T121, T123, T125, T126, T159T,
T277, T279, T281B–T281C, T283,
Plot development. See T225B, T240, T248, T252, 3: T27T, T93F,
T301–T302, T306–T307, T310,
Comprehension skills: plot. T174, T159B, T182, T186, T225J, 4:
T313
Poetry, T25B, T89A, T89O, T104–T105,
Point of view, T112–T113, T116–T117, T120, T121,
characteristics of, 2: T276, T278, T282, author, 2: T93Q, T154–155, T159B, T217B, T232, T240, T244, T296, T304,
4: T274, 6: T268, T274 T163, T174, T181–T183, T185–T186, T306, 5: T25B, T40, T48, T52, T89T,
forms of concrete, 4: T352 T191–T193, T210, T220–T221, T225B, T104, T112, T116, T153B, T168, T176,

INDEX
T180, T232, T240, T244, T281A, 6: T12, T255, T289A, T289E, T311, T315, T319, T92, T156, T220, T284, T330, T332,
T17–T18, T25H, T57, T89D, T153B, T168, T347, T365, T368, 2: T27A, T27U, T49, 6: T28, T92, T156, T220, T284, T332
T176, T180, T217B T53, T57, T93A, T93S, T115, T119, finding information, 1: S35, T338,
Predictions and purposes, return to, T123, T159A, T159W, T181, T185, T340, 2: T30, T96, T162, T228, T338,
1: T27B, T93R, T159L, T225P, 2: T12– T189, T225A, T225O, T247, T251, T340, 3: T30, T162, T228, T292,
T13, T16, T18–T21, T27B, T42, T49–T50, T255, T289A, T289E, T311, T315, T319, T338, T340–T341, 4: T28, T330,
T53–T54, T57–T61, T78, T93P, T159B, T347, T365, T368, 3: T27A, T27W, T49, T332, 5: T28, T92, T156, T220, T284,
T225L, 3: T27B, T93B, T108, T116, T53, T57, T93A, T93S, T115, T119, T331–T332, 6: T220, T284, T330,
T125, T159N, T225, T240, T248, T252, T123, T159A, T159Q, T181, T185, T332
T289A, T304, T312, T316, 4: T217N, T189, T225A, T225M, T247, T251, identifying resources for, 1: S35, T162,
5: T25R, T89T, T217R, T281A, T255, T289A, T289E, T311, T315, T319, T292, T340, 2: T30, T96, T162, T228,
6: T12–T13, T17–T19, T25B, T40, T347, T365, T368, 4: T25A, T25U, T47, T338, T340, 3: T96, T162, T228,
T47–T49, T51–T53, T55–T59, T89D, T51, T55, T89A, T89U, T111, T115, T340–T341, 4: T332, 5: T28, T92,
T153B, T153J, T217V T119, T153A, T153O, T175, T179, T284, T332, 6: T220, T332
Prefixes. See Phonics/Word Study. T183, T217A, T217Q, T239, T243,
identifying needed information,
T247, T281A, T281E, T303, T307, T311,
Prereading strategies. See Predictions, 1: S35, T338, T340, 2: T30, T96,
T339, T357, T360, 5: T25A, T25U, T47, T162, T228, T338, T340, 3: T96,
make, revise, and confirm; T51, T55, T89A, T89W, T111, T115,
Previewing literature; Setting T162, T292, T338, T340, 4: T332,
T119, T153A, T153O, T175, T179, 5: T92, T156, T332, 6: T220, T332
purposes for reading. T183, T217A, T217U, T239, T243,
Previewing literature, 1: T12, T27B, T247, T281A, T281E, T303, T307, T311, Internet, 1: T162, T292, T338, T340,
T27X, T42, T50, T53, T54, T60 T339, T357, T360, 6: T25A, T25Q, T47, 2: T338, T340, 3: T292, T338,
T51, T55, T89A, T89W, T111, T115, T340–T341, 4: T330, 6: T330
Problem and solution. See
Comprehension skills: problem and T119, T153A, T153M, T175, T179, interviews, 1: T338, T340, 2: T292,
solution. T183, T204, T217A, T217Y, T239, T243, T340, 3: T96, T340, 4: T330, T332,
T247, T281A, T281E, T303, T307, T311, 5: T332, 6: T28, T156, T332
Pronunciation. See Fluency:
pronunciation. T357, T360 organizing information, 1: T340,
Reading Process. See Comprehension 2: T30, T96, T162, T228, T338, T340,
Proofreading. See Spelling: 3: T30, T96, T162, T228, T340,
proofreading; Writing traits. skills; Comprehension strategies;
Fluency; Phonics/Word Study; 4: T332, 5: T28, T220, T284, T332,
Punctuation. See Fluency: punctuation; Vocabulary. 6: T330, T332
Grammar: punctuation. paraphrasing, 2: T96, T338, 5: T330
Reading/Writing Connection. See
Purposes, setting for reading. See Access Writing. using library, 1: T30, T96, 2: T338,
complex text: purpose. 5: T28, T92, T220
Realistic fiction. See under Genre.
using multiple sources, 1: S35, T162,
Recount stories. See Comprehension
T292, T338–T341, 2: T30, T96, T162,
Q strategies: recount stories.

Reference and Research. See Computer
Literacy; Research and inquiry;
Study skills; Text features; Theme
T228, T338, T340, 3: T30, T96, T162,
T228, T292, T340–T341, 4: T28,
T220, T330, 5: T28, T92, T220, T330,
T332–T333, 6: T220, T330–T331
Questions. See Comprehension projects; Vocabulary.
strategies: ask and answer using technology, 1: S35, T292,
questions; Research and inquiry: Repetition, 1: T93I, 4: T270, T273, T338–T341, 2: T30, T96, T162, T228,
formulating questions. T278–T279, T281C, 5: T25D T340, 3: T30, T162, T292, T338,
Reread for comprehension. See T340–T341, 4: T28, 5: T28, T92,
Quotation marks, 3: T37, 4: T163
Comprehension strategies: reread. T220, T330, T332–T331, 6: T156,
T220, T284, T330–T331
Research and inquiry, 1: S35, T30, T96,
Research process. See Research and
R T162, T228, T292, T338–T341, 2: T30,

T96, T162, T228, T292, T338–T341,
3: T30, T96, T162, T228, T292,
T338–T341, 4: T28, T92, T156, T220,
inquiry; Theme projects.
Respond to Reading, 1: T12, T27V, T43,
T51, T55, T61, T78, T93T, T109, T117,
Read Alouds, 1: T12, T78, T144, T210, T284, T330–T333, 5: T28, T92, T156, T121, T127, T144, T159N, T175, T183,
T276, 2: T12, T78, T144, T210, T276, T220, T284, T330–T333, 6: T28, T92, T187, T193, T210, T241, T249, T253,
3: T12, T78, T144, T210, T276, 4: T12, T156, T220, T284, T330–T333 T259, T276, T289D, T305, T313, T317,
T76, T140, T204, T268, 5: T12, T76, T323, T344–T346, 2: T12, T27T, T43,
citing and recording sources, 1: S35,
T140, T204, T268, 6: T12, T76, T140, T51, T55, T61, T78, T93R, T109, T117,
T162, T228, T340, 2: T30, T96, T162,
T204, T268 T121, T127, T144, T159V, T175, T183,
T338, T340, 3: T30, T162, T228,
Reading and responding. See Text T187, T193, T210, T225N, T241, T249,
T341, 4: T220, T330, T332, 5: T28,
connections. T253, T259, T276, T289D, T305, T313,
T92, T284, T330, T332, 6: T92, T220,
T317, T323, T344–T346, 3: T12, T27V,
Reading digitally, 1: T336–T337, T332 T43, T51, T55, T61, T78, T93R, T109,
2: T336–T337, 3: T336–T337, 4: T328– creating presentations, 1: S35, T30, T117, T121, T127, T144, T159P, T175,
T329, 5: T328–T329, 6: T328–T329 T96, T162, T228, T292, T339–T340, T183, T187, T193, T210, T225L, T241,
Reading independently, 1: S32, T27A, 2: T30, T96, T162, T228, T338, T249, T253, T259, T276, T289D, T305,
T27W, T49, T53, T57, T93A, T93U, T339–T340, 3: T30, T96, T162, T228, T313, T317, T323, T291D, T344–T346,
T115, T119, T123, T159A, T159O, T292, T338–T340, 4: T28, T92, T156, 4: T12, T25T, T41, T49, T53, T59, T76,
T181, T185, T189, T225A, T247, T251, T220, T284, T331–T332, 5: T28, T89T, T105, T113, T117, T123, T140,
INDEX BM21
T153N, T169, T177, T181, T187, T204, Setting. See Comprehension skills: T126–T127, T129, T290–T291, T305,
T217P, T233, T241, T245, T251, T268, setting. T307, T311, T315–T316, T318, T320,
T281D, T297, T305, T309, T315, Share and Compare. See Scoring T323, T326–T327
T336–T338, 5: T12, T25T, T41, T49, rubrics. Skimming and scanning. See Study
T53, T59, T76, T89V, T105, T113, T117, skills.
Shared Read,
T123, T140, T153N, T169, T177, T181, Small Group Options. See
T187, T204, T217T, T233, T241, T245, “Anansi Learns a Lesson,” 2: T16–T19
Approaching Level Options; Beyond
T251, T268, T281D, T297, T305, T309, “Athena and Arachne,” 6: T16–T17 Level Options; English Language
T315, T336–T338, 6: T12, T25P, T41, “Bats Did It First,” 3: T215–T217 Learners; On Level Options.
T49, T53, T59, T76, T89V, T105, T113, “The Big Blizzard,” 6: T80–T81
T117, T123, T140, T153L, T169, T177,
Speaking skills and strategies, 1: S6,
“Bruno’s New Home,” 1: T16–T19 S20, T10, T76, T142, T208, T274, T342,
T181, T187, T204, T217X, T233, T241,
“Bubble Gum,” 6: T273 2: T10, T76, T142, T208, T274, T342,
T245, T251, T268, T281D, T297, T305,
3: T10, T76, T142, T208, T274, T342,
T309, T315, T336–T338 “Butterflies Big and Small,” 4: T10, T74, T138, T208, T274, T334,
Response prompts. See Writing 6: T208–T209 5: T10, T74, T138, T208, T274, T334,
prompts. “The Camping Trip,” 6: T272 6: T10, T74, T138, T208, T274, T334
Rhyme, 2: T278–T289, 4: T270–T271, “Captain’s Log,” 4: T273 Spelling. See also English Language
T278–T279, T281C, 6: T270–T271, “Desert Kats,” 1: S21 Learners: writing/spelling; Phonics/
T278–T279, T281B, T301, T306–T307, Word Study.
“Dolores Huerta: Growing Up Strong,”
T310, T313, T316 assess, 1: T39, T105, T171, T237, T303,
5: T208–T209
Rhythm, 6: T270–T271, T278–T279, 2: T39, T105, T171, T237, T303,
“The Dream Catcher,” 1: T82–T85
T281B, T301, T306, T310, T313, T316 3: T39, T105, T171, T237, T303,
“Earth and Its Neighbors,” 4: T37, T101, T165, T229, T293,
Roots. See Phonics/Word Study; 3: T148–T151
Spelling; Vocabulary. 5: T37, T101, T165, T229, T293,
“Empanada Day,” 2: T280–T281 6: T37, T101, T165, T229, T293
Rubrics,
“Every Vote Counts!” 2: T148–T151 assess prior knowledge, 1: T38, T104,
research and inquiry, 1: T341, 2: T341, T170, T236, T302, 2: T38, T104,
3: T341, 4: T333, 5: T333, 6: T333 “Firsts in Flight,” 4: T208–T209
T170, T236, T302, 3: T38, T104,
“The Giant,” 4: T272 T170, T236, T302, 4: T36, T100,
writing, 1: S34, T357, T363, 2: T357,
T363, 3: T357, T363, 4: T349, T355, “Ginger’s Fingers,” 4: T272 T164, T228, T292, 5: T36, T100,
5: T349, T355, 6: T349, T355 “Gray Wolf! Red Fox!” 4: T144–T145 T164, T228, T292, 6: T36, T100,
“Here Comes Solar Power,” T164, T228, T292
5: T272–T273 challenge words, 1: T38, T104, T170,
S “The Impossible Pet Show,”

4: T80–T81
“Inchworm’s Tale,” 3: T17–T19
T236, T302, 2: T38, T104, T170,
T236, T302, 3: T38, T104, T170,
T236, T302, 4: T36, T100, T164,
T228, T292, 5: T36, T100, T164,
Scaffolding. See Access complex “Jane’s Discovery,” 3: T82–T85 T228, T292, 6: T36, T100, T164,
text; English Language Learners: “Juanita and the Beanstalk,” T228, T292
beginner/intermediate/advanced. 5: T16–T17 compound words, 5: T26–T27,
Scoring rubrics. See Assessment. “Kaffa’s Discovery,” 1: S9 T36–T37, T42–T43, T62, T100
Self-selected reading, 1: T49, T53, T57, “Kids to the Rescue,” 2: T215–T217 dictation sentences, 1: T39, T105,
T115, T119, T123, T181, T185, T189, T171, T237, T303, 2: T39, T105,
“The Long Road to Oregon,”
T247, T251, T255, T311, T315, T319, T171, T237, T303, 3: T39, T105,
3: T280–T281
T347, 2: T49, T53, T57, T115, T119, T171, T237, T303, 4: T37, T101,
T123, T181, T185, T189, T247, T251, “Mary Anderson’s Great Invention,” T165, T229, T293, 5: T37, T101,
T255, T311, T315, T319, T347, 3: T49, 1: T214–T217 T165, T229, T293, 6: T37, T101,
T53, T57, T115, T119, T123, T181, “Nail Soup,” 4: T16–T17 T165, T229, T293
T185, T189, T247, T251, T255, T311, “A Natural Beauty,” 1: T280–T281 error correction, 1: T39, T105, T171,
T315, T319, T347, 4: T47, T51, T55, T237, T303, 2: T39, T105, T171,
“The New Hoop,” 5: T80–T81
T111, T115, T119, T175, T179, T183, T237, T303, 3: T39, T105, T171,
T239, T243, T247, T303, T307, T311, “Rescue Dogs Save the Day,” T237, T303, 4: T37, T101, T165,
T339, 5: T47, T51, T55, T111, T115, 5: T144–T145 T229, T293, 5: T37, T101, T165,
T119, T175, T179, T183, T239, T243, “Rocketing into Space,” 6: T144–T145 T229, T293, 6: T37, T101, T165,
T247, T303, T307, T311, T339, 6: T47, “Room to Grow,” 1: T148–T151 T229, T293
T51, T55, T111, T115, T119, T175, “Sailing to America,” 2: T82–T85 homophone, 4: T218–T219,
T179, T183, T239, T243, T247, T303, T228–T229, T234–T235, T254, T292
T307, T311, T339 “A Telephone Mix-Up,” 4: T184–T185
plural words, 4: T90–T91, T100–T101,
Sentence fragments. See Grammar: “The TimeSpecs 3000,” 4: T120–T121
T106–T107, T126, T164
sentences: fragments. Sharing circles. See Literature Circles.
posttest. See dictation sentences.
Sentences. See Grammar: sentences. Short story. See Genre.
proofreading, 1: T39, T105, T171,
Sequence of events. See Silent letters. See Phonics/Word Study. T237, T303, 2: T39, T105, T171,
Comprehension skills: sequence; Similes, 2: T92–T93, T93F, T93L, T93R, T237, T303, 3: T39, T105, T171,
Writing traits: sequence of events. T107–T108, T113, T118, T120, T122, T237, T303, 4: T37, T101, T165,

INDEX
T229, T293, 5: T37, T101, T165, words with short vowels a, i, Technology, research strategies,
T229, T293, 6: T37, T101, T165, 1: T28–T29, T38–T39, T44–T45, T64, 1: T340, 2: T30, T340, 3: T26, T162,
T229, T293 T104 T171, T340–T341, 4: T24, T332, 5: T28,
word meanings, 1: T39, T105, T171, words with short vowels e, o, u, T89A, T152, T332, 6: T332
T237, T303, 2: T39, T105, T171, 1: T94–T95, T104–T105, T110–T111, Test Strategy. See Assessment: levels
T237, T303, 3: T39, T105, T171, T130 of complexity.
T237, T303, 4: T37, T101, T165, words with silent letters, 2: T160–T161, Text complexity. See Access complex
T229, T293, 5: T37, T101, T165, T170–T171, T176–T177, T196, T236 text.
T229, T293, 6: T37, T101, T165,
T229, T293 words with soft c and g, 4: T282–T283, Text connections, 1: T31, T97, T159N,
T292–T293, T298–T299, T318, T163, T175, T183, T187, T193, 2: T19,
word sorts, 1: T38, T104, T170, T236, 5: T36 T27T, T27X, T31, T43, T51, T55, T61,
T302, 2: T38, T104, T170, T236,
words with suffixes –ful, –less, –ly, T229, 3: T31, T163, 4: T25C, T25G,
T302, 3: T38, T104, T170, T236,
6: T282–T283, T292–293, T298– T25I, T25M, T25Q, T89C, T89E, T89O,
T302, 4: T36, T100, T164, T228,
T299, T318 T89Y, T93, T153K, 5: T17, T25I, T25O,
T292, 5: T36, T100, T164, T228,
T292, 6: T36, T100, T164, T228, words with three-letter blends scr, T25T, T25U, T25X, T29, T41, T49, T53,
T292 str, spr, spl, thr, squ, 2: T226–T227, T59, T89E, T89M, T153I, T217A
words with closed syllables VC/CV, T236–T237, T242–T243, T262, T302 Text Evidence, 1: S10, S12, S14, S22,
5: T154–T155, T164–T165, words with variant vowels, S24, S36, T27V, T31, T43, T51, T55, T61,
T170–T171, T190, T228 /ü/, 4: T26–T27, T38–T39, T42–T43, T93T, T97, T319, 2: T16, T27T, T27V,
T62, T100, /ô/, 4: T154–T155, T164– T31, T61, T97, T109, T117, T121, T127,
words with consonant + le syllables, T159V, T163, T175, T183, T187, T193,
6: T90–T91, T100–T101, T106–T107, T165, T170–T171, T190, T228
T225N, T241, T249, T253, T259,
T126, T164 words with vowel team syllables,
6: T154–T155, T164–T165, 3: T27V, T43, T51, T55, T61, T93R,
words with digraphs, 2: T290–T291, T109, T117, T121, T127, T159P, T175,
T302–T303, T306–T307, T326, T170–T171, T190, T228
T183, T187, T193, T225L, T241, T249,
3: T38 Stories. See Genre. T253, T259, T319, 4: T25T, T29, T89T,
words with final e, 1: T160–T161, Story structure. See Comprehension T119, T123, T153N, T217P, T251, T297,
T170–T171, T176–T177, T196, T236 strategies: story structure. T305, T309, T315, 5: T25T, T89V, T105,
words with inflectional endings –ed, Structural Analysis. See Phonics/Word T113, T117, T123, T153N, T217T,
–ing, –s, 5: T90–T91, T100–T101, Study; Vocabulary. T281D, 6: T25P, T41, T49, T53, T59,
T106–T107, T126, T164 Study skills. See also Text features. T169, T177, T181, T187, T217X, T233,
T241, T245, T251, T281D, T297, T305,
words with inflectional endings y to i, computers, using, see Computer T309, T315
5: T218–T219, T228–T229, Literacy.
T234–T235, T254, T292 Text features,
dictionary, see Dictionary, using.
words with long a: ay, ai, a e, ea, ei, advertisement, 3: T339
library and media center, using,
eigh, ey, 1: T226–T227, T236–T237, captions, 1: T191–T192, T229,
1: T30, T338, T340, 2: T338, T340
T242–T243, T262, T300 2: T174, T182, T186, T222, T225D,
parts of a book, 1: T292, 3: T338, T251, 3: T159H, T174, T182, T186,
words with long e: e, ea, ee, e e, ie, ey,
4: T330
y, 2: T94–T95, T104–T105, T222, T225B, T225F, T225L, T240,
T110–T111, T130, T170 skimming and scanning, 1: T336, T247–T248, T251–T252, T338,
2: T336, 3: T336, 4: T328, 5: T328, 4: T140, T150, T153E, T153H,
words with long i: i, ie, igh, i e, y,
6: T328 T153N, T156–T157, T217D, 5: T140,
2: T28–T29, T38–T39, T44–T45, T64,
T104 Subject-verb agreement. See T150–T151, T153K, T153M–T153N,
Grammar: subject-verb agreement. T168, T214, T232, T240, T243–T244,
words with long o: o, ow, o e, oa, oe,
Suffixes. See Phonics/Word Study: T278, 6: T214, T217F, T217L–T217M,
1: T290–T291, T300–T301,
words with suffixes; Vocabulary: T217O, T217Q, T217S, T217W–
T306–T307, T326, 2: T38
suffixes. T217X, T220, T232, T240, T244,
words with long u: u, u e, ew, T249, T358
2: T28–T29, T38–T39, T44–T45, T64, Summarize. See Comprehension
strategies: summarize. charts, 1: S17–S18, S29–S30, S35,
T104
T160, T163, T167, T172–T173, T196,
words with open syllables, Synonyms, 1: S15–S16, T26–T27, T27N,
T225C, T225G, T226, T233,
5: T282–T283, T292–T293, T40–T41, T47, T52, T56, T63, T106,
3: T26–T27, T27E, T27V, T40–T41, T47, T238–T239, T257, T353–T354,
T298–T299, T318, 6: T36 T359–T360, T365, 2: T27C, T27H,
T52, T56, T63, T106
words with prefixes pre-, dis-, mis-, re-, T27T, T28, T40–T41, T353–T354,
and un-, 3: T226–T227, T236–T237, T359–T360, T365, 3: T27C, T27H,
T242–T243, T262, T300, 6: T26–T27, T27L, T28, T31, T40, T93R, T94, T101,
T36–T37, T42–T43, T62, T100
words with r-controlled vowel
syllables, 6: T218–T219, T228–T229,
T T106–T107, T151, T156, T159I, T160,
T162–T163, T172–T173, T191, T226,
T238–T240, T292, T305, T313, T336,
T234–T235, T254, T292 /âr/ and /îr/, Talk About It. See Oral language. T338, T342, T359–T360, 4: T26,
3: T160–T161, T170–T171, T38–T39, T89C, T89E, T89M, T89Q,
Tall tale, 5: T153O, T153P
T176–T177, T196, T236 /är/ and /ôr/, T90, T102–T103, T282, T294–T295,
3: T94–T95, T104–T105, T110–T111, Teamwork, rules of, 5: T156 T330, T345, 5: T89V, T126, T145,
T130, T170 /ûr/, 3: T28–T29, Technology. See also Computer T150, T154, T166–T167, T218,
T38–T39, T44–T45, T64, T104 Literacy. 6: T26, T38, T204, T217E, T217G,
INDEX BM23
T217I, T217K, T218, T230, T25D, T25L, T25N, T45, T50, T54, T61, 5: T39, T103, T167, T231, T295,
T345–T346, T351–T352 T77, T89D, T89M, T89R, T109, T114, 6: T39, T103, T167, T231, T295
diagrams, 1: T222, 3: T222–224, T247, T118, T125, T140, T153F, T204, T217G, content, 3: T159H, T225D, T337,
T251 6: T214, T217I T268, T269, T281B, T301, T306, T310, 4: T153F, T217H, 5: T153J, T217P,
T317, 6: T12–T13, T25H–25I, T25L, T217V, 6: T268, T281E
graphs, 2: T156, 3: T159E–T159F,
T45, T50, T54, T61, T77, T89D–T89E,
T222, 5: T153D, T328, 6: T214, context clues, 1: S15–S16, S28, T26,
T89M, T109, T114, T118, T125, T141,
T217J,T217X, T249 T27N, T27V, T41, T42, T47, T50, T52,
T153D, T153E, T153G, T204, T205,
guide words, 1: S16, S27 T54, T56, T63, T92–T93, T113, T118,
T268, T301, T306, T310, T317
headings, 1: T156, T217, T352–T354, T122, T125, T129, T309, T312, T325,
Titles of works. See Grammar: Titles 2: T26, T27M, T27T, T52, T56, T63,
2: T144, T156, T210, 3: T27Y–T27Z, of works.
T144, T151, T159P, T220, T225F, T93C, T93K, T93S–T93T, T113, T118,
T225K, T276, T338, 4: T140, T153N, Topic development. See Writing: topic T159N, T225K, 3: T26–T27, T27E,
T330, 5: T149–T151, T153N, development. T27K, T27Q, T50, T52, T54, T56, T58,
6: T204, T214, T217H, T217J, T217X, T63, T92–T93, T93C, T113, T118,
T249 T122, T159I, T175, T291, T304,
labels, 1: T222, 2: T27X, T354, 3: T257,
4: T174, T295, 6: T217J
maps, 1: T156, T185, T340, 2: T93B,
U T344, 4: T152, T153N, T153F, T153I,
T173, T178, T182, T189, T216,
T217I, T217G, T231, T237, T240,
T242, T244, T246, T253, 5: T88,
T222, T248, T252, T336, T340, Unit project. See Research and inquiry. T89A, T89I, T89S, T109, T118, T125,
3: T93D, T336, T338, T340, 4: T140, Unit writing. See Writing process. T152, T153E, T153N, T167, T173,
T150–T151, T153C, T157, T330, T178, T182, T189, T217I, T230,
5: T217R, T328, 6: T204, T217G– T280, T306, T317, T336–T337,
T217H, T217J, T217X, T232, T240,
V
6: T25, T88, T109, T112, T153G,
T243–T244, T248–T250, T328, T332 T176, T216–T217, T217I, T217N,
multiple, 2: T338, 3: T225F, T225H, T217Y, T237, T242, T246, T253,
5: T217J T280, T336–T337
photographs, 4: T217B Venn diagram, 4: T153N, 5: T284 definitions, 1: T14–T15, T80–T81,
recipes, 2: T352 Verbs. See Grammar: verbs. T146–T147, T212–T213, T278–T279,
Visual elements. See Text features. 2: T14–T15, T80–T81, T146–T147,
sidebar, 4: T214, 5: T176
T212–T213, T278–T279, 3: T14–T15,
surveys, 1: T338 Visualize. See Comprehension T80–T81, T146–T147, T212–T213,
time lines, 1: T339, 3: T338, 5: T217W strategies: visualize. T278–T279, 4: T14–T15, T78–T79,
Text structure. See Comprehension Vocabulary, T142–T143, T206–T207, T270–T271,
skills: text structure. academic vocabulary, 1: T40, T106, 5: T14–T15, T78–T79, T142–T143,
T172, T238, T302, 2: T40, T106, T206–T207, T270–T271, 6: T14–T15,
Theme, 2: T18, T22–T23, T27C, T27E,
T172, T238, T302, 3: T40, T106, T78–T79, T142–T143, T206–T207,
T27H, T27L–T27M, T27Q, T27T, T31,
T172, T238, T302, 4: T40, T106, T270–T271
T49, T53, T59, T61, T88–T89, T93C,
T93F, T93H, T93K, T93O, T93R, T97, T172, T238, T302, 5: T40, T106, dictionary, using 1: S27, T26, T92,
T109, T115, T117, T119, T121, T172, T238, T302, 6: T40, T106, T93K, 2: T93K, T158, 3: T26, T27Y,
T123–T126, 4: T276–T277, T172, T238, T302 T41, T92, T106, T158, T239, 4:
T281B–T281D, T285, T303, T307, T313, Approaching Level Options. See T89W, T103, T152, T167, 5: T24,
6: T20, T25C, T25F, T25J–T25K, T25M Approaching Level Options: T25E, T88, T89I, T152, T167, T217F,
Theme projects, 2: T338–T339, 3: T319 vocabulary. T217O, T280, 6: T24, T216, T217I,
T230, T295, T299
Think Aloud, 1: T12–T13, T27J, T27P, building, 1: S8, T40–T41, T106–T107,
T27R, T47, T52, T56, T63, T79, T93I, 2: T40–T41, T106, T172–T173, domain-specific word, 4: T54, T118,
T93L, T93Q, T113, T118, T122, T129, T238, 3: T106, T172, T238, T302, T182, T246
T145, T159D, T159G, T159I, T179, 4: T38–T39, T102–T103, T166–T167, extend, 1: T63, T129, T195, T261, T325,
T184, T188, T195, T211, T225F, T225L, T230–T231, T294–T295, 5: T14–T15, 2: T63, T129, T195, T261, T325,
T225N, T245, T250, T254, T261, T277, T38, T102–T103, T170–T171, T294, 3: T63, T129, T195, T261, T325,
2: T12–T13, T27D–T27E, T27G, T27N, 6: T38–T39, T166–T167, T230–T231, 4: T61, T125, T189, T253, T317,
T47, T52, T56, T63, T79, T93D, T93J, T294 5: T61, T125, T189, T253, T317,
T93N, T113, T118, T122, T129, T145, compound words, 1: T159N, T173, 6: T61, T125, T189, T253, T317
T159D, T159H, T159L–T159M, T159R, T179, T184, T188, T191, T195, T238, figurative language. See Literary
T179, T184, T188, T195, T221, T225D– T293, T303, T307, 2: T93L, T102 devices: figurative language.
T225E, T225J, T245, T250, T254, T261,
T277, T309, T314, T318, T325, 3: T12, connect to words, 1: T40, T106, T302, Greek and Latin root words, 1: S28,
T27N, T78, T93I, T145, T159F, T159J, 2: T40, T106, T172, T238, T302, 2: T289C, 4: T155, T171, 6: T152–153,
T159L, T179, T184, T188, T195, T210, 3: T40, T106, T172, T238, T302, T153E, T153L, T155, T167, T171,
T225H, T276, T289C, 4: T12–T13, T25F, 4: T38, T102, T166, T230, T294, T173, T178, T182, T189, T230
T25H, T25N, T45, T50, T54, T61, T77, 5: T38, T102, T166, T230, T294, high-frequency words, 1: T46, T63,
T89H, T89K, T109, T114, T118, T125, 6: T38, T102, T166, T230, T294 T112, T129, T178, T195, T201, T244,
T141, T153E, T153H, T153J, T173, connect to writing, 1: T41, T107, T173, T308, T325, 2: T46, T63, T112, T129,
T178, T182, T189, T205, T217F, T217H, T303, 2: T41, T107, T173, T239, T305, T178, T195, T201, T244, T308, T325,
T217J, T237, T242, T246, T253, T269, 3: T41, T107, T173, T239, T305, 3: T46, T63, T112, T129, T178, T195,
T301, T306, T310, T317, 5: T12–T13, 4: T39, T103, T167, T231, T295, T201, T244, T308, T325, 4: T44, T61,

INDEX
T108, T125, T172, T189, T236, T253, T54, T60, T108, T114, T118, T124, T238–T239, T261, 4: T228, 5: T25B,
T300, T317, 5: T44, T61, T108, T125, T172, T178, T182, T188, T242, T238, T153K, T190, T216–T217, T217E,
T172, T189, T236, T253, T300, T317, T246, T252, T300, T306, T310, T316, T228, T253–T254, 6: T217I, T282,
6: T44, T61, T108, T125, T172, T189, T336–T337 T318
T236, T253, T300, T317 root words, 1: S28, T305, T310, 2: T45, word squares, 1: T41, T107, T173, T239,
homographs, 5: T88–T89, T89G, T89V, T111–T112, T173, T179, T184, T188, T303, 2: T41, T107, T173, T239,
T103, T109, T114, T118, T125, T166 T225, T225N, T238–T239, T250, T303, 3: T41, T107, T173, T239,
homophones, 1: S30, 4: T228–T229, T254, T305, 3: T224–T225, T225B, T303, 4: T39, T103, T167, T231,
T234–T235, T254, 5: T280–T281, T225I, T225L, T239, T245, T250, T295, 5: T39, T103, T167, T231,
T281C, 281D, T295, T301, T306, T254, T261, T302, 4: T24–T25, T27, T295, 6: T39, T103, T167, T231, T295
T310, T317, 6: T38 T39, T43, T45, T50, T54, T61, word webs, 1: T35, T64, T101, T107,
5: T24–T25, T45, T50, T54, T61, T130, T173, 2: T107, T167, T173,
idioms. See Literary devices: figurative T102, T154–T155, T171, T216–T217,
language. T196, T239, T297, T303, 3: T41,
T217E, T228, T237, T242, T249, T194, T196, T233, T262, T353–T354,
inflectional endings. See Phonics/ T253, 6: T102, T107, T152–T153, 4: T103, T161, T225, T289, T318,
Word Study; Spelling. T153E, T167, T173, T178, T182, T356, 5: T161, T225, T231, T254,
literal/nonliteral meanings, 6: T281 T189, T230 6: T33, T225, T231, T254, T289
morphology, 1: S28, T41, T107, T173, routine, 1: T14–T15, T80–T81,
T239, T305, 2: T41, T107, T173, T146–T147, T212–T213, T278–T279,
T239, T305, 3: T41, T107, T173,
T239, T305, 4: T39, T103, T167,
T231, T295, T305, 5: T39, T103,
T167, T231, T295, T305, 6: T39,
2: T14–T15, T80–T81, T146–T147,
T212–T213, T278–T279, 3: T14–T15,
T80–T81, T146–T147, T212–T213,
T278–T279, 4: T14–T15, T78–T79,
W
T103, T167, T231, T295, T305 T142–T143, T206–T207, T270–T271, Word sorts. See Spelling: word sorts.
5: T14–T15, T78–T79, T142–T143, Word study. See Phonics/Word Study
multiple-meaning words,
T206–T207, T270–T271, 6: T14–T15, Workstation Activity Cards.
1: T288–T289, T289C, T303, T309,
T78–T79, T142–T143, T206–T207,
T314, T318, T322, 2: T40, T270–T271
Write About Reading, 1: S14, S24, S36,
4: T216–T217, T217K, T217M, T237, T22, T27V, T27X, T43, T51, T55, T61,
T242, T246, T253, T294, 5: T38, strategies, 1: S15–S16, S26–S27, T88, T93T, T93W, T97, T109, T117,
T152, T217J T92–T93, T158–T159, T224–T225, T121, T127, T154, T159N, T159P, T163,
T288–T289, 2: T92–T93, T158–T159, T175, T183, T187, T193, T220, T229,
prefixes. See Phonics/Word Study; T224–T225, T288–T289, 3: T92–T93,
Spelling. T241, T249, T253, T259, T284, T289D,
T158–T159, T224–T225, T288–T289, T293, T305, T313, T317, T323, T337,
related words, 1: S6, S8, S16, T40–T41, 4: T24–T25, T88–T89, T152–T153, T347, 2: T22, T27T, T27V, T27W, T31,
T47, T106–T107, T142, T172–T173, T216–T217, T280–T281, 5: T24–T25, T43, T51, T55, T61, T88, T93R, T93T,
T179, T238–T239, T245, T302–T303, T88–T89, T152–T153, T216–T217, T93U, T97, T109, T117, T121, T127,
2: T40–T41, T47, T106–T107, T142, T280–T281, 6: T24–T25, T88–T89, T154, T159V, T159X, T159Y, T163,
T172–T173, T179, T238–T239, T152–T153, T216–T217, T280–T281 T175, T183, T187, T193, T220, T225N,
T245, T302–T303, 3: T40–T41, T47, suffixes. See Phonics/Word Study; T225P, T229, T241, T249, T253, T259,
T106–T107, T142, T172–T173, Spelling. T284, T289D, T293, T305, T313, T317,
T179, T238–T239, T245, T302–T303, T323, T337, T347, 3: T22, T43, T51,
4: T38–T39, T43, T45, T102–T103, thesaurus, 1: S16, 2: T194, 5: T217F,
T217O T55, T61, T27V, T27X, T27Y, T31, T88,
T109, T167, T230–T231, T237, T93R, T97, T109, T117, T121, T127,
T294–T295, 5: T38–T39, T43, T45, unfamiliar words, 1: T41, T93K,
T154, T159P, T163, T175, T183, T187,
T102–T103, T109, T167, T230–T231, T106–T107, T172–T173, 2: T179, 3:
T193, T220, T225L, T229, T241, T249,
T237, T294–T295, 6: T38–T39, T43, T26, T27Y, T41, T106, T159I, T225G,
T253, T259, T284, T289D, T289F,
T45, T102–T103, T109, T167, T230– T239, T254, T302, 4: T27, T39, T102,
T293, T305, T313, T317, T323, T337,
T231, T237, T294–T295 T155, T217I, T230, 5: T25E, T25K,
T347, 4: T20, T25T, T29, T41, T49,
review, 1: T46, T52, T56, T62, T112, T25L, T89A, T89B, T89I, T89S, T89Y,
T53, T59, T84, T89T, T89x, T89Y, T93,
T118, T122, T128, T178, T184, T188, T102, T152, T153K, T155, T171,
T105, T113, T117, T123, T148, T153N,
T217F, T217I, T217M, T217O, T231,
T194, T244, T250, T254, T260, T308, T153P, T157, T169, T177, T181, T187,
T242, T246, 6: T89A, T89B, T89F,
T314, T318, T324, T344–T345, T212, T217P, T217R, T221, T233, T241,
T89G, T89O, T153E, T153G, T153H,
2: T46, T52, T56, T62, T112, T118, T245, T251, T276, T281D, T285, T297,
T153M, T217I, T217Y, T217Z, T231
T122, T128, T178, T184, T188, T194, T305, T309, T315, T329, 5: T20, T25T,
T244, T250, T254, T260, T308, T314, vocabulary words, 1: T14–T15, T25V, T25W, T29, T41, T49, T53, T59,
T318, T324, T344–T345, 3: T46, T52, T80–T81, T146–T147, T212–T213, T84, T89V, T89Y, T93, T105, T113,
T56, T62, T112, T118, T122, T128, T278–T279, 2: T14–T15, T80–T81, T117, T123, T148, T153N, T157, T169,
T178, T184, T188, T194, T244, T250, T146–T147, T212–T213, T278–T279, T177, T181, T187, T212, T217T, T217V,
T254, T260, T308, T314, T318, T324, 3: T14–T15, T80–T81, T146–T147, T217W, T221, T233, T241, T245, T251,
T344–T345, 4: T44, T50, T54, T60, T212–T213, T278–T279, 4: T14–T15, T276, T281D, T285, T297, T305, T309,
T108, T114, T118, T124, T172, T178, T78–T79, T142–T143, T206–T207, T315, T329, 6: T20, T25P, T25R–25S,
T182, T188, T242, T238, T246, T252, T270–T271, 5: T14–T15, T78–T79, T29, T41, T49, T53, T59, T84, T89V,
T300, T306, T310, T316, T336–T337, T142–T143, T206–T207, T270–T271, T89X, T93, T105, T113, T117, T123,
5: T44, T50, T54, T60, T108, T114, 6: T14–T15, T78–T79, T142–T143, T148, T153L, T157, T169, T177, T181,
T118, T124, T172, T178, T182, T188, T206–T207, T270–T271 T187, T212, T217X, T221, T233, T241,
T242, T238, T246, T252, T300, T306, word parts, 2: T158–T159, T173, T245, T251, T276, T281D, T285, T297,
T310, T316, T336–T337, 6: T44, T50, T179, T195, T224–T225, T225K, T305, T309, T315, T329
INDEX BM25
Write to Sources. See Write About T225H–T225J, T226–T227, T229, T167, T169, T171, T178, T233, T235,
Reading. T232, T235, T238–T239, T241, T243, T244, T297, T299, T301, T308, T353,
Writer’s Craft, T249–T251, T253–T255, T259, T359, 2: T35, T37, T39, T46, T101,
T263, T282, T284, T286, T288, T293, T103, T112, T167, T171, T178, T233,
capitalization, 1: T37, 2: T37, 5: T35 T296, T299, T301–T303, T305, T311, T235, T244, T297, T299, T301, T308,
character development, 4: T25C T325–T327, T334–T335, T341– T353, T359, 3: T35, T37, T39, T46,
details, 2: T336, T338, T340–T341, T342, 5: T146–T153, T155, T157, T101, T103, T105, T112, T167, T169,
T347, T352–T353, T358–T359, T360, T166–T167, T169–T171, T177–T179, T171, T178, T233, T235, T244, T297,
T363–T365, T368–T369, 3: T30– T181–T183, T210–T217, T217G, T299, T301, T353, T359, 4: T33, T35,
T33, T55, T77–T78, T81–T82, T84, T218–T219, T220–T221, T224, T227, T37, T44, T97, T99, T101, T108, T161,
T86–T87, T90–T91, T93D, T93I, T230–T231, T233–T235, T241– T163, T165, T172, T225, T227, T229,
T93M–T93N, T93Q–T93R, T96–T97, T243, T245–T247, T249, T251, T255, T236, T289, T291, T293, T300, T345,
T99–T100, T109, T115–T117, T119, T344–T355, 6: T160–T161, T190, T351, 5: T33, T35, T37, T44, T97, T99,
T123, T144–T145, T151–T155, T210–T217, T218–T219, T220–T221, T101, T108, T161, T163, T172, T225,
T159B–T159C, T159E, T159G, T159I, T224, T233–T235, T241–T243, T227, T229, T236, T289, T291, T293,
T159K, T159M, T159P, T162–T166, T245–T247, T251, T255, T326–T327, T300, T345, T351, 6: T33, T35, T37,
T174–T175, T180–T183, T185–T186, T333–T334 T44, T97, T99, T101, T108, T161, T163,
T189–T192, T196, T210, T213, punctuation, 2: T356–T357, T362–T363, T172, T225, T227, T229, T236, T289,
T216–T221, T223, T225B–T225C, 3: T29, T37, T95, T114, T299, T310, T291, T293, T300, T345, T351
T225G, T225J, T225L, T227–T229, T356–T357, T362–T363, 5: T174, Writing, 1: S33–S34, T22, T31–T32, T33,
T231–T233, T240–T241, T246–T249, T219, T238, T348–T349, T355, T34–T35, T41, T46, T58, T64, T88,
T251–T253, T255–T259, T262, 6: T217K, T219, T238, T349, T355 T97–T98, T100–T101, T107, T130,
T292–T293, T296–T297, T305– sensory detail, 5: T126 T164–T167, T173, T196, T229–T233,
T311, T322, T336, T338, T340–T343, T239, T262, T274, T278, T282, T284,
T347–T352, T355, T357–T358, showing, 3: T54, T190, 5: T175,
T286, T288, T290, T295–T296,
T360–T361, T363–T365, T368–T369, T334–T335
T298–T299, T305, T328, T331–T332,
5: T94, T126, T140, T147–T149, strong paragraphs, 3: T164–T167, T340–T343, T347, T352–T363, 2: T22,
T151, T153, T153C–T153E, T153H, T196, 5: T158–T161, T190 T31–T32, T34–T35, T41, T64, T77,
T153N–T153P, T157–T161, T175, strong verbs, 3: T366, 6: T346 T80–T81, T88–T89, T93, T93O, T93R,
T177, T179, T183, T190, T212–T213, T93T–T93U, T95–T99, T100–T107,
teach/model, 2: T334, T336–T338,
T239, T243, T249, T254, T335, T355, T117, T119, T121–T123, T127–T130,
T344–T346, T352–T356, T358–T362,
6: T204–T205, T212–T213, T217I, T163–T167, T175, T183, T187, T193,
T364–T368, 3: T27U–T27V, T31–T34,
T217L, T217Q, T221, T224–T225, T229–T233, T241, T249, T253, T259,
T78, T82, T84, T86, T88, T90, T92,
T233, T241, T243, T245, T247, T274, T278, T280, T284, T293–T297,
T93R–T95, T97–T100, T103–T104,
T334–T335, T344, T349–T353 T303, T305, T322, T326, T337,
T106–T107, T109–T112, T114–T115,
dialogue, 3: T36–T37, T84, T93M, T121–T125, T129–T131, T142, T342–T343, T352–T357, T358–T363,
T294, 5: T94, T126 T144, T146, T152, T154, T156, T158, 3: T31–T32, T34–T36, T96–T99,
focus, 1: T32, 2: T340–T341, T347, T159D, T160–T161, T163–T166, T100–T101, T130–T131, T142, T146,
T353–T354, T357, T359–T360, T175–T179, T183–T185, T187–T191, T148, T152, T154, T156, T158,
T363, T369, 3: T32, T34–T35, T55, T193, T195–T197, T210, T212–T214, T163–T164, T166–T168, T173, T190,
T76, T98, T100–T101, T109, T114, T217–T218, T220, T222, T224, T196, T208, T212, T214, T218, T220,
T117, T121, T127, T163–T164, T225D–T225E, T225L–T225M, T229–T235, T239, T262, T282, T284,
T166–T167, T208, T225C, T229– T226–T227, T229–T232, T236–T239, T289D, T293–T297, T300–T303, T305,
T230, T232–T233, T241, T246, T249, T241–T247, T249–T251, T253–T257, T313, T317, T321, T326–T327,
T253, T259, T296–T297, T334, T336, T259–T263, T282, T284, T293–T294, T331–T332, T342–T343, T352,
T340–T342, T347, T353–T354, T296, T303, T325–T327, T332, T334, 4: T30–T33, T62, T94–T97, T126,
T357, T360, T363, T369, 5: T94, T336–T338, T344–T345, T352–T356, T158–T161, T190, T212, T217P, T217R,
T138, T145, T158, T160–T161, T174, T358–T362, T364–T368, 5: T30–T33, T221–T225, T231, T233, T241, T245,
T177, T181, T187, T202, T204–T205, T62, T94, T126, T138, T140, T251, T254, T266, T276, T286–T289,
T224–T225, T238, T241, T349, T355, T144–T146, T148, T150, T152, T318, T334–T335, T344, T346, T348,
6: T160–T161, T202, T224–T225, T153L, T154–T155, T158–T160, T350, T354–T355, 5: T28, T30–T33,
T238, T346, T349 T169–T172, T178–T179, T181–T185, T39, T62, T94–T97, T126, T138, T142,
T202, T204, T206, T208, T210–T214, T144, T146, T148, T150, T152,
on setting, 2: T369, 3: T369
T216, T217T, T218–T219, T221–T224, T156–T157, T160–T162, T167, T190,
leads, 3: T334, T339, T353, T356, T202, T206, T208, T210, T212, T214,
T231, T233–T236, T241–T242,
5: T208, T210–T213, T217A–T217B, T216, T221–T223, T224–T226, T231,
T245–T249, T253–T255, T344–T355,
T217T, T217V, T217X–T218, T222– T254, T334–T335, T344–T355,
6: T158, T160–T161, T190, T206,
T223, T238, T246, T249, 6: T344 6: T30–T33, T62, T74, T78, T80, T82,
T208, T210, T212, T214, T216,
practice/apply, 2: T334, T341, T342, T218–T219, T222, T224, T233–T236, T84, T86, T88, T93–T94, T96–T98,
3: T31, T34, T81, T86–T93, T93B, T241–T243, T245–T249, T253–T255, T103, T120, T126, T148, T153L,
T93I, T94–T95, T97, T100, T103, T344–T348, T350–T354 T157–T161, T190, T202, T206, T208,
T105–T107, T109–T111, T117–T119, T210, T212, T214, T216, T221–T223,
topic sentence, 3: T164–T167, T196,
T121–T123, T127, T131, T147, T224–T225, T231, T248, T254, T276,
5: T158–T161, T190, T223
T152–T159, T159B, T160–T163, T281D, T284, T286–T289, T295, T297,
T166, T169, T171–T173, T175–T177, Writer’s Craft. See Writing traits. T305, T307, T309–T311, T315, T318,
T183–T185, T187–T189, T193, Writer’s Notebook, 1: S33, T35, T37, T334–T335, T344, T346, T348,
T197, T213, T218–T225, T225B, T39, T46, T101, T103, T105, T112, T350–T354

INDEX
See also Literacy workstations; T89V, T89X, T105, T113, T117, T346–T347, T349–T350, T352, 5:
Professional development; Scoring T123, T148, T153L, T157, T169, T94, T126, 6: T94, T126
rubrics: writing; Write About T177, T181, T187, T202, T206, diary entries, 3: T289E–T289F
It; Writer’s checklist; Writer’s T208, T210, T212, T214, T216,
Craft; Writer’s resources; Writing directions, 2: T30–T31, T352–T353,
T221–T222, T224–T226, T248,
applications; Writing process. 3: T35, T101, T159I, T159L, T167,
T276, T281D, T285
T233, T259
audience and purpose, 1: T186, T347, show feelings, 4: T30–T33, T62
T353, T354, T359, 2: T353, 6: T285 essay, 2: T32, T98, T164, T230, T294,
student model, using, 2: T32, T98, T342, T358–T363, 3: T164, 5: T94,
daily, 1: T168–T169, 2: T34–T35, T164, T230, T296, 3: T32, T98, T164, T158, T222, T245, T346, T344–T349,
T100–T101, T166–T167, T232–T233, T230, T296, T360, 6: T158–T159, 6: T245, T331
T296–T297, 3: T36–T37, T102–T103, T346, T352
T168–T169, T234–T235, T298–T299, opinion, 1: S36, T337, 3: T32,
topic, 1: T35, 2: T32, T34–T35, 96, T97–T98, T130, T164, T229–T230,
5: T96–T97, T162, T226, 6: T98,
T164, T167, T232–T233, T294, T232, T296, T342–T343,
T227, T288–T289
T296–T297, T326, T337, T354, T352–T363, 5: T158, T344–T349
informative/explanatory, 2: T32, T164, T358–T359, 3: T101, T142, T146,
T230, T294, T354, T360, 4: T158, personal narrative, 1: T296,
T148, T156, T164–T167, T196, T208,
5: T158, 6: T222 T332–T333, T342, T358–T363,
T220, T222, T232–T233, T262, T286,
3: T332–T333
narrative, 1: T32, T98, T164, T230, T294, T297, 5: T158, T160–T161,
T332, T358, T360, T362, 4: T274, T190, T223, T225, T254, T344, T350 facts and opinions, 2: T97, T166,
T286, T344, T350–T355 3: T305, T313, T317, T323, T336,
purpose, 1: T186, T347, T353, T359,
personal, 1: T32, T98, T164, T230, T342, T352–T353, T355, T357–T358,
6: T153K, T288–T289, T297, T305, T363, 5: T238, T346, 6: T328, T352
T296, T332, T358, T360, T362, T307
4: T324, 6: T288–T289 fictional narrative, 4: T94, T344–T349,
voice, 4: T30–T33, T62 5: T53
opinion, 1: T31, 2: T97, T166, 3: T32,
Writing applications, focus on an event, 1: T32–T35
T98, T164, T230, T294, T296, T343,
T352–T363, 5: T94, T158, T222, analysis, 6: T29, T157, T221, T285 how-to, 2: T32, T164, T230, T294,
T224, T344–T355 article, 2: T336–T338, T356, 3: T159H, T342, T352–T354, T356–T357
poetry, 2: T279, 4: T158, T274, T286, T332, T336–T339, 6: T222 humor, 6: T284, T311, T318
T350–T355 bibliography, 4: T220 interview, 2: T292, 6: T156
reading/writing connection, 1: T22, book review, 3: T358–T359, introduction, 3: T159R, T210, T248,
T31–T35, T164–T165, T220, T360–T363, 5: T350–T355 T252, T258, 5: T140, T254, 6: T335,
T229–T231, T274, T278, T282–
compare/contrast, 2: T27V, T27X, T31, T347, T349–T350, T353
T284, T286, T288, T290, T294–
T55, T93G, T93M, T93T, T93V, T97, journal entry, 1: T362, 4: T354
T300, T331, T333, 2: T22, T27T,
T163, T188, T229, T359, 3: T27X,
T27V, T27W, T31, T43, T51, T55, letters, 1: T353–T357, 3: T122,
T27Z, T30–T31, T55, T93S–T93T,
T61, T88, T93R–T93T, T93U, T97, T298–T299, T352–T357, 5: T153N
T109, T117, T121, T127, T154, T147, T158, T159G–T159H,
T159Q–T159R, T162–T163, T167, news or magazine article, 3: T339,
T159V, T159X, T159Y, T163, T175,
T170, T175, T177, T183, T187, T189, 6: T331, T344–T349, T354
T183, T187, T193, T220, T225N,
T225P, T229, T241, T249, T253, T193, T225F, T225M, T229, T233, organization, 1: T164–T167, T196,
T259, T274, T278, T280, T284, T236, T239, T241, T249–T250, T253, 2: T230–T231, T262, 3: T164–T165,
T286, T288, T290, T294–T297, T259, T291E, T295, T299, T302, T196, T230–T231, T262, T357–T359,
T302–T303, T323, T331, 3: T31– T328, T337, T353, 4: T148, T153N, T363, 5: T158–T159, T160–T161,
T32, T34–T36, T88, T93R, T97, 5: T97, T153O–T153P, T157, T224–T225
T109, T117, T121, T127, T142, T217U–T217V, T221, T246–T247, opinion, 2: T97, T175, T183, T187,
T146, T148, T152, T154, T156, 6: T212, T221, T233, T239, T241, T193, T229, 4: T221, T241, T245,
T158, T163–T164, T166–T168, T243, T245, T246, T251, T329, T336, 5: T94, T148–T149, T153N, T174,
T190, T208, T212, T214, T218, T338–T339, T358 T185, T212–T213, T217T, T217W,
T220, T222, T224, T229–T230, conclusion, 1: T343, T360–T361, T221–T222, T224–T225, T286–T289,
T232–T234, T256, T274, T278, 2: T358, T360–T361, T363, T344–T355, 6: T93, T329
T280, T284, T286, T290, T295– 3: T230–T233, T249, T262, T343, paragraphs, 2: T17, T23, T27C–T27D,
T296, T320, T331, T333, 4: T25T, T352–T353, T355, T358, T360–T361, T27F, T27I, T27U, T31, T34, T37, T41,
T29, T93, T148, T153N, T153P, 4: T222–T225, T254, 6: T222, T43, T47–T53, T55–T59, T61, T63,
T157, T169, T177, T181, T187, T224–T225, T254, T335, T347, T353 T96–T97, T117, T163, T175, T183,
T212, T217P, T217R, T221–T233,
descriptive/expressive writing, T187, T193, T229, T259, T293, T305,
T241, T245, T251, T276, T281D,
1: S33, T98–T101, T343, T352, T354, T317, T319, T326, T344, 3: T31,
T285, T297, T305, T309, T315,
T357–T358, T360–T361, T363, T55, T96–T97, T130, T163–T167,
5: T20, T25T, T25V, T25W, T29,
T41, T49, T53, T59, T84, T89V, 2: T296–T297, T326, T343, T357, T218, T229–T230, T293, 4: T28,
T89Y, T93, T94, T96–T97, T105, 3: T30, T32, T93D, T115, T117, 5: T29, T41, T49, T53, T59, T62,
T113, T117, T123, T148, T169, T119–T120, T292, T357, 4: T94–T97, T190, T221, T224, T241, T246, T251,
T177, T181, T187, T212, T126, T160–T161, 5: T94, 6: T94, T254, 6: T221, T224, T231, T233,
T217V–T217W, T221–T222, T98, T220, T224, T288–T289 T241, T245, T251, T254, T288–T289,
T224–T226, T233, T241, T245, dialogue, 1: T343, T358, T360, T363, T297, T305, T309, T311, T318,
T251, 6: T20, T25P, T25R–T25S, 2: T122, 3: T84, T93M, T294, T336–T338, T344, T346, T350–T353
T29, T41, T49, T53, T59, T84, 4: T94–T97, T126, T335, T344, personal narrative, 5: T32–T33
INDEX BM27
persuasive, 2: T337, 3: T305, T232–T234, T236, T239–T240, T288–T289, T318, T347–T348,
T312–T313, T316–T317, T322–T323, T243–T244, T246–T248, T250–T252, T353–T354
T337, T339, T353, 6: T329 T254–T255, T260, T263, T289D, evaluate, 1: T357, T363, 3: T357
advertisements, 3: T339, T353 T293, T294, T296–T298, T300–T301,
expert model, 1: S33, T32, T98, T164,
T303–T305, T319, T321, T323,
letters, 3: T353 T230, T352, T358, 3: T352, T358,
T337, T354–T355, T356, T363,
play, scene, 2: T334–T335, T339, 6: T286–T287
5: T94, T157, T222, T231,
3: T13, T22, T37, T42, T49, T59, T76, T346–T349, T352–T355, 6: T217X, organization, 5: T345
T79, T334–T335, 6: T326–T327 T221, T224–T225, T231, T233, T239, peer conferences, 6: T289
poem/poetry, 2: T254, T320, 3: T28, T241, T245, T251 planning/prewriting, 2: T34–T35,
T48, T114, T180, T226, T246, T290, short story, 3: T317 T100–T101, T166–T167, T232–T233,
T310, T334, 4: T222, T326, T334, T296–T297, 3: T359, 4: T97, T348,
summary, 2: T22, T27T, T53, T57, T88,
T350–T355, 6: T310 T354, 5: T32–T33, T96–T97,
T93R, T119, T123, T130, T220,
poster, 2: T253, T339, 3: T339, 6: T354 T225N, T251, T255, T284, T289D, T160–T161, T224–T225, T288–T289,
questions, 2: T10–T17, T19–T20, T315, T319, T337, 3: T27V, T30, T344–T345, T350–T351, 6: T31, T62,
T22–T26, T27A–T27B, T27G, T27J, T93R, T119, T121, T152, T154, T345, T351
T27Q–T27R, T27T–T28, T31, T40, T159P, T185, T191–T192, T220, practice/apply, 2: T15, T20–T27, T27B,
T42–T43, T47, T49–T52, T54–T55, T225L, T228, T251, T255, T259, T27G, T27K–T27M, T28–T29, T31,
T57–T61, T80–T81, T103, T212– T282–T283, T284, T289D, T315, T34, T37, T40–T41, T43–T45, T48,
T213, T260–T261, 3: T31–T33, T337, T352, T353–T354, T359, T363, T52–T53, T55–T57, T65, T95–T96,
T54–T55, T117, T146, T162–T163, T368, 5: T18, T19, T20, T25T, T25V, T296, T341, T342, 3: T15, T20–T27,
T172, T174–T175, T181–T184, T51, T55, T148, T153N, T212, T217T, T27B, T27N, T28–T29, T31, T34, T37,
T186–T187, T189–T194, T212–T215, T243, T329–T330, 6: T20, T25P, T51, T39–T41, T43–T45, T51–T53,
T225N–T226, T238–T241, T255–T261, T55, T84, T92, T115, T153L, T212, T55–T57, T61, T65, T96–T99,
T293, T302, T304–T305, T310–T314, T217X, T237, T276, T281D, T307, T121–T122, T130–T131, T147,
T316–T317, T355–T356, T358–T359, T311, T329 T152–T159, T159B, T159J,
T361–T362, T364, 5: T184–T185, tall tale, 5: T153P T160–T163, T166, T169, T171–T173,
T222–T223, 6: T233, T245, T251, T175–T177, T183–T185, T187–T189,
T253, T317, T329, T331–T333, T335, time order, 1: T230–T233 T193, T197, T213, T218–T225,
T339, T345, T356–T357 Writing process, 1: S33–S34, T33, T225B, T225H–T225J, T226–T227,
research reports, 5: T156–T157, T100–T101, T166–T167, T232–T233, T229, T232, T235, T238–T239, T241,
T220–T221, 6: T94, T222, T350–T355 T298–T299, T352–T363, 2: T228, T243, T249–T251, T253–T255, T259,
T232–T233, T294, T296–T297, T263, T282, T284, T289D, T293, T296,
response to literature/expository text, T354–T362, 3: T352, T354, T356, T358, T299, T301–T303, T305–T307,
1: S36, 2: T27T, T43, T51, T55, T61, T360, T362, 4: T344, T350–T355 T313–T315, T317–T319, T327,
T93R, T117, T121, T127, T175, T183,
brainstorming, 2: T30, T96, T228, T334–T335, T341–T342, 5: T96,
T187, T193, T305, T313, T317, T323,
T292, 3: T30, T96, T228 T160–T161, T190–T191, T207, T212,
T344–T347, T364, T367, T369, 3:
draft, 1: S33, T34–T35, T100–T101, T217B, T217G, T221, T224, T225,
T27V–T27X, T54–T55, T117, T121,
T166–T167, T232–T233, T354, T233–T235, T241, T245, T251, T255,
T127, T144, T148, T151, T156–T157,
T333–T334, T344–T355, 6: T160–
T159A, T159F, T159J, T159O–T159P, T360, 2: T34–T35, T100–T101, T164,
T161, T190, T224, T231, T233, T241,
T174–T175, T181–T187, T189–T190, T166–T167, T232–T233, T296–T297,
T245–T246, T251
T192–T193, T210, T214, T217–T219, T354, T360, 3: T32, T34–T35, T98,
T221–T223, T225F, T225K–T225L, T101, T164, T166–T167, T230, T233, prewrite, 1: S33, T34–T35, T100–T101,
T241, T247, T249, T253, T255, T259, T294, T297, T354, T360, 4: T30, T166–T167, T232–T233, T353,
T282, T289D, T313, T315, T319, T33, T94, T97, T158, T160, T222, T359, 3: T353, T359, 4: T160–T161,
T344–T347, T364, T367, T369, T224, T225, T286, T289, T346, T352, T224–T225, T288–T289, 5: T96–T97,
4: T336–T339, T356, T359, T361, 5: T32–T33, T96, T97, T160, T161, T160–T161, T224–T225, T288–T289,
5: T25T, T29, T161, T169, T177, T222, T224–T225, T288, T289, T346, T351, 6: T288–T289
T181, T184–T185, T217T, T217V, T352, 6: T30, T33, T94, T96–T97, proofread, 1: S33, T34–T35, T100–T101,
T233, T241, T245, T251, T254, T356, T160–T161, T224–T225, T286, T166–T167, T232–T233, T299,
6: T20, T25P, T25R–T25S, T29, T41, T288–T289, T346, T352 T356, T362, 2: T37, T39, T103, T105,
T49, T53, T59, T76, T89V, T105, edit, 1: S33, T34–T35, T100–T101, T168–T169, T171, T356, T362,
T113–T114, T117, T123, T153L, T166–T167, T232–T233, T299, 3: T36–T37, T39, T103, T105,
T204, T212–T213, T217X, T233, T356, T362, 2: T35, T64, T101, T130, T168–T169, T171, T235, T237, T299,
T241, T245, T251, T254, T268, T276, T232–T233, T296–T297, T356, T362, T301, T356, T362, 4: T34–T35, T37,
T281D, T297, T305, T309, T311, 3: T34–T35, T64, T100–T101, T130, T98–T99, T101, T162–T163, T165,
T315, T336–T339, T356, T359, T361 T166–T167, T171, T196, T232–T233, T227, T229, T290–T291, T293, T348,
review, 2: T342–T343, T354–T357, T262, T299, T328, T355–T356, T354, 5: T35, T37, T99, T101, T163,
T360–T363, 3: T30–T32, T34–T36, T361–T362, 4: T33, T62, T97, T126, T165, T227, T229, T291, T293, T354,
T96–T98, T100–T101, T131, T160–T161, T190, T224–T225, T254, 6: T34–T35, T37, T98–T99, T101,
T152–T155, T157–T159, T159F, T288–T289, T318, T347–T348, T227, T229, T291, T293, T348, T354
T159I, T159M–T159Q, T161–T164, T353–T354, 5: T32–T33, T62, publish, 1: T356, T362, 2: T159B,
T166–T168, T170–T171, T173–T174, T96–T97, T126, T161, T190, T342–T343, T356, T362, 3: T342–
T176, T178, T180–T182, T184–T186, T224–T225, T254, T288, T289, T348, T343, T356, T362, 4: T334–T335,
T188–T189, T193–T194, T217, T354, 6: T33, T62, T96–T97, T126, T348, T354, 5: T334–T335, T348,
T225I–T225L, T227–T230, T160–T161, T224–T225, T254, T354, 6: T334–T335, T348, T354

INDEX
revise, 1: S33, T34–T35, T100–T101, T212–T214, T217–T218, T220, T222, ideas, 1: S33, T32–T33, T363,
T166–T167, T232–T233, T299, T224, T225D–T225E, T225L–T225M, 2: T164–T165, T229, T294–T297,
T355, T361, 2: T31–T35, T37, T64, T226–T227, T229–T232, T236–T239, 3: T31, T97–T98, T163–T164,
T99–T100, T130, T166–T167, T241–T247, T249–T251, T253–T257, T229–T230, T293, 4: T94–T97,
T232–T233, T296–T297, T355, T259–T263, T282, T284, T293, T294, T126, T285, 5: T156–T157, T221,
T361, 3: T34–T35, T101, T167, T233, T296, T303, T305, T306–T307, T308, 6: T221–T222
T296–T297, T355, T356, T361–T362, T313, T314–T315, T317, T318–T321, organization, 1: T164–T165, T363,
4: T97, T160–T161, T225, T288–T289, T325, T326–T327, T332, T334, 2: T230–T231, 3: T164, T230, T262,
T348, T354, 5: T32–T33, T62, T336–T338, T344–T345, T352–T356, 4: T158, T222–T223, T254,
T96–T97, T160–T161, T224–T225, T358–T362, T364–T368, 5: T30–T31, 5: T158–T159, T160–T161, T222,
T288, T289, T347, T353–T354, T32–T33, T35, T37, T62, T94–T96, T224–T225, 6: T158–T161, T190,
6: T33, T57, T62, T97, T121, T126, T156–T158, T160–T161, T222–T223
T160–T161, T225, T288–T289, T318, T190–T191, T224–T225, T286–T287,
T347, T348, T353, T354 paragraphs, 3: T164, 5: T158–T159,
T344–T355, 6: T158–T161, T190,
T160–T161, T221
revision assignments, 2: T37, T98– T212, T217X, T221–T223, T224,
T101, T103, T296, 3: T37, T103, T253, T344–T348, T350–T354, punctuation, 4: T335, T348–T349,
T356–T361 T354–T355
T169, T235, T299, 4: T35, T99, T163,
T227, T291, 5: T35, T99, T163, T227, topic development, 3: T274 sentence fluency, 1: T294–T297, T363,
T291, 6: T35, T99, T161, T227 Writing prompts, 1: T34–T35, 3: T32, T34, T64, 5: T30–T31,
T32–T33, T62, 6: T30–T31, T62
teach/model, 2: T10, T12, T16, T100–T101, T297, T352–T363
T18–T20, T22, T24, T26, T28–T29, Writing traits, sequence of events, 2: T230–T231,
T31–T34, T41, T43–T46, T48–T49, T262, T352–T357
character development, 4: T358
T51–T53, T55–T59, T63–T65, T76, show feelings, 4: T30–T31, T62
T88, T98–T100, T164, T225N, conclusion, 3: T230, 4: T222–T223,
T254, 6: T222 vary sentence lengths, 6: T62
T230, T262–T263, T296–T297,
T326, T336–T338, T344–T346, voice, 1: T363, 3: T294, 4: T30–T31,
descriptive details, 2: T294–T297,
T352–T356, T358–T362, T364– T62, 5: T286
4: T286, T330, T334–T335,
T368, 3: T27U–T27V, T31–T34, T344–T349, T350–T355 word choice, 1: T98–T99, T230–T231,
T55, T96–T101, T129–T131, T142, T363, 2: T32, T98–T101, T130,
dialogue, 4: T335, T344, T346–T347,
T144, T146, T152, T154, T156, T158, 3: T98, 4: T286–T287, T288–T289,
T349–T350, T352
T159D, T160–T161, T163–T166, 5: T94–T95, T96–T97, T126,
T175–T179, T183–T185, T187– focus and coherence, 1: T363 6: T94–T95, T126, T286–T289,
T191, T193, T195–T197, T210, focus on setting, 4: T361 T318
INDEX BM29
Common Core State Standards Correlations
Common Core State Standards
Correlations
English Language Arts
College and Career Readiness
Anchor Standards for
READING
The K-5 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 media and formats, 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
CORRELATIONS
Grade 3
Each standard is coded in the following manner:
Strand Grade Level Standard

RL 3 1
Reading Standards for Literature

Key Ideas and Details McGraw-Hill Reading Wonders
RL.3.1 Ask and answer questions to demonstrate READING/WRITING WORKSHOP: Unit 1: 28, 29, 44, 45 Unit 2: 108, 109, 124, 125
Unit 3: 188, 189, 204, 205 Unit 4: 166, 267, 280, 281 Unit 5: 338, 339, 352, 353
understanding of a text, referring explicitly
Unit 6: 410, 411, 424, 425
to the text as the basis for the answers. LITERATURE ANTHOLOGY: Unit 2: 100–119, 124–141, 188–191 Unit 3: 194–215,
220–237 Unit 4: 278–297, 300–319, 360–363 Unit 5: 366–385, 390–411
Unit 6: 462–477, 482–503
LEVELED READERS: Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the
Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An
Irish Folktale (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL),
Stepping Forward (B)
YOUR TURN PRACTICE BOOK: 163–165, 173–175
READING WORKSTATION ACTIVITY CARDS: 19
TEACHER’S EDITION: Unit 1: T27H, T27X, T93F, T159G, T159I Unit 2: T27G, T93I, T289F
Unit 3: T27I, T27V, T93J, T93R, T159R Unit 4: T12, T16–T19, T25F, T25H, T25I, T25N, T25T, T76,
T82–T83, T89D, T89H, T89I, T89J, T89K, T89O, T89T, T89V, T89W, T89X, T89Y, T89Z, T217R
Unit 5: T12, T16–T17, T25K, T25T, T89K, T89V Unit 6: T25H, T25P, T25R, T25S, T89G, T89O
www.connected.mcgraw-hill.com: RESOURCES
Student Resources: Comprehension Interactive Games and Activities
Teacher Resources: Interactive Read Aloud Images
RL.3.2 Recount stories, including fables, folktales, READING/WRITING WORKSHOP: Unit 1: 22–27 Unit 2: 101–107, 109, 118–123, 125
Unit 4: 318–321, 323 Unit 5: 338, 352 Unit 6: 406–409, 411, 420–423, 425
and myths from diverse cultures; determine
LITERATURE ANTHOLOGY: Unit 2: 100–119, 124–141, 188–191 Unit 3: 194–215,
the central message, lesson, or moral and 220–237 Unit 4: 300–319, 360–363 Unit 5: 366–385, 390–411 Unit 6: 462–477,
explain how it is conveyed through key 482–503
details in the text. LEVELED READERS: Unit 2, Week 1: The Quarreling Quails (A), Jungle Treasures (O, ELL), The
Bear Who Stole the Chinook (B) Unit 2, Week 2: The Promise of Gold Mountain (A), Moving
from Mexico (O, ELL), Gustaf Goes to America (B) Unit 4, Week 5: In the Running (A), Melanie’s
Mission (O, ELL), A Speech to Remember (B) Unit 6, Week 1: Midas and the Donkey Ears (A), The
Naming of Athens (O, ELL), Odysseus and King Aeolus (B) Unit 6, Week 2: The Big Storm (A), The
Schoolhouse Blizzar (O, ELL), The Hottest Summer (B)
YOUR TURN PRACTICE BOOK: 63–65, 83–85, 193–194, 253–255, 263–265
READING WORKSTATION ACTIVITY CARDS: 6, 21
TEACHER’S EDITION: Unit 1: T16–19, T24–T25, T27V–T27X, T30–T31, T93T Unit 2: T12,
T16–T19, T22, T24, T27B–T27E, T27G, T27H, T27K, T27L, T27M, T27Q, T27T, T78, T88, T90, T93O
Unit 3: T12–T13, T16–T19, T24–T25, T27U, T27V, T225M–T225N Unit 4: T22–T23, T25M,
T25R, T25T, T89T, T89Y, T217Q, T217R Unit 5: T22–T23, T25Q, T25S Unit 6: T22–T23,T25B,
T25H, T25M, T25P, T25T, T46–T47, T51, T55, T89W–T89X, T217Y–T217Z
Teacher Resources: Graphic Organizers, Interactive Read Aloud Images, Skills Review
CCSS CORRELATIONS CCSS3

RL.3.3 Describe characters in a story (e.g., their READING/WRITING WORKSHOP: Unit 1: 22–27, 29, 38–43, 45 Unit 3: 182–187, 189,
198–203, 205
traits, motivations, or feelings) and explain
LITERATURE ANTHOLOGY: Unit 1: 10–31, 34–53 Unit 2: 100–119, 124–141 Unit 3:
how their actions contribute to the 194–215, 220–237 Unit 4: 278–297 Unit 5: 390–411 Unit 6: 462–477, 482–503, 546–549
sequence of events. LEVELED READERS: Unit 1, Week 1: Berries, Berries, Berries (A), Duck’s Discovery (O, ELL),
Robot Race (B) Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on
the Water (B) Unit 3, Week 1: The Ballgame Between the Birds and the Animals: A Cherokee
Folktale (A), King of the Birds (O, ELL), Sheep and Pig Set Up Housekeeping (B) Unit 3, Week 2:
On the Ball (A), Harry’s Great Idea (O, ELL), Best Friends in Business (B)
YOUR TURN PRACTICE BOOK: 3–5, 13–15, 103–105, 113–115
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: T22, T27C, T27E–T27G, T27I, T27K, T27M, T27O, T27Q, T27S,
T27V, T27X, T31, T82, T86, T93C, T93E, T93G, T93J–T93L, T93N, T93P, T93R, T93T, T97 Unit 2:
T93C, T93K, T93M Unit 3: T12, T16–T18, T22, T27E–T27I, T27K–T27S, T27V, T31, T82–T89,
T93C–T93P, T93R, T159Q, T159R, T225N Unit 4: T16–T17, T20–T21, T25C, T25G, T25K, T25T,
T89E, T89T, T89X Unit 5: T25C, T25E, T25M, T89D, T89J Unit 6: T25C, T25D, T25F, T25T
Teacher Resources: Graphic Organizers, Skills Review
Craft and Structure McGraw-Hill Reading Wonders

RL.3.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 79 Unit 2: 127, 173 Unit 3: 207
Unit 4: 325 Unit 6: 427, 469
phrases as they are used in a text,
YOUR TURN PRACTICE BOOK: 37, 67, 97, 117, 197, 267, 297
distinguishing literal from nonliteral PHONICS/WORD STUDY ACTIVITY CARDS: 4, 6, 8
language. TEACHER’S EDITION: Unit 1: T16, T27N, T80, T93D, T93K, T93M, T93O, T93R, T239, T240,
T245, T248 Unit 2: T14, T27O, T92, T93, T93C, T93E–T93F, T93K, T93L, T113, T118, T122, T125,
T129, T289C, T303 Unit 3: T14–T16, T27Q, T80–T82, T92–T93, T93E, T93G, T106–T107
Unit 4: T14–T15, T25L, T38–T39, T89G, T89K, T89P, T89W, T102–T103 Unit 5: T14, T24–T25,
T25S, T78–T79, T89E, T89G, T89I, T89V Unit 6: T78, T103, T109, T114, T118, T125, T166, T281C
Student Resources: Comprehension Interactive Games and Activities, Vocabulary Interactive
Games and Activities
Teacher Resources: Graphic Organizers
RL.3.5 Refer to parts of stories, dramas, and poems READING WORKSTATION ACTIVITY CARDS: 21, 23, 24
TEACHER’S EDITION: Unit 1: T27Q, T27S, T93R, T93T Unit 2: T27M, T27O, T27T, T93R, T289C,
when writing or speaking about a text,
T289F Unit 3: T93E, T93R Unit 4: T89Q, T89T, T281D, T289F Unit 6: T25E, T25G, T25P, T29,
using terms such as chapter, scene, and T46, T270, T274, T278, T281D, T281F
stanza; describe how each successive part www.connected.mcgraw-hill.com: RESOURCES
builds on earlier sections. Student Resources: Comprehension Interactive Games and Activities
CCSS4
CORRELATIONS
RL.3.6 Distinguish their own point of view READING/WRITING WORKSHOP: Unit 2: 166–169, 171 Unit 4: 262–265, 267, 276–279,
281 Unit 5: 334–337, 339, 348–351, 353 Unit 6: 462–465, 467
from that of the narrator or those of the
LITERATURE ANTHOLOGY: Unit 1: 188–191 Unit 4: 278–297, 300–319, 360–363
characters. Unit 5: 366–385, 390–411 Unit 6: 546–549
LEVELED READERS: Unit 2, Week 5: Problem Solved (A), The Long Walk (O, ELL), Two Up, One
Down (B) Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A
Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale
(B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping
Forward (B) Unit 5, Week 1: The Chickpea Boy: A Persian Fairy tale (A), The Golden Goose: A
German Fairy tale (O, ELL), A Gift for Mario: A Mexican Fairy tale (B) Unit 5, Week 2: The Great
Book Swap (A), The Salvage Club (O, ELL), Bikes Forever (B) Unit 6, Week 5: Funny Faces (A), Too
Many Frogs (O, ELL), The Joke’s on You (B)
YOUR TURN PRACTICE BOOK: 93–94, 153–155, 163–165, 203–205, 213–215, 293–294
TEACHER’S EDITION: Unit 4: T20–T21, T25D, T25E,T25G, T25J, T25K, T25Q, T25T, T29, T46,
T47, T51, T55, T84, T89I, T89Q, T89T, T109–T111, T115, T117, T119 Unit 5: T20, T25T, T29,
T46–T47, T51, T55, T84, T85, T89C, T89F, T89I, T89N, T89Q, T89V, T93, T111, T115, T119
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders

RL.3.7 Explain how specific aspects of a text’s LITERATURE ANTHOLOGY: Unit 1: 10–31, 34–53 Unit 6: 462–477
illustrations contribute to what is conveyed
TEACHER’S EDITION: Unit 1: T16, T27B, T27D, T27L, T27S, T93H Unit 2: T27B, T27F, T27J,
by the words in a story (e.g., create mood, T93G Unit 3: T28B, T27G, T27O, T93H, T108, T116 Unit 4: T25Q, T86, T89B, T89C, T89F
emphasize aspects of a character or Unit 5: T25J, T25P, T86, T89L Unit 6: T86
setting). www.connected.mcgraw-hill.com: RESOURCES
RL.3.8 (Not applicable to literature) (Not applicable to literature)
RL.3.9 Compare and contrast the themes, settings, LITERATURE ANTHOLOGY: Unit 4: 276–279, 300–319
LEVELED READERS: Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons
and plots of stories written by the same
on the Water (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL),
author about the same or similar characters Stepping Forward (B)
(e.g., in books from a series). YOUR TURN PRACTICE BOOK: 13–15, 163–165
TEACHER’S EDITION: Unit 1: S14 Unit 4: T89V, T89X, T89Y, T89Z, T93
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RL.3.10 By the end of the year, read and READING/WRITING WORKSHOP: These units reflect the range of text complexity found
throughout the book. Unit 2: 166–169 Unit 4: 318–321 Unit 6: 406–409
comprehend literature, including stories,
LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
dramas, and poetry, at the high end of the book. Unit 2: 188–191 Unit 3: 194–215 Unit 4: 300–319 Unit 5: 366–385 Unit 6:
the grades 2–3 text complexity band 462–477, 546–549
independently and proficiently. LEVELED READERS: Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons
on the Water (B) Unit 2, Week 5: Problem Solved (A), The Long Walk (O, ELL), Two Up, One
Down (B) Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A
Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B)
Unit 6, Week 5: Funny Faces (A), Too Many Frogs (O, ELL), The Joke’s on You (B)
TEACHER’S EDITION: Unit 1: T24, T27A, T90, T93A Unit 2: T24, T90, T93A, T289A Unit 3:
T24, T27A, T90, T93A, T159Q Unit 4: T22, T25A, T86, T89U, T281A Unit 5: T22, T25A, T86,
T89A, T153O Unit 6: T22, T25A, T25Q, T86, T89A, T274, T281A

Reading Standards for Informational Text
RI.3.1 Ask and answer questions to demonstrate READING/WRITING WORKSHOP: Unit 1: 60, 61, 76, 77, 90, 91 Unit 2: 140, 141, 156, 157
Unit 3: 220, 221, 236, 237, 250, 251 Unit 4: 294, 295, 308, 309 Unit 5: 366, 367, 380, 381,
understanding of a text, referring explicitly
394, 395 Unit 6: 438, 439, 452, 453
to the text as the basis for the answers. LITERATURE ANTHOLOGY: Unit 1: 58–71 Unit 2: 146–167, 172–185 Unit 3: 240–255,
258–269 Unit 4: 326–339 Unit 5: 416–429, 432–451, 456–459
LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 1, Week 4: The Amazing
Benjamin Franklin (A, O, ELL, B) Unit 1, Week 5: The National Mall (A, O, ELL, B) Unit 5,
Week 3: Firefighting Heroes (A, O, ELL, B) Unit 5, Week 4: Eunice Kennedy Shriver (A, O, ELL, B)
Unit 5, Week 5: The Fuel of the Future (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: T93V, T93W, T159D, T159I, T159P, T218, T225B, T225D–T225G,
T225I–T225Q, T225T, T336 Unit 2: T159J, T159N, T159X, T159Y, T214, T225F Unit 3:
T27X–T27Y, T93T, T159H, T159P, T214–T217, T225E Unit 4: T153F, T153K, T153N, T217M,
T217P Unit 5: T89X–T89Y, T140–T141, T146–T147, T153D, T210–T211, T217A, T217B, T217E,
T217G, T217K, T217N, T217P, T217R, T274, T328 Unit 6: T153I, T153L, T217J
RI.3.2 Determine the main idea of a text; recount READING/WRITING WORKSHOP: Unit 1: 86–89, 91 Unit 3: 214–219, 221, 230–235, 237
LITERATURE ANTHOLOGY: Unit 1: 94–97 Unit 3: 240–255, 258–269 Unit 4: 342–357
the key details and explain how they
Unit 5: 416–429 Unit 6: 520–543
support the main idea. LEVELED READERS: Unit 1, Week 5: The National Mall (A, O, ELL, B) Unit 3, Week 3:
Destination Saturn (A, O, ELL, B) Unit 3, Week 4: Inspired by Nature (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 43–45, 123–125, 133–135
TEACHER’S EDITION: Unit 1: T289C, T289D, T336 Unit 3: T154–T155, T159C, T159E, T159G,
T159I, T159K, T159M, T159P, T163, T220–T221, T225C, T225G, T225J, T225L, T229, T336
Unit 4: T217C, T217H, T217J, T217N Unit 5: T153E, T208, T328–T329
Teacher Resources: Graphic Organizers, Interactive Read Aloud Images, Skills Review
RI.3.3 Describe the relationship between a series READING/WRITING WORKSHOP: Unit 1: 70–75, 77 Unit 4: 304–307, 309 Unit 5:
390–393, 395
of historical events, scientific ideas or
LITERATURE ANTHOLOGY: Unit 1: 74–91, 94–97 Unit 2: 172–185 Unit 4: 342–357
concepts, or steps in technical procedures Unit 5: 432–451, 456–459
in a text, using language that pertains to LEVELED READERS: Unit 3, Week 4: Inspired by Nature (A, O, ELL, B) Unit 4, Week 4: Future
time, sequence, and cause/effect. of Flight (A, O, ELL, B) Unit 5, Week 5: The Fuel of the Future (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 133–135, 183–185, 243–244
TEACHER’S EDITION: Unit 1: T220–T221, T225C, T225G, T225L, T225P, T251, T255 Unit 3:
T159C–T159F, T159H–T159M, T216, T225C Unit 4: T212–T213, T217C, T217E, T217G, T217J,
T217K, T217M, T217P, T221 Unit 5: T153C, T153I, T217M, T217Q, T276–T277
CCSS6
CORRELATIONS
RI.3.4 Determine the meaning of general READING/WRITING WORKSHOP: Unit 1: 50–53, 66–69, 82–85 Unit 2: 130–133,
146–149 Unit 3: 200–213, 226–229, 242–245 Unit 4: 286–289, 300–303 Unit 5:
academic and domain-specific words and
358–361, 372–375, 386–389 Unit 6: 430–433, 444–447
phrases in a text relevant to a grade 3 topic TEACHER’S EDITION: Unit 1: T146, T158, T174, T212, T214, T278 Unit 2: T159F, T159L,
or subject area. T159P, T159S, T212 Unit 3: T27Y, T146–T148, T159I, T159N, T159O, T172–T173 Unit 4:
T142–T143, T166–T167, T217G, T217I, T217K, T217P, T230–T231 Unit 5: T142–T143, T217M,
T230–T231, T270 Unit 6: T142, T206–T207, T230–T231
Student Resources: Comprehension Interactive Games and Activities, Vocabulary Interactive
Games and Activities
Teacher Resources: Graphic Organizers
RI.3.5 Use text features and search tools (e.g., READING/WRITING WORKSHOP: Unit 2: 134–139, 150–155 Unit 3: 214–219 Unit 4:
304–307 Unit 5: 362–365 Unit 6: 434–437
key words, sidebars, hyperlinks) to locate
LITERATURE ANTHOLOGY: Unit 1: 54–57 Unit 3: 258–269
information relevant to a given topic READING WORKSTATION ACTIVITY CARDS: 16
efficiently. TEACHER’S EDITION: Unit 1: T156, T174, T182, T186, T190, T192, T222–T223, T336–
T337 Unit 2: T222–T223, T225D, T336–T337 Unit 3: T159F, T159G, T159K, T159L, T222–T223,
T225F, T225K, T336–T337, T338–T341 Unit 4: T217I, T217K, T217P, T328–T329 Unit 5: T25W,
T25X, T217M, T217W, T217X, T328–T329 Unit 6: T142, T150, T230–T231, T328–T329
Student Resources: Comprehension Interactive Games and Activities, Research and Inquiry
Teacher Resources: Research and Inquiry
RI.3.6 Distinguish their own point of view from READING/WRITING WORKSHOP: Unit 2: 134–139, 141, 150–155, 156 Unit 5: 362–365,
367, 376–379, 381
that of the author of a text.
LITERATURE ANTHOLOGY: Unit 2: 146–167, 172–185 Unit 3: 240–255, 258–269 Unit 4:
326–339 Unit 5: 416–429, 432–451, 456–459
LEVELED READERS: Unit 2, Week 3: The Race for the Presidency (A, O, ELL, B) Unit 2,
Week 4: Protecting the Islands (A, O, ELL, B) Unit 5, Week 3: Firefighting Heroes (A, O, ELL, B)
Unit 5, Week 4: Eunice Kennedy Shriver (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 73–75, 83–85, 223–225, 233–235
TEACHER’S EDITION: Unit 2: T154–T155, T159E, T159U, T163, T220–T221, T225M, T225N,
T229, T240, T246–T248, T251, T252, T255, T256, T258 Unit 5: T148, T149, T153C, T153J,
T153K, T153N, T157, T174, T175, T179, T183, T212–T213, T217T

RI.3.7 Use information gained from illustrations READING/WRITING WORKSHOP: Unit 1: 54–59, 70–75 Unit 2: 134–139, 150–155
Unit 3: 214–219, 230–235 Unit 4: 290–293, 304–307 Unit 5: 362–365, 376–379
(e.g., maps, photographs) and the words in
Unit 6: 434–437, 448–451
a text to demonstrate understanding of the LITERATURE ANTHOLOGY: Unit 1: 54–57 Unit 3: 240–255, 258–269 Unit 6: 506–517,
text (e.g., where, when, why, and how key 520–543
events occur). READING WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: T156, T222, T225B, T225E, T225I Unit 2: T159D, T222, T225B,
T225E, T225G, T225H Unit 3: T159E, T159G, T159K, T159L, T159O, T222 Unit 4: T153B, T153C,
T153G, T217B–T217E Unit 5: T153F, T214, T215, T217C, T217M
Student Resources: Comprehension Interactive Games and Activities, Research and Inquiry
Teacher Resources: Graphic Organizers, Interactive Read Aloud Images, Research and
Inquiry

RI.3.8 Describe the logical connection between READING/WRITING WORKSHOP: Unit 1: 54–59, 61, 77 Unit 3: 246–249, 251 Unit 4:
290–293, 295 Unit 6: 434–437, 439, 448–451, 453
particular sentences and paragraphs in a
LITERATURE ANTHOLOGY: Unit 1: 58–71, 74–91, 94–97 Unit 2: 146–167, 172–185
text (e.g., comparison, cause/effect, first/ Unit 3: 272–275 Unit 4: 326–339, 342–357 Unit 5: 432–451, 465–459 Unit 6: 506–517,
second/third in a sequence). 520–543
LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 1, Week 4: The Amazing
Benjamin Franklin (A, O, ELL, B) Unit 4, Week 3: Life in a Tide Pool (A, O, ELL, B) Unit 6,
Week 3: Reach for the Stars (A, O, ELL, B) Unit 6, Week 4: African Cats (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 23–25, 33–35, 173–175, 273–275, 283–285
READING WORKSTATION ACTIVITY CARDS: 10, 11, 12, 13, 14, 15
TEACHER’S EDITION: Unit 1: T154, T225C, T225G, T225L, T225M, T225P Unit 4: T148–T149,
T153C, T153D, T153E, T153G, T212–T213, T217C, T217G Unit 5: T217M, T217Q, T217U, T217V
RI.3.9 Compare and contrast the most important LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 2, Week 4: Protecting the
Islands (A, O, ELL, B)
points and key details presented in two
texts on the same topic. TEACHER’S EDITION: Unit 1: T163, T225T, T229, T293 Unit 2: T97, T159Z, T163, T229,
T336 Unit 3: T93T, T97, T159R, T163, T293 Unit 4: T153N, T157, T221 Unit 5: T93, T157,
T217V, T217X, T221, T285 Unit 6: T29, T93, T157, T221
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RI.3.10 By the end of the year, read and READING/WRITING WORKSHOP: These units reflect the range of text complexity found
throughout the book. Unit 1: 86–89 Unit 2: 134–139 Unit 3: 230–235 Unit 4: 290–293
comprehend informational texts,
Unit 5: 348–351 Unit 6: 448–451
including history/social studies, science, LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
and technical texts, at the high end of the book. Unit 2: 172–185 Unit 3: 240–255 Unit 4: 326–339 Unit 5: 432–451
the grades 2–3 text complexity band Unit 6: 520–543
LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 3, Week 4: Inspired by
independently and proficiently. Nature (A, O, ELL, B) Unit 4, Week 3: Life in a Tide Pool (A, O, ELL, B) Unit 6, Week 4: African
Cats (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: T156, T222, T225A Unit 2: T159A, T159W, T222, T225A,
T225O Unit 3: T93S, T156, T159A, T222, T225A Unit 4: T150, T153A, T214, T217A Unit 5:
T89W–T89Z, T150, T153A, T214, T217A, T278 Unit 6: T150, T153A, T214
CCSS8
Reading Standards: Foundational Skills
There are no standards for Print Concepts (1) or Phonological Awareness (2) in Foundational Skills for Grade 3.
CORRELATIONS
Phonics and Word Recognition McGraw-Hill Reading Wonders
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most READING/WRITING WORKSHOP: Unit 2: 143, 159 Unit 3: 223, 253 Unit 4: 283
Unit 5: 383
common prefixes and derivational suffixes.
YOUR TURN PRACTICE BOOK: 77, 87, 118, 127, 128, 138, 147, 148, 167, 218, 237, 238, 248,
258, 268, 288, 298
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 7, 9, 12
TEACHER’S EDITION: Unit 2: T158, T159L, T159P, T224 Unit 3: T95, T110, T159N, T161, T174,
T177, T182, T186, T191, T192, T226, T242–T243, T262 Unit 4: T89L Unit 5: T91, T106, T107,
T217E, T217T, T219, T235 Unit 6: T26, T107, T235, T282
Student Resources: Phonics Interactive Games and Activities
Teacher Resources: Decodable Passages
RF.3.3b Decode words with common Latin suffixes. READING/WRITING WORKSHOP: Unit 3: 223, 253
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 9
TEACHER’S EDITION: Unit 2: T158, T159L, T159P, T224 Unit 3: T95, T110, T159N, T161, T174,
T177, T182, T186, T191, T192, T226, T242–T243, T262 Unit 4: T89L Unit 5: T91, T106, T107,
T217E, T217T, T219, T235 Unit 6: T26, T91, T107, T219, T235
RF.3.3c Decode multisyllable words. READING/WRITING WORKSHOP: Unit 1: 63 Unit 2: 143, 159 Unit 3: 223, 239, 253
Unit 4: 269, 283 Unit 5: 341, 383 Unit 6: 413, 441
YOUR TURN PRACTICE BOOK: 27, 77, 87, 88, 98, 127, 137, 138, 147, 157, 167, 168, 188,
207, 208, 228, 237, 248, 257, 268, 277, 278, 288
TEACHER’S EDITION: Unit 1: T28, T44, T45, T94, T110, T111, T176 Unit 2: T44–T45,
T110–T111, T93L, T226, T227 Unit 3: T44–T45, T110–T111, T176–T177, T242 Unit 4: T90,
T91, T170–T171, T219, T234–T235 Unit 5: T26–T27, T42–T43, T90–T91 Unit 6: T42–T43,
T90–T91, T106–T107, T170–T171, T234–T235
RF.3.3d Read grade-appropriate irregularly spelled YOUR TURN PRACTICE BOOK: 298
words.
TEACHER’S EDITION: Unit 2: T160, T176–T177 Unit 3: T161 Unit 4: T219 Unit 6: T283

Reading Standards: Foundational Skills
Fluency McGraw-Hill Reading Wonders
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read on-level text with purpose and READING WORKSTATION ACTIVITY CARDS: 25, 26
TEACHER’S EDITION: Unit 1: T48, T53, T58, T112–T114, T161, T334–T335 Unit 2: T29, T48,
understanding.
T114, T161, T180, T227, T246, T334–T335 Unit 3: T46, T49, T95, T114, T95, T161, T334–T335
Unit 4: T91, T110, T326–T327 Unit 5: T27, T91, T110, T172, T326–T327 Unit 6: T46, T91,
T110, T174, T238, T326–T327
Student Resources: Fluency Interactive Games and Activities
RF.3.4b Read on-level prose and poetry orally with YOUR TURN PRACTICE BOOK: 3–5, 63–65, 133–135, 173–175, 213–215, 263–265
accuracy, appropriate rate, and expression
on successive readings. TEACHER’S EDITION: Unit 1: T29, T48, T95, T114, T127, T161, T180, T227, T246, T334–T335
Unit 2: T48, T114, T95, T161, T180, T291, T334–T335 Unit 3: T29, T114, T180, T227, T246, T291,
T334–T335 Unit 4: T27, T46, T110, T174, T219, T238, T283, T326–T327 Unit 5: T46, T110,
T155, T174, T219, T238, T326–T327 Unit 6: T46, T110, T155, T174, T238, T283, T326–T327
RF.3.4c Use context to confirm or self-correct word READING/WRITING WORKSHOP: Unit 1: 31, 47, 93 Unit 2: 111 Unit 3: 191 Unit 4: 297,
311 Unit 5: 355, 369, 397 Unit 6: 455
recognition and understanding, rereading
YOUR TURN PRACTICE BOOK: 7, 17, 47, 57, 107, 177, 187, 217, 227, 247, 287
as necessary. READING WORKSTATION ACTIVITY CARDS: 25, 26
TEACHER’S EDITION: Unit 1: T224, T291 Unit 2: T27M, T159I, T159L, T159P, T159S, T225D,
T225E, T225J, T225P Unit 3: T27E, T27K, T27Q, T27V, T93C, T159I, T291 Unit 4: T89W, T217F,
T217G, T217I, T217J, T217M Unit 6: T155
CCSS10
CORRELATIONS
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
techniques, 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 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.

C
Grade 3

W 3 1
Writing Standards
Text Types and Purposes McGraw-Hill Reading Wonders
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing READING/WRITING WORKSHOP: Unit 5: 384–385, 398–399
YOUR TURN PRACTICE BOOK: 240, 250
about, state an opinion, and create an
WRITING WORKSTATION ACTIVITY CARDS: 13
organizational structure that lists reasons. TEACHER’S EDITION: Unit 1: T31 Unit 2: T97, T163, T166, T175, T183, T187, T193 Unit 3: T97,
T229, T359 Unit 4: T28, T93 Unit 5: T224, T225, T345, T347, T350 Unit 6: T93
Student Resources: Writer’s Workspace
W.3.1b Provide reasons that support the opinion. READING/WRITING WORKSHOP: Unit 2: 144–145
YOUR TURN PRACTICE BOOK: 80
TEACHER’S EDITION: Unit 2: T166, T229 Unit 3: T353 Unit 4: T28, T93, T157, T175, T183,
T187, T193, T346 Unit 5: T224, T225, T346, T352
W.3.1c Use linking words and phrases (e.g., READING/WRITING WORKSHOP: Unit 2: 112–113 Unit 3: 208–209 Unit 6: 428–429
YOUR TURN PRACTICE BOOK: 60, 120, 270
because, therefore, since, for example) to
connect opinion and reasons. TEACHER’S EDITION: Unit 3: T131, T354 Unit 5: T353
W.3.1d Provide a concluding statement or section. READING/WRITING WORKSHOP: Unit 3: 240–241 Unit 4: 312–313
TEACHER’S EDITION: Unit 3: T222–T223, T361 Unit 4: T222–T223, T352
CCSS12
Writing Standards
CORRELATIONS
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related READING/WRITING WORKSHOP: Unit 3: 224–225 Unit 4: 298–299
Unit 5: 370–371 Unit 6: 442–443
information together; include illustrations
YOUR TURN PRACTICE BOOK: 130, 180, 230, 280
when useful to aiding comprehension. WRITING WORKSTATION ACTIVITY CARDS: 13, 14
TEACHER’S EDITION: Unit 1: T31, T97, T100, T101, T163, T229, T232, T233 Unit 2: T31,
T34, T35, T97, T163, T229, T232, T353, T359 Unit 3: T31, T97, T163, T166, T167, T229 Unit 4:
T160–T161, T190 Unit 5: T160, T161, T182, T190 Unit 6: T182, T190, T246, T345, T350
W.3.2b Develop the topic with facts, definitions, READING/WRITING WORKSHOP: Unit 1: 48–49 Unit 2: 174–175 Unit 6: 470–471
and details.
TEACHER’S EDITION: Unit 1: T100, T101 Unit 2: T166, T167, T196, T360 Unit 3: T96, T196
Unit 4: T160–T161, T190 Unit 5: T160, T161 Unit 6: T352
W.3.2c Use linking words and phrases (e.g., also, READING/WRITING WORKSHOP: Unit 1: 80–81 Unit 2: 160–161
another, and, more, but) to connect ideas
within categories of information. TEACHER’S EDITION: Unit 2: T32–T35, T64, T159I, T355 Unit 3: T100, T101
Unit 6: T346, T352
W.3.2d Provide a concluding statement or section. READING/WRITING WORKSHOP: Unit 6: 456–457

TEACHER’S EDITION: Unit 2: T361 Unit 3: T232, T233, T262 Unit 4: T224–T225
Unit 6: T347
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
W.3.3a Establish a situation and introduce a READING/WRITING WORKSHOP: Unit 1: 64–65 Unit 4: 284–285
narrator and/or characters; organize an
WRITING WORKSTATION ACTIVITY CARDS: 4, 10
event sequence that unfolds naturally. TEACHER’S EDITION: Unit 1: T34, T35, T64, T166, T167, T353, T359 Unit 2: T100, T101, T233,
T262 Unit 3: T34, T35, T55, T63, T130 Unit 4: T345 Unit 5: T32, T33, T96, T97
W.3.3b Use dialogue and descriptions of actions, READING/WRITING WORKSHOP: Unit 1: 32–33 Unit 2: 128–129 Unit 4: 284–285,
326–327 Unit 5: 356–357
thoughts, and feelings to develop
YOUR TURN PRACTICE BOOK: 10, 70, 170, 200, 220
experiences and events or show the WRITING WORKSTATION ACTIVITY CARDS: 1, 3, 4
response of characters to situations. TEACHER’S EDITION: Unit 1: T100, T101, T130, T353, T354, T360 Unit 4: T32–T33, T62,
T96–T97, T126, T346, T351, T353 Unit 5: T96–T97, T126 Unit 6: T54, T126

Writing Standards
W.3.3c Use temporal words and phrases to signal READING/WRITING WORKSHOP: Unit 2: 112–113 Unit 3: 208–209 Unit 6: 428–429
event order.
TEACHER’S EDITION: Unit 1: T166–T167, T196, T232–T233, T262, T360 Unit 2: T233
W.3.3d Provide a sense of closure. READING/WRITING WORKSHOP: Unit 6: 442–443, 456–457

TEACHER’S EDITION: Unit 1: T164–T165 Unit 4: T222–T223 Unit 6: T222–T223
Production and Distribution of Writing McGraw-Hill Reading Wonders

W.3.4 With guidance and support from adults, READING/WRITING WORKSHOP: Unit 3: 254–255
produce writing in which the development
WRITING WORKSTATION ACTIVITY CARDS: 17, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
and organization are appropriate to task TEACHER’S EDITION: Unit 1: T34, T35, T100, T101, T130, T166, T167, T197 Unit 2: T123,
and purpose. (Grade-specific expectations T127, T129–T130, T166, T167, T175, T178 Unit 3: T46, T61, T93R, T109, T117, T121, T127
for writing types are defined in standards Unit 4: T25T, T62, T89T, T89Y, T126, T190, T217P, T328 Unit 5: T32, T33, T62, T96, T97, T160,
T161, T182 Unit 6: T62, T126, T190, T266, T328
1–3 above.)
W.3.5 With guidance and support from peers and READING/WRITING WORKSHOP: Unit 1: 33, 49, 65, 81, 95 Unit 2: 113, 129, 145, 161,
175 Unit 3: 193, 209, 225, 241, 255 Unit 4: 271, 285, 299, 313, 327 Unit 5: 343, 357, 371,
adults, develop and strengthen writing as
385, 399 Unit 6: 415, 429, 443, 457, 471
needed by planning, revising, and editing. TEACHER’S EDITION: Unit 1: T34, T35, T65, T100, T101, T166, T167, T232, T233, T353–T356,
T359–T362 Unit 2: T34, T35, T100, T101, T130, T166, T167, T232, T233, T262, T353–T356,
T359–T362 Unit 3: T34, T35, T63, T100, T101, T130, T166, T167, T196, T232, T233, T262,
T353–T356, T359–T362 Unit 4: T32–T33, T62, T96–T97, T126, T160–T161, T190, T224–T225,
T345–T348, T351–T354 Unit 5: T32, T33, T62, T96, T97, T126, T160, T161, T190, T224–T225,
T254, T345–T348, T351–T354 Unit 6: T62, T126, T190, T345–T348, T351–T354
W.3.6 With guidance and support from adults, TEACHER’S EDITION: Unit 1: T292, T338–T341, T356, T362 Unit 2: T338–T341, T356,
T362 Unit 3: T96, T228, T338–T341, T356, T362 Unit 4: T284, T330–T333, T348, T354
use technology to produce and publish
Unit 5: T330–T333, T348, T354 Unit 6: T92, T330–T333, T348, T354
writing (using keyboarding skills) as well as www.connected.mcgraw-hill.com: RESOURCES
to interact and collaborate with others. Student Resources: Writer’s Workspace
Research to Build and Present Knowledge McGraw-Hill Reading Wonders

W.3.7 Conduct short research projects that build WRITING WORKSTATION ACTIVITY CARDS: 30
TEACHER’S EDITION: Unit 1: T30, T96, T162, T228, T338–T341 Unit 2: T30, T96, T162, T228,
knowledge about a topic.
T338–T341 Unit 3: T30, T96, T162, T187, T228, T338–T341 Unit 4: T28, T92, T156, T220,
T328–T329, T330–T333 Unit 5: T28, T92, T156, T220, T246, T330–T333 Unit 6: T28, T92,
T328–T329, T330–T333
Student Resources: Research and Inquiry, Writer’s Workspace
Teacher Resources: Graphic Organizers, Research and Inquiry
CCSS14
Writing Standards
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
CORRELATIONS
W.3.8 Recall information from experiences or WRITING WORKSTATION ACTIVITY CARDS: 30
TEACHER’S EDITION: Unit 1: T27B, T27C, T27G, T27I, T27O, T30, T336–T337, T338–T341
gather information from print and digital
Unit 2: T225F, T225G, T225I, T225K, T228, T336, T338–T341 Unit 3: T159C, T159E, T159G,
sources; take brief notes on sources and T159K, T336–T337 Unit 4: T25B, T25D, T25E, T25G, T25J, T25P, T25Q, T89B, T346 Unit 5: T28,
sort evidence into provided categories. T328, T328–T329 Unit 6: T92, T328, T330–T333
Teacher Resources: Graphic Organizers, Research and Inquiry
W.3.9 (Begins in grade 4) (Begins in grade 4)
Range of Writing McGraw-Hill Reading Wonders

W.3.10 Write routinely over extended time frames READING/WRITING WORKSHOP: Unit 1: 64–65 Unit 2: 112–113 Unit 3: 192–193
Unit 4: 298–299 Unit 5: 356–357 Unit 6: 428–429
(time for research, reflection, and revision)
WRITING WORKSTATION ACTIVITY CARDS: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
and shorter time frames (a single sitting TEACHER’S EDITION: Unit 1: T31, T34, T35, T43, T51, T55, T61, T64, T338–T341,
or a day or two) for a range of discipline- T352–T363 Unit 2: T109, T117, T121, T127, T128, T130, T163, T338–T341, T352–T363
specific tasks, purposes, and audiences. Unit 3: T196, T225L, T229, T232, T233, T241, T249, T253, T254, T261, T338–T341, T352–T363
Unit 4: T97, T118, T119, T126, T157, T160, T330–T333, T344–T355 Unit 5: T161, T179, T182,
T190, T221, T224, T225, T330–T333, T344–T355 Unit 6: T29, T62, T126, T190, T246,
T330–T333, T344–T355

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 3

SL 3 1
Speaking and Listening Standards

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly.
SL.3.1a Come to discussions prepared, having read READING/WRITING WORKSHOP: Unit 1: 28, 29, 44, 45, 60, 61, 76, 77, 90, 91 Unit 2:
108, 109, 124, 125, 140, 141, 156, 157 Unit 3: 188, 189, 204, 205, 220, 221, 236, 237, 250,
or studied required material; explicitly draw
251 Unit 4: 166, 267, 280, 281, 294, 295, 308, 309 Unit 5: 338, 339, 352, 353, 366, 367, 380,
on that preparation and other information 381, 394, 395 Unit 6: 410, 411, 424, 425, 438, 439, 452, 453
known about the topic to explore ideas TEACHER’S EDITION: Unit 1: T49, T53, T57, T117, T119, T123, T142, T214, T229 Unit 2: T117,
under discussion. T121, T127, T142, T220, T229, T241, T249, T253, T259 Unit 3: T162, T163, T175, T183, T187,
T193, T208, T229, T241, T249, T253, T261 Unit 4: T29, T74, T82, T86, T92, T93, T157 Unit 5:
T10, T29, T111, T115, T119, T157, T175, T179 Unit 6: T47, T51, T55, T93, T111, T115, T119, T175
Teacher Resources: Build Background Videos
SL.3.1b Follow agreed-upon rules for discussions READING WORKSTATION ACTIVITY CARDS: 24
TEACHER’S EDITION: Unit 1: T10, T76, T229 Unit 2: T10, T76, T162, T222 Unit 3: T76,
(e.g., gaining the floor in respectful ways,
T96, T97, T162, T163, T208, T209, T228, T229 Unit 4: T10, T28, T29, T92, T93, T202, T220,
listening to others with care, speaking one T221 Unit 5: T74, T93, T156, T202, T203, T266 Unit 6: T74, T138, T266
at a time about the topics and texts under www.connected.mcgraw-hill.com: RESOURCES
discussion). Teacher Resources: Build Background Videos
SL.3.1c Ask questions to check understanding TEACHER’S EDITION: Unit 1: T18, T82, T142, T218 Unit 2: T14, T27Q, T27W, T30, T93I, T159J,
T159N, T163, T208, T340 Unit 3: T10, T27I, T27V, T27X–T27Z, T93J, T142, T159H Unit 4: T89H,
of information presented, stay on topic,
T89K, T89O, T89V, T89W, T89Y, T217D, T217H, T217I, T217J, T217M, T217R, T221 Unit 5: T10,
and link their comments to the remarks of T221 Unit 6: T138
others. www.connected.mcgraw-hill.com: RESOURCES
Student Resources: Research and Inquiry
Teacher Resources: Build Background Videos, Research and Inquiry
SL.3.1d Explain their own ideas and understanding TEACHER’S EDITION: Unit 1: T10, T76, T93B, T97, T163, T208, T222, T228, T340 Unit 2:
T14, T27B, T27F, T27L, T27N, T27P, T27X, T31, T159J, T225E, T225J Unit 3: T159J, T159L, T163,
in light of the discussion.
T225H, T225I Unit 4: T25N, T25V, T29, T89H, T89O Unit 5: T10, T30, T92, T94, T138, T139,
T157 Unit 6: T156, T285, T332
Teacher Resources: Build Background Videos

Speaking and Listening Standards
Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.3.2 Determine the main ideas and supporting TEACHER’S EDITION: Unit 1: T10, T12, T32, T78, T98, T144, T164, T208, T210, T230, T336
Unit 2: T10, T12, T32, T78, T98, T142, T144, T159Y, T164, T208, T210, T230, T336 Unit 3: T10,
details of a text read aloud or information
T12, T32, T76, T78, T98, T142, T144, 162, T164, T208, T209, T230, T292, T340 Unit 4: T12–T13,
presented in diverse media and formats, T30, T74, T76, T94, T158, T204, T222, T328 Unit 5: T10, T12, T30, T74, T76, T94, T140, T141,
including visually, quantitatively, and orally. T158, T202, T204, T217W, T220, T222, T328 Unit 6: T28, T74, T76, T138, T140, T220, T328
Student Resources: Music/Fine Arts Activities
Teacher Resources: Interactive Read Aloud Images, Music/Fine Arts Activities
SL.3.3 Ask and answer questions about TEACHER’S EDITION: Unit 1: T340, T342–T343 Unit 2: T31, T228, T292, T340,
T342–T343 Unit 3: T31, T96, T97, T162, T163, T228, T229, T340, T342–T343 Unit 4: T156,
information from a speaker, offering
T332, T334–T335 Unit 5: T28, T332, T334–T335 Unit 6: T29, T332, T334–T335
appropriate elaboration and detail. www.connected.mcgraw-hill.com: RESOURCES
Student Resources: Research and Inquiry
Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders

SL.3.4 Report on a topic or text, tell a story, or TEACHER’S EDITION: Unit 1: T18, T148, T340, T342–T343 Unit 2: T30, T97, T340,
T342–T343 Unit 3: T30, T229, T340, T342–T343, Unit 4: T28, T332, T334–T335
recount an experience with appropriate
Unit 5: T294, T332, T334–T335 Unit 6: T157, T220, T332, T334–T335
facts and relevant, descriptive details, www.connected.mcgraw-hill.com: RESOURCES
speaking clearly at an understandable Student Resources: Research and Inquiry
pace. Teacher Resources: Research and Inquiry
SL.3.5 Create engaging audio recordings of stories TEACHER’S EDITION: Unit 1: T228, T340 Unit 2: T227, T291, T340 Unit 3: T228, T340
Unit 4: T92, T155, T156, T283, T284, T332, T334–T335 Unit 5: T27, T332, T334–T335
or poems that demonstrate fluid reading
Unit 6: T27, T92, T332, T334–T335
at an understandable pace; add visual www.connected.mcgraw-hill.com: RESOURCES
displays when appropriate to emphasize or Student Resources: Research and Inquiry
enhance certain facts or details. Teacher Resources: Research and Inquiry
SL.3.6 Speak in complete sentences when TEACHER’S EDITION: Unit 2: T163, T208, T293 Unit 3: T31, T97 Unit 4: T157 Unit 5: T221,
T332 Unit 6: T157, T220
appropriate to task and situation in order
to provide requested detail or clarification. Student Resources: Grammar Interactive Games and Activities, Research and Inquiry
(See grade 3 Language standards 1 and 3 Teacher Resources: Research and Inquiry
for specific expectations.)
CCSS18
CORRELATIONS
LANGUAGE
Conventions of 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 and 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
encountering an unknown term important to comprehension or expression.

C
Grade 3

L 3 1
Language Standards
Conventions of English McGraw-Hill Reading Wonders
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.3.1a Explain the function of nouns, pronouns, READING/WRITING WORKSHOP: Grammar Handbook: 478–480, 481–486, 487–490,
491–492, 493–494
verbs, adjectives, and adverbs in general
TEACHER’S EDITION: Unit 1: T151 Unit 2: T36, T65, T100, T101, T131, T177, T234 Unit 3:
and their functions in particular sentences. T36, T64, T102, T168, T197 Unit 4: T34, T63, T89D, T162, T190 Unit 5: T34, T35, T63, T98, T99,
T162, T163, T190, T226, T227 Unit 6: T34, T35, T63, T98, T99, T162, T163, T191, T226, T227
Student Resources: Grammar Interactive Games and Activities, Music/Fine Arts Activities
Teacher Resources: Music/Fine Arts Activities
L.3.1b Form and use regular and irregular plural READING/WRITING WORKSHOP: Grammar Handbook: 479–480
TEACHER’S EDITION: Unit 2: T102, T130, T168–T169, T197
nouns.
L.3.1c Use abstract nouns (e.g., childhood). READING/WRITING WORKSHOP: Grammar Handbook: 478
TEACHER’S EDITION: Unit 2: T36–T37, T65
L.3.1d Form and use regular and irregular verbs. READING/WRITING WORKSHOP: Grammar Handbook: 481–486
TEACHER’S EDITION: Unit 1: T111, T177 Unit 4: T34, T35, T63, T162
L.3.1e Form and use the simple (e.g., I walked; READING/WRITING WORKSHOP: Grammar Handbook: 482–483
TEACHER’S EDITION: Unit 2: T111 Unit 3: T36–T37, T102, T131, T168–T169, T197,
I walk; I will walk) verb tenses.
T234–T235, T263 Unit 4: T162, T163
L.3.1f Ensure subject-verb and pronoun- READING/WRITING WORKSHOP: Grammar Handbook: 483, 490
TEACHER’S EDITION: Unit 2: T151 Unit 3: T102, T103, T131, T168, T169, T197, T263
antecedent agreement.
Unit 4: T34, T63 Unit 5: T34, T35, T99, T162, T163
CCSS20
Language Standards
CORRELATIONS
L.3.1g Form and use comparative and superlative READING/WRITING WORKSHOP: Grammar Handbook: 492, 494
TEACHER’S EDITION: Unit 6: T98, T99, T226, T227, T255
adjectives and adverbs, and choose
between them depending on what is to be Student Resources: Grammar Interactive Games and Activities, Music/Fine Arts Activities
modified. Teacher Resources: Music/Fine Arts Activities
L.3.1h Use coordinating and subordinating READING/WRITING WORKSHOP: Grammar Handbook: 476
TEACHER’S EDITION: Unit 2: T234 Unit 4: T226–T227
conjunctions.
L.3.1i Produce simple, compound, and complex READING/WRITING WORKSHOP: Unit 1: 94–95 Unit 3: 192–193 Unit 5: 342–343
Unit 6: 414–415 Grammar Handbook: 476, 477
sentences.
YOUR TURN PRACTICE BOOK: 50, 110, 210, 260
TEACHER’S EDITION: Unit 1: T36, T63, T65, T102–T103, T129, T131, T168–T169, T195, T197,
T234–T235, T261, T263 Unit 2: T63–T65, T129, T195, T234, T260–T263 Unit 3: T63–T64,
T129, T131, T195, T261 Unit 4: T35, T54, T61, T63, T98, T125, T182, T188–T189, T221, T226,
T227, T253, T255 Unit 5: T32, T33, T54, T61, T62, T125, T182, T188, T189, T190, T246, T253,
T255 Unit 6: T54, T61, T118, T125, T126, T190, T246, T253
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.3.2a Capitalize appropriate words in titles. READING/WRITING WORKSHOP: Grammar Handbook: 498, 500
TEACHER’S EDITION: Unit 2: T37 Unit 3: T235 Unit 5: T99
L.3.2b Use commas in addresses. READING/WRITING WORKSHOP: Grammar Handbook: 502

TEACHER’S EDITION: Unit 2: T235 Unit 5: T35 Unit 6: T35
L.3.2c Use commas and quotation marks in READING/WRITING WORKSHOP: Grammar Handbook: 504
TEACHER’S EDITION: Unit 3: T37 Unit 4: T99, T163
dialogue.
L.3.2d Form and use possessives. READING/WRITING WORKSHOP: Grammar Handbook: 480, 489
TEACHER’S EDITION: Unit 5: T255, T226, T227
L.3.2e Use conventional spelling for high- YOUR TURN PRACTICE BOOK: 18, 28, 38, 58, 68, 168, 218, 238
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 24, 29
frequency and other studied words and for
TEACHER’S EDITION: Unit 1: T46, T63, T112, T120, T178, T195, T244, T261 Unit 2: T45,
adding suffixes to base words (e.g., sitting, T46, T112, T178, T195, T244 Unit 3: T46, T112, T130, T178 Unit 4: T44, T108, T172, T236,
smiled, cries, happiness). T254 Unit 5: T61, T100, T108, T125, T189, T236, T253 Unit 6: T44, T61, T108, T125, T172,
T189, T236, T253, T292

Language Standards
L.3.2f Use spelling patterns and generalizations YOUR TURN PRACTICE BOOK: 8, 18, 28, 38, 58, 68, 168, 218, 238
(e.g., word families, position-based
TEACHER’S EDITION: Unit 1: T38, T64, T104, T130, T170, T196, T236, T262, T302 Unit 2:
spellings, syllable patterns, ending rules, T38, T45, T64, T102, T104, T130, T168, T170, T236, T302 Unit 3: T38, T63, T104, T170, T196,
meaningful word parts) in writing words. T236, T302 Unit 4: T62, T98, T126, T190, T292 Unit 5: T36, T62, T100, T164, T190, T228, T254,
T292 Unit 6: T62, T100, T126, T164, T190, T228
L.3.2g Consult reference materials, including READING/WRITING WORKSHOP: Unit 1: T38, T104, T170, T236, T302 Unit 2: T38, T104,
T170, T236, T302 Unit 3: T38, T104, T170 Unit 4: T292 Unit 5: T36, T164, T228, T292
beginning dictionaries, as needed to check
Unit 6: T36, T100, T164, T228, T292
and correct spellings. TEACHER’S EDITION: Unit 1: T38, T104, T170, T236, T302 Unit 2: T38, T104, T170, T236,
T302 Unit 3: T38, T104, T170 Unit 4: T292 Unit 5: T36, T164, T228, T292 Unit 6: T36, T100,
T164, T228, T292
Knowledge of Language McGraw-Hill Reading Wonders

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect. READING/WRITING WORKSHOP: Unit 1: 32–33 Unit 2: 128–129 Unit 4: 284–285,
326–327 Unit 5: 356–357
YOUR TURN PRACTICE BOOK: 10, 70, 170, 200, 220
TEACHER’S EDITION: Unit 1: T98–T101 Unit 2: T98–T101, T130 Unit 4: T286–T289
Unit 5: T92, T94–T97 Unit 6: T284, T286–T289
L.3.3b Recognize and observe differences TEACHER’S EDITION: Unit 2: T96 Unit 4: T92 Unit 5: T156 Unit 6: T156, T330–T333
between the conventions of spoken and www.connected.mcgraw-hill.com: RESOURCES
written standard English.
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4a Use sentence-level context as a clue to the READING/WRITING WORKSHOP: Unit 1: 47, 93 Unit 2: 111 Unit 3: 191 Unit 4: 297,
311 Unit 5: 355, 369, 397
meaning of a word or phrase.
YOUR TURN PRACTICE BOOK: 17, 47, 57, 107, 177, 187, 217, 227, 247
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 2, 5, 11, 15
TEACHER’S EDITION: Unit 1: T26, T27N, T41, T92, T93D, T107, T172 Unit 2: T93S, T159W,
T216 Unit 3: T26–T27, T27E, T93C, T159I, T212–T213 Unit 4: T89G, T89W, T167, T217G
Unit 5: T14, T38, T88–T89, T152–T153, T153E, T166–T167 Unit 6: T216–T217, T217N, T231
Student Resources: Vocabulary Interactive Games and Activities
L.3.4b Determine the meaning of the new word READING/WRITING WORKSHOP: Unit 2: 143, 159 Unit 3: 223, 253 Unit 4: 283
Unit 5: 383
formed when a known affix is added to a
YOUR TURN PRACTICE BOOK: 77, 87, 127, 147, 167, 237
known word (e.g., agreeable/disagreeable, PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 9, 12
comfortable/uncomfortable, care/careless, TEACHER’S EDITION: Unit 2: T158, T173, T224–T225, T238–T239 Unit 3: T95, T158–T159,
heat/preheat). T161, T173, T226, T236, T238–T239 Unit 4: T38–T39, T88–T89, T89L, T103 Unit 5: T14, T103,
T153K, T153L, T167, T216–T217, T231 Unit 6: T26, T91, T167, T219, T231
CCSS22
Language Standards
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders
CORRELATIONS
L.3.4c Use a known root word as a clue to the READING/WRITING WORKSHOP: Unit 3: 239 Unit 4: 269 Unit 5: 341 Unit 6: 413, 441
YOUR TURN PRACTICE BOOK: 137, 157, 158, 207, 228, 257, 258, 277
meaning of an unknown word with the
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 10, 13
same root (e.g., company, companion). TEACHER’S EDITION: Unit 2: T225K, T225N Unit 3: T159N, T224–T225, T225B, T225I, T225L,
T239, T240, T302 Unit 4: T24, T25B, T25P, T25T, T27, T39, T155 Unit 5: T24, T39, T102, T155,
T171 Unit 6: T24–T25, T27, T39, T102, T152–T153, T155, T167, T230
L.3.4d Use glossaries or beginning dictionaries, TEACHER’S EDITION: Unit 1: T26, T41, T92, T93K, T107 Unit 2: T159I, T239 Unit 3: T26,
T92, T239 Unit 4: T24, T89I, T89W, T216 Unit 5: T24, T88, T89I, T152, T217O, T280
both print and digital, to determine or
clarify the precise meaning of key words Student Resources: Vocabulary Interactive Games and Activities
and phrases.
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral READING/WRITING WORKSHOP: Unit 1: 79 Unit 2: 127, 173 Unit 3: 207 Unit 4:
325 Unit 6: 427, 469
meanings of words and phrases in context
(e.g., take steps). PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 6, 8
TEACHER’S EDITION: Unit 1: T224, T225H, T225K, T225M, T239 Unit 2: T92, T107, T113,
T118, T122, T172 Unit 3: T40, T92–T93, T93Q, T93R, T107 Unit 4: T25L, T89G, T89P, T89W,
T217G, T217I Unit 5: T89Q, T89S Unit 6: T88–T89, T103, T142, T166, T294–T295
L.3.5b Identify real-life connections between READING/WRITING WORKSHOP: Unit 1: 20–21, 68–69 Unit 2: 116–117, 148–149
Unit 3: 196–197, 212–213 Unit 4: 288–289, 302–303 Unit 5: 346–347, 360–361
words and their use (e.g., describe people
Unit 6: 418–419, 460–461
who are friendly or helpful). YOUR TURN PRACTICE BOOK: 1, 21, 41, 101, 151, 181, 211, 241, 261, 291
TEACHER’S EDITION: Unit 1: T47, T76, T179, T208, T212, T245 Unit 2: T47, T76, T179,
T245 Unit 3: T40–T41, T113, T146, T179, T212, T245 Unit 4: T10, T14, T78, T173, T237
Unit 5: T202–T203, T230–T231, T237 Unit 6: T38–T39, T78, T142–T143, T230–T231
Teacher Resources: Build Background Videos, Graphic Organizers
L.3.5c Distinguish shades of meaning among TEACHER’S EDITION: Unit 1: T56 Unit 2: T41, T56, T107 Unit 3: T93M, T107 Unit 4:
T103 Unit 5: T103
related words that describe states of mind
or degrees of certainty (e.g., knew, believed, Student Resources: Vocabulary Interactive Games and Activities
suspected, heard, wondered).
L.3.6 Acquire and use accurately grade- READING/WRITING WORKSHOP: Unit 1: 20–21, 36–37, 52–53, 68–69, 84–85 Unit 2:
100–101, 116–117, 132–133, 148–149, 164–165 Unit 3: 180–181, 196–197, 212–213,
appropriate conversational, general
228–229, 244–245 Unit 4: 260–261, 274–275, 288–289, 302–303, 316–317 Unit 5:
academic, and domain-specific words and 332–333, 346–347, 360–361, 374–375, 388–389 Unit 6: 404–405, 424–425, 432–433,
phrases, including those that signal spatial 446–447, 460–461
and temporal relationships (e.g., After YOUR TURN PRACTICE BOOK: 1, 11, 51, 61, 101, 111, 151, 161, 201, 211, 251, 261
TEACHER’S EDITION: Unit 1: T14, T40–T41,T80, T106–T107, T146 Unit 2: T93C, T106–T107,
dinner that night we went looking for them). T212, T238–T239 Unit 3: T14–T15, T27Y, T146–T147, T159I, T172–T173 Unit 4: T14–T15,
T38–T39, T142–T143, T153I, T166–T167, T217K Unit 5: T78–T79, T102–T103, T142–T143,
T166–T167, T230–T231 Unit 6: T38–T39, T44, T50, T54, T61, T102–T103, T206–T207
Teacher Resources: Build Background Videos, Graphic Organizers


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indd BM48 03/04/12 1:38 PM

Copyright © 2014 by The McGraw-Hill Companies, Inc.

All rights reserved. No part of this publication may be

Send all inquiries to:

Printed in the United States of America.

Common Core State Standards © Copyright 2010. National

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

TEACHING WITH READING WONDERS vii

Reading/Writing Literature Teacher Editions

Leveled Readers Classroom Library Y

Assessing the Common Core State Standards

Sound- High-Frequency Response Board Weekly U i

Plan Assess Professional M

Teach Collaborate Additional Online Resources RRead P

Week 2 Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T68

Week 3 Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T134

Week 4 Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T200

Week 5 Landmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T266

Week 6 Review and Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T330

Use the Literary Anthology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T365

Week 1 Week 2 Week 3

W.3.3a W.3.3c W.3.3c

Writinsgs Genre Writing: Narrative Friendly Letter T352–T357

Vocabulary Vocabulary Reading Digitally

Writing Writing Writing

Writinsgs Genre Writing: Narrative Personal Narrative T358–T363

It’s an easy equation to solve if I try,

The more I know,

(c) Drew Myers/Corbis

READING/WRITING WORKSHOP, pp. 16–17

Spread Redux.indd 1 3/21/12 2:30 AM

The Big Idea How can learning help us grow?

COLLABORATE WRITER’S WORKSPACE

During this time, use the Placement

Use Text Evidence to understand:

Mandi and rro ws wit

Start Sma • Cross-Text Comparisons

Close Reading of Informational Text A group of

Desert Meerkats birds can sw

But some me the m.

Use Text Evidence to understand: as guards.

• Genre: Informational Text

• Main Idea and Key Details

• Author’s Point of View 0001-0008_

DAYS 1–2 DAYS 3–4

Collaborative Conversations Close Reading of Literature

Start Smart 1–2, 3 Name

On the plains On the plains

PDF Online PDF Online

what I do is t.” what I do is

Mandi and Kaffa Mandi and Kaffa

DAYS 5–6 DAYS 7–8 DAYS 9–10

Collaborative Conversations Close Reading of Independent Reading

Phonics and Decoding

Start Smart 3, 6–7 Name

and tiny ears. of southwest pointed faces of southwest Step

PDF Online PDF Online PDF Online

as guards. First, as guards. First, They act TFOUFODFBOEBTL

Have students use a grade-appropriate print or online thesaurus to $SPTTSFGFSFODF

RF.3.3a Step *OUIFCBTFXPSE MPPLGPSGBNJMJBSTQFMMJOHQBUUFSOT