MHE RDG Wonders Teachers Edition Grade6 Unit2

Bothell,
Bothell, WAWA • Chicago,

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

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

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

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

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

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

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

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

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

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

different environments?
Go Digital!
Grade Appropriate SScientists

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

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

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

Talk About lt
Write words you have learned about
the different rainforest environments.
• Photographs
tricia Fogden/Minden
Then talk with a partner about why
Eveleigh/Alamy;
animals might live in a particular layer.
• Interactive Graphic
veleigh
hael & Patricia F
holas Eve
Patr
Nicholas
ho
es; Michael
Nic
Picttures; N
n Pictures;
Organizers
Pete Oxford/Minden Pictures;
ctures
Piotr Naskrecki/Minden
Rainforest
Environments
46 47
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11:34 AM 47 1/26/12 7:42 PM
Reading/Writing Workshop
TEACH
Close Reading
Short Complex Texts In the Mouth of the Cave
Stepping into a cave is like entering an
Minilessons
entirely new world. The environment is
suddenly cooler and damper. Though there
is some light here, it is dimmer than the light
outside. There is a sense of stillness and quiet.
This outermost area is called the entrance
trance zone. It is
Comprehension
a hallway leading to the many secrets of life in a cave.
An animal that uses the entrance zone of a cave belongs
to the classification known as trogloxenes.
s. Creatures in this
category may seek shelter in caves but don’tt spend their whole
whole
Strategies and Skills

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

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

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

50
10/4/11 050_053_CR14_SI6_U1W3_MR_118711.indd
3:53 PM 51
51
10/4/11 3:57 PM
Genre • Expository Text
APPLY
Close Reading By Rebecca L. Johnson
Anchor Texts • e Books

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

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

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

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

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

nicknamed it Big Red. Big Red jellyfish
50 51
Literature Anthology
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2:10 PM 51 1/10/12 4:56 PM
vi
Master the Common Core State Standards!
M
DIFFERENTIATE
y
Expository Expositor y
Expository Expositor
Text Text
Leveled Readers
Text Text
st
Ra n-Fores
aiin
Expository
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ext Expository
e etst
st
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ai
Ra in
Ra
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oFo
Fo
ain-F
hh
ic
Fores
eses
t
Small Group Instruction
with Differentiated Texts
• e Books
mond
Huber
• Interactive Texts
d Huber by Ray d Huber
by Raymon st
the Rain Fore
er ymon
mond Hub by Ra
PAIRED Xxx xg Xxx
verin Forest
PAIRED
• Leveled Reader Search

by Ray Disco
D ED the Rain
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REA D ED Discovering thee
PAIR D
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the Rain
PAIRED Discovering8:55 AM Rain Forest
REA D ED Discovering the
PAIR
12/01/12
REA D
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Huber
12/01/12
mond er
8:55 AM
• Listening Library
by Ray
9:00 AM
12/01/12
Hub
mond t
by Ray
PAIRED 12/01/12Disco veringRainthe Raint Fores
9:03 AM
g the Fores
PAIRED D verin
READisco 12/01/12
9:03 AM
READ
9:05 AM
• Interactive Activities
12/01/12
Leveled Readers
INTEGRATE
Research and Inquiry
Short and Sustained Research
Projects
Expositor
Text Expo
Text
y
sitory
Text Connections
Reading Across Texts
• Online Research
• Writer’s Workspace
Ana
Analytical
W
Writing Write About Reading
W
• Interactive Group Analytical Writing
A
by Ra
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by Ra
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the RainRain Forest
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REAREA
8:55
12/01/12
8:55 AM
12/01/12
Collection of Texts
Grade 6 Grade 6 Grade 6
ASSESS
Weekly Unit Benchmark Weekly Assessment
Assessment Assessment Assessment
Unit Assessment
• Online Assessment
Assessing the Common Core
State Standards
State Standards
State Standards • Test Generator Benchmark Assessment
• Reports
Weekly Unit Benchmark
Assessment Assessment Assessment
TEACHING WITH READING WONDERS vii

PROGRAM COMPONENTS
Reading/Writing Literature Teacher Editions

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

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

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

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

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

R PPlay
Classroom Online Class Leveled Practice e Books IInteractive Games
Presentation Tools Conversations Grammar Practice IInteractive Texts
Instructional Interactive Group Phonics/Spelling
Lessons Projects
ELL Activities
Genre Study WWrite School to Home
Manage and School to Home Reader’s Theater IInteractive Writing Activities for Home
Assign Digital Open House Messages from the Teacher
Tier 2 Intervention
Student Grouping Activities and
Class Wall of Student Work
and Assignments Messages
www.connected.mcgraw-hill.com
viii
UNIT 2 CONTENTS
Unit Planning
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
Week 1 Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Week 2 Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66
Week 3 Ancient Societies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130
Week 4 Influences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194
(t to b) Jean Dominique DALLET/Alamy; Vanni/Art Resource, NY; The Metropolitan Museum of Art/Art Resource, NY; BambooSIL/SuperStock; Marc Schlossman/Photographer’s Choice/Getty Images
Week 5 Past and Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258
Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322
g
Writin
Proces
s Genre Writing: Informative
Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T344
Formal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
Moden
Lesso
l
Extended Complex Text
Literature Anthology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
EXCURSIONS ACROSS TIME ix

UNIT OVERVIEW
Week 1 Week 2 Week 3

CONTRIBUTIONS DEMOCRACY ANCIENT SOCIETIES
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION
READING
What contributions were made by How did democracy develop? What was life like for people in
early civilizations? ancient cultures?
Build Background
Build Background Build Background
Vocabulary
Vocabulary L.6.6
aspiring, foundation, preceded, Vocabulary
L.6.6 L.6.6
artifact, communal, derived, principal, promote, restrict, alcove, commerce, domestic, exotic,
inscription, millennium, stationery, speculation, withstood fluent, stifling, upheaval, utmost
utilize, yields Greek and Latin Prefixes Connotations and Denotations
Latin Roots
Comprehension Comprehension
Comprehension RI.6.3
Strategy: Ask and Answer Questions RL.6.3
Strategy: Make Predictions
RI.6.2
Strategy: Ask and Answer Questions Skill: Text Structure: Compare and Skill: Point of View
Skill: Text Structure: Problem and Contrast Genre: Historical Fiction
Solution Genre: Expository Text Ana
Analytical
W
Writing W
Write About Reading
Genre: Expository Text Ana
Analytical
W
Writing W
Write About Reading
Ana
Analytical
W
Writing W
Write About Reading Phonics
Word Study RF.5.3a
Closed Syllables
Word Study RF.5.3a
Inflectional Endings
RF.5.3a
Irregular Plurals Fluency
Fluency RF.5.4b
Expression
Fluency RF.5.4c
Rate and Accuracy
RF.5.4c
Rate and Accuracy
Jean Dominique DALLET/Alamy; Vanni/Art Resource, NY; The Metropolitan Museum of Art/Art Resource, NY
Writing Writing Writing

LANGUAGE ARTS
W.6.2b WHST.6.2b W.6.3e

Trait: Ideas Trait: Ideas Trait: Organization
Grammar Grammar Grammar
L.3.1c L.3.1b L.3.1b
Kinds of Nouns Singular and Plural Nouns More Plural Nouns
Spelling Spelling Spelling
L.6.2b L.6.2b L.6.2b
Irregular Plurals Inflectional Endings Closed Syllables
Vocabulary Vocabulary Vocabulary
L.6.4b L.6.4b L.6.4d
Build Vocabulary Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Informative Explanatory Essay T344–T349

G
Proce
x UNIT 2
UNIT 2
Review
and
Assess
Week 4 Week 5 Week 6
INFLUENCES PAST AND PRESENT
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
What influences the development of What can the past teach us? RF.5.4a
Focus on Vocabulary
a culture?
Build Background Fluency: Accuracy, Rate, and
Build Background Prosody
Vocabulary
Vocabulary L.6.6
Reading Digitally
commemorate, contemplate, RI.6.8
L.6.6
benefit, deftly, derision, eaves, forlorn, lyric poetry, majestic, meter, Notetaking
expertise, impudence, legacy, rhyme scheme, sonnet Navigating Links
symmetry Personification Research and Inquiry
Greek and Latin Suffixes W.6.8
Comprehension Information from Multiple Sources
Comprehension RL.6.1
Genre: Lyric Poetry and Sonnet Unit Projects
RL.6.6
Strategy: Make Predictions Ana
Analytical
W
Writing W
Write About Reading Presentation of Ideas
Skill: Point of View SSkill: Theme
Genre: Historical Fiction Literary Elements: Rhyme Scheme
Ana
Analytical
W
Writing W
Write About Reading and Meter
Phonics Phonics Unit 2 Assessment

RF.5.3a RF.5.3a
Open Syllables Consonant + le Syllables
Unit Assessment Book
Fluency Fluency pages 35–61
RF.5.4b RF.5.4b
Expression Expression and Phrasing Fluency Assessment
pages 312–321
Writing Writing Writing

W.6.3c W.6.2d SL.6.5
Trait: Sentence Fluency Trait: Word Choice Share Your Writing
BambooSIL/SuperStock; Marc Schlossman/Photographer’s Choice/Getty Images
Portfolio Choice
Grammar Grammar
L.3.2d L.6.2a
Possessive Nouns Appositives
Spelling Spelling
L.6.2b L.6.2b
Open Syllables Consonants + -le Syllables
Vocabulary Vocabulary
L.6.4b L.6.5c
Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Informative Formal Letter T350–T355

G
Proce
UNIT OVERVIEW xi
UNIT OPENER
The Past! the dark, unfathom’d retrospect!

The teeming gulf! the sleepers and the shadows!
The past! the infinite greatness of the past!
For what is the present, after all, but a growth
out of the past?
—Walt Whitman, from “Passage to India”
Reading/Writing
Workshop
Hedda Gjerpen/Vetta/Getty Images
What can we gain from reading

about past civilizations?
88 89
088_089_CR14_SI6_U2_UO_118711.indd 88
READING/WRITING WORKSHOP, pp. 88–89
2/6/12 088_089_CR14_SI6_U2_UO_118711.indd
5:01 PM 89 2/4/12 11:09 AM
The Big Idea What can we gain from reading about past civilizations?
COLLABORATE
Talk About It Read the Poem: “The Past”
Have students read the Big Idea aloud. Ask Read aloud “The Past.” Ask students questions to
them to discuss the things they might learn by explore the theme.
reading about past civilizations. Students may ‡ What words are used to describe the past?
list topics such as how to form a government,
‡ How does the poet represent the present?
how inventions changed people’s lives, and ideas
about social class. ‡ Why does the poem end with a question?
Ask: Why is it important to learn from what Metaphors Review that a metaphor is a
happened in the past? Have students discuss with comparison that does not use like or as. Have
partners or in groups, then share their ideas with students identify the metaphors and discuss why
the class. the poet included them. (dark retrospect; teeming
gulf; sleepers; shadows; These comparisons make
Music Links Introduce a song at the start of the
the past seem mysterious and important.)
unit. Go to www.connected.mcgraw-hill.com,
Resources Media: Music to find audio recordings, Free Verse Review that a free verse poem does
song lyrics, and activities. not have a regular meter or rhyme. Discuss why
the poet decided to write “The Past” in free verse.
(to make the poem seem like a conversation)
xii UNIT 2
UNIT 2
RESEARCH AND INQUIRY WRITING
Weekly Projects Each week students will Ana
Analytical W
Write About Reading Each week, as students
W
Writing
produce a project related to the Essential r
read and reread for close reading of text, students
Question. They will then develop one of these will take notes, cite evidence to support their
projects more fully for the Week 6 Unit Project. ideas and opinions, write summaries of text, or
Through their research, students will focus their develop character sketches.
attention on:
‡ quoting and paraphrasing effectively (avoiding Writing Every Day: Focus on Writing Traits
plagiarism). Each week, students will focus on a writing trait.
‡ adding multimedia and visual components. After analyzing an expert and a student model,
students will draft and revise shorter writing
Shared Research Board You may want to entries in their writer’s notebook, applying the
develop a Shared Research board. Students trait to their writing.
can post questions, ideas, articles, illustrations,
interviews, or information they gather as they do Writing Process:
research. They can also post notes with questions Focus on Informative Writing
they have as they read the text.
Over the course of the unit, students will develop
one or two longer informative texts. Students will
WEEKLY PROJECTS work through the various stages of the writing
Students work in pairs or small groups. process, allowing them time to continue revising
Week 1 Create a Chart, T28 their writing and conferencing with peers and
Week 2 Write Interview Questions, T92 teacher.
Week 3 Write a Description, T156
Week 4 Make a Visual Representation, T220
WEEKLY WRITING TRAITS
Week 5 Make a List, T284 Week 1 Ideas: Supporting Details, T30
WEEK 6 UNIT PROJECT Week 2 Ideas: Develop a Topic, T94
Students work in small groups to complete and Week 3 Organization: Strong Conclusions, T158
present one of the following projects. Week 4 Sentence Fluency: Transitions, T222
‡ Essay About Contributions of an Early Civilization Week 5 Word Choice: Precise Language, T286
‡ Play About the Development of Democracy
GENRE WRITING: INFORMATIVE
‡ Commercial About an Invention
Choose one or complete both 2–3 week writing
‡ Interview About the Influences on an Ancient process lessons over the course of the unit.
Civilization
Explanatory Essay: T344–T349
‡ Interview About the Decline of an Ancient
Civilization Formal Letter: T350–T355
COLLABORATE WRITER’S WORKSPACE

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

artifact Shared Read “Empire of the Sea,” 94–101
communal Genre Expository Text
Lexile 880L
derived
inscription
Minilessons Tested Skills
millennium
stationery Comprehension Strategy ..................... Ask and Answer Questions, T18–T19
utilize Comprehension Skill .............................. Text Structure: Problem and Solution,

T20–T21
yields
Genre ............................................................. Expository Text, T22–T23
Vocabulary Strategy ............................... Latin Roots, T24–T25
Writing Traits .............................................. Ideas, T30–T31
Go Grammar Handbook............................... Kinds of Nouns, T34–T35

Digital
T2 UNIT 2 WEEK 1
CONTRIBUTIONS
Essential Question
What contributions were made
by early civilizations?
WEEK 1
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
The Technology of Mesopotamia, 98–111 “Gilgamesh Lost and Found,” 114–115
Genre Expository Text Genre Expository Text
Lexile 990L Lexile 990L
Differentiated Text
Leveled Readers Include Paired Reads
APPROACHING ON LEVEL BEYOND ELL

Lexile 750L Lexile 960L Lexile 1050L Lexile 760L

Who Was Marco Life in Ancient
Polo? South America
Genre Genre
Biography Expository Text
Classroom Library
WEEKLY OVERVIEW T3
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Close Reading Close Reading
Contributions “Empire of the Sea” The Technology of
Minilessons Mesopotamia
Ask and Answer Questions, Problem “Gilgamesh Lost and
and Solution, Expository Text, Latin Found”
Roots, Writing Traits
Reading/Writing Literature
Workshop Anthology
Reading/Writing Workshop 94–103 98–115
90–91
Go Interactive Interactive Mobile

Digital Whiteboard Whiteboard
How Students Practice

WEEKLY CONTRACT LEVELED PRACTICE AND ONLINE ACTIVITIES
002_031_CR14_WC_G6_XXXXXX.indd Page 7 3/5/12 11:47 PM u-s010 /Volumes/101/GO00979_SE/CORE_READING/NATIONAL/SE/HOME_SCHOOL_CONNECTION/
Your Turn Practice Book
PDF Online 51–60 Leveled Readers
Name Date
My To-Do List
Put a check next to the activities you complete.
Phonics ⁄
Reading Word Study
Problem and Solution Irregular Plurals
Fluency
Writing Social Studies

Supporting Details Contributions of Early
Civilizations
Independent
Practice Go Digital
Vocabulary, pp. 51, 57 Interactive Games/Activities

Comprehension and Fluency, Vocabulary
Copyright © The McGraw-Hill Companies, Inc.
pp. 53–55
Comprehension
Genre, p. 56
Phonics/Word Study
Phonics, p. 58
Grammar
Write About Reading, p. 59
Spelling/Word Sorts
Writing Traits, p. 60
Listening Library
Contracts Unit 2 • Week 1 • Contributions 7
Goo On
O nl
nl
Online To-Do List Lev
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall
T4 UNIT 2 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

WEEK 1
DIFFERENTIATE INTEGRATE ASSESS
SMALL GROUP INSTRUCTION Research and Inquiry
Leveled Readers Create a Chart, T28
Text Connections
Compare Contributions, T29
Write About Reading
Ana
Analytical
W
Writing Write an Analysis, T29
W
Weekly Assessment
61–72
Mobile Online Research Online

and Writing Assessment
LEVELED WORKSTATION CARDS

2
( More
6 Activities
on back
13
5
TEACH AND MANAGE T5

DEVELOPING READERS AND WRITERS
Write About Reading • Analytical Writing
Write to Sources
and Research
Text Structure: Problem and Solution,
T20–T21
Summarize, T25P
Problem and Solution, T25P
Research and Inquiry, T28 Summarize, p. 113
Problem and
Analyze to Inform/Explain, T29 Solution, p. 113
Comparing Texts, T41, T49, T53, T59
Teacher’s Edition Literature Anthology
Predictive Writing, T25B
Problem and Solution,

Go pp. 53–55
Digital Genre, p. 56
Leveled Readers Analyze to Inform, p. 59
Interactive Comparing Texts
Whiteboard Problem and Solution Your Turn Practice Book
Writing Process • Genre Writing

25
Go
Informative Text Digital
Explanatory Essay,
T344–T349
Conferencing Routines
Teacher Conferences, T346
Peer Conferences, T347
Pee
Go
Digital
Writer’s Workspace
Informative Text:
Interactive Leveled Workstation Card Explanatory Essay
Whiteboard Teacher’s
h Edition
di i Explanatory Essay, Card 25 Writing Process
Multimedia Presentations
T5A UNIT 2 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

Writing Traits • Write Every Day
WEEK 1
Writing Trait: Ideas
Supporting Details, T30–T31
Ideas: Supporting
Details, pp. 102–103
Teacher’s Edition Reading/Writing Workshop
Go Ideas:
Digital Supporting Ideas: Supporting
Details, Card 2 Details, p. 60
Interactive
Whiteboard Leveled Workstation Card Your Turn Practice Book
Grammar and Spelling

Go
Digital
Grammar
Kinds of Nouns, T34–T35 Kinds of Nouns
Spelling
Irregular Plurals, T36–T37
IIrregular Plurals
Go
Digital
Interactive
Whiteboard Teacher’s Edition Online Spelling and Grammar Games
DEVELOPING READERS AND WRITERS T5B

SUGGESTED LESSON PLAN
TESTED SKILLS DAY 1 DAY 2
READING
Build Background Contributions, T10–T11 Comprehension
Listening Comprehension Interactive Read • Strategy: Ask and Answer Questions, T18–T19
Teach, Aloud: “The Builders of Ancient Egypt,” T12–T13
Write About Reading Ana
tion, T20
• Skill: Problem and Solution, T20–T21
Analytical
A
Writing
W
Model
Whole Group
Comprehension • Genre: Expository Text, T22–T23

• Preview Genre: ExpositoryText, T22–T23
and • Preview Strategy: Ask and Answer Questions, T18– Practice Your Turn 52–57
T19 Vocabulary Strategy: Latin Roots, T24–T25
Apply Vocabulary Words in Context, T14–T15
Practice Your Turn 51
Close Reading of Complex Text “Empire of
the Sea”, 94–97
DIFFERENTIATED INSTRUCTION Choose across the week to meet your student’s needs.
Leveled Reader Lost in Time, T40–T41 Leveled Reader Lost in Time, T40–T41
Word Study/Decoding ding DDecode Irregular Vocabulary
cabula Review Vocabulary Words,
Approaching Plurals with -ves, T42
2 2
TIER
T44 4 2
TIER
Level Vocabulary Comprehension TIER
6 2
TIER
• Review High-Frequency Words, T44
4 2 • Identify Problems in Text, T46
• Answer Yes/No Questions, T45 • Review Problem and Solution, T47
On Level Vocabulary Review Vocabulary Words, T50 Comprehension Review Problem and
Small Group
Solution, T51
Vocabulary Review Domain-Specific Words, Comprehension Review Problem and
Beyond T54 Solution, T55
Level
Shared Read “Empire of the Sea”, T56–T57 Leveled Reader Lost in Time, T58–T59
English Word Study/Decoding Decode Irregular Vocabulary Review Vocabulary, T60
Plurals with -ves, T42
Language Vocabulary
Writing Writing Trait: Ideas, T62
Grammar Kinds of Nouns, T63
Learners • Preteach Vocabulary, T60
LANGUAGE ARTS Writing Process: Explanatory Essay, T344–T349
Readers to Writers Readers to Writers

Writing • Writing Trait: Ideas/Details, T30–T31 • Writing Trait: Ideas/Details, T30–T31
Whole Group
• Writing Entry: Prewrite and Draft, T32 • Writing Entry: Revise, T32
Grammar Grammar Kinds of Nouns, T34 Grammar Kinds of Nouns, T34

Spelling Irregular Plurals, T36 Spelling Irregular Plurals, T36
Spelling Build Vocabulary Build Vocabulary
• Connect to Words, T38 • Expand Vocabulary, T38
Build Vocabulary • Academic Vocabulary, T38 • Review Greek Roots, T38
T6 UNIT 2 WEEK 1
WEEK 1
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS
DAY 3 DAY 4 DAY 5 Review and Assess

READING
Word Study/Decoding Irregular Plurals, Fluency Rate and Accuracy, T27 Integrate Ideas
T26–T27 • Research and Inquiry, T28
Integrate Ideas
Practice Your Turn 58 • Text Connections, T29
• Research and Inquiry, T28
• Write About Reading, T29
Practice Your Turn 53–55 Practice Your Turn 59
Close Reading The Technology
of Mesopotamia, 98–113 Close Reading “Gilgamesh Lost and Found”,
114–115
Literature
Anthology
DIFFERENTIATED INSTRUCTION
Leveled Reader Lost in Time, T40–T41 Leveled Reader Paired Read: “Words from Leveled Reader Literature Circle, T41
Word Study/Decoding
dy/Dec Build Irregular the Past,” T41 Comprehension Self-Selected Reading, T47
TIER
Plurals, T42
2 2 Word Study/Decoding Practice Irregular
Fluency Rate and Accuracy, T46 6 2
TIER
Plurals, T43
Vocabulary Latin Roots, T45
Vocabulary Latin Roots, T50 the Past,” T49 Comprehension Self-Selected Reading, T51
Vocabulary the Past,” T53 Comprehension
• Latin Roots, T54 Gifted and • Self-Selected Reading, T55
• Independent Study, T54 Talented • Independent Study: Contributions, T55
Word Study/Decoding Build Irregular the Past,” T59
Plurals, T42 Vocabulary Additional Vocabulary, T61
Vocabulary Latin Roots, T61 Word Study/Decoding Practice Irregular
Spelling Irregular Plurals, T62 Plurals, T43
LANGUAGE ARTS
Readers to Writers Readers to Writers Readers to Writers
• Writing Trait: Ideas/Details, T30–T31 • Writing Trait: Ideas/Details, T30–T31 • Writing Trait: Ideas/Details, T30–T31
• Writing Entry: Prewrite and Draft, T33 • Writing Entry: Revise, T33 • Writing Entry: Share and Reflect, T33
Grammar Mechanics and Usage, T35 Grammar Kinds of Nouns, T35 Grammar Kinds of Nouns, T35
Spelling Irregular Plurals, T37 Spelling Irregular Plurals, T37 Spelling Irregular Plurals, T37
• Reinforce the Words, T39 • Connect to Writing, T39 • Word Squares, T39
• Latin Roots, T39 • Shades of Meaning, T39 • Morphology, T39
SUGGESTED LESSON PLAN T7

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

instruction.
What Makes This Text Complex?

Organization Problem and Solution T17
Connection of Ideas Link Information T19
"Empire of the Sea"

Lexile 880L

Connection of Ideas
Link Information T25A, T25G
Inferences T25M
Specific Vocabulary Meaning T25C
Purpose Inform T25E, T25I
Genre Photographs T25H
Sentence Structure T25K
The Technology of Mesopotamia Lexile 990L
"Gilgamesh Lost and Found" Lexile 990L
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
IF ELL students need additional Reading/Writing Leveled Reader
support Workshop "Empire Lost in Time T58–T59
of the Sea" T56–T57 "Words from the
THEN scaffold instruction using the small Past" T59
group suggestions.
Note: Include ELL students in small groups based on their needs.

WEEK 1
Monitor and Differentiate Level Up with Leveled Readers
IF you need to differentiate instruction IF students can read the leveled
text fluently and answer
comprehension questions
THEN use the Quick Checks to assess
students’ needs and select
THEN work with the next level up to
the appropriate small group
accelerate students’ reading with
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Ask and Answer
Questions T19
Comprehension Skill Text Structure: Problem and
Solution T21 Beyond
Genre Expository Text T23 T49
Vocabulary Strategy Latin Roots T25
Word Study/Fluency Irregular Plurals, Rate and
Accuracy T27
If No Approaching Level Reteach T40–T47 Expositor

y
Text
ELL Develop T56–T63 On Level Lost

in Time
d
ard Raymon
by Howard
If Yes On Level Review T48–T51

Beyond Level Extend T52–T55
ing
Approach ELL
T41 T59
T 59 PAIRED
READ
Words from
the Past
Additional Vocabulary T61 Latin Writing Trait: Spelling Grammar

archaeologists merchant Roots T61 Ideas T62 Irregular Kinds of
civilization resources Plurals T62 Nouns T63
discovered site
DIFFERENTIATE TO ACCELERATE T9
BEFORE READING: WHOLE GROUP
Introduce the Concept

LESS O
IN I
M
N
10 Build Background
Mins
Go
ESSENTIAL QUESTION Digital
What contributions were made by early civilizations?
Have students read the Essential Question on page 90 of the Reading/
Writing Workshop. Tell them a contribution is knowledge, effort, or
money that helps to achieve an end result.
Discuss the photograph of the ancient Egyptian columns with students.
Reading/Writing Discuss the
Workshop Focus on what these artifacts reveal about the builders’ skills. Concept
‡ Ancient Egyptian builders utilized, or used, massive sandstone
OBJECTIVES blocks to carve columns for the temple.
Integrate visual ‡ Skilled engineers were able to transport the large blocks over long
information (e.g.,
in charts, graphs,
distances and somehow lift heavy columns and beams during
Watch Video
photographs, videos, construction of the temple.
or maps) with
other information
in print and digital Talk About It
texts. RH.6.7
Ask: What do the columns, sculptures, and pottery in the photos tell you
Follow rules for View Photos
COLLABORATE about the skills of ancient Egyptians? Why are these artifacts important
collegial discussions,
contributions to the world? Have students discuss in pairs or groups.
set specific goals and
deadlines, and define ‡ Model using the graphic organizer to generate words and phrases
individual roles as related to the skills of ancient Egyptian builders and artisans.
needed. SL.6.1b
‡ Have students complete the graphic organizer. Then ask partners to Use Graphic
Organizer
Build background discuss what they have learned about the people who made ancient
knowledge on buildings and artifacts.
contributions made
by early civilizations.
ACADEMIC Collaborative Conversations

LANGUAGE
• artifact
Take Turns Talking As students engage in partner, small-group,
• Cognate: artefacto
and whole-group discussion, encourage them to
‡ wait for a person to finish before they speak.
‡ quietly raise their hand to let others know they would like
a turn to speak.
‡ ask others in the group to share their opinions so that all
students have a chance to share.
T10 UNIT 2 WEEK 1

WEEK 1
GRAPHIC ORGANIZER 61

SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Point to Describe Have students Discuss Ask students
the columns. These describe the artifacts in to discuss some of the
Ancient
columns are made of the pictures. Ask: What contributions of ancient Skills
stone. They have pictures did ancient Egyptian Egyptian builders. Ask
on them. Demonstrate a builders utilize to make the questions to help them
carving motion. Ancient columns? Repeat students’ elaborate. How did ancient
Egyptian builders carved responses, correcting Egyptian builders make
the columns and other for grammar and the columns and other
artifacts. Have students pronunciation as needed. artifacts? What does this
repeat after you. tell you about the builders?
INTRODUCE THE CONCEPT T11

Listening Comprehension
LESS O
IN I
M
N
10 Interactive Read Aloud
Mins
Go
OBJECTIVES Connect to Concept: Contributions Digital
Interpret information
Explain to students that thousands of years ago Egyptian builders
presented in diverse
media and formats constructed massive pyramids using only simple tools. Their feat
(e.g., visually, amazes people even today. Tell students you will be reading aloud a
quantitatively, orally) passage about ancient workers who built the Great Pyramid and their
and explain how it
contributions to future generations.
contributes to a topic,
View Photos
text, or issue under
study. SL.6.2 Preview Genre: Expository Text
Cite textual evidence Explain that the text you will read aloud is expository text. Discuss the
to support analysis features of expository text:
of what the text says
explicitly as well as ‡ presents information and factual details about a topic
inferences drawn from ‡ is meant to inform the reader
the text. RI.6.1
‡ may include text features such as headings, timelines, and maps
• Listen for a purpose.
• Identify Preview Comprehension Strategy:
characteristics of Ask and Answer Questions
expository text.
Explain that active readers ask and answer questions before, during,
and after they read to clarify information they find confusing or
ACADEMIC complex. Asking questions before they read can prepare readers to
LANGUAGE
understand information that will come later in the text.
• expository text, ask
and answer questions Use the Think Alouds on page T13 to model the strategy.
• Cognate: texto
expositivo 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
Genre Features
Aloud that let them know it is expository text. Ask them to think about
other texts that you have read or they have read independently that
were expository text.
Summarize Have students restate the most important information Use Graphic
Organizer
from “The Builders of Ancient Egypt” in their own words.
T12 UNIT 2 WEEK 1

WEEK 1
The Builders of Ancient Egypt

It takes more than a few simple tools to build a How was the Great Pyramid built?
modern skyscraper. Before construction, architects Just getting the huge stones to the building site
and engineers use math, science, and computer presented a challenge for workers. The average
models to determine the proper angles of the block weighed 2.5 tons, and many were much
building. During construction, workers use huge heavier. Archaeologists theorize that the stones
cranes and other machinery to lift heavy materials were moved by barge on water and sled on land.
into place. They use laser and computer technology
Once at the site, the stones had to be positioned at
to check angles and calculate measurements.
ever-higher levels to form the sloped sides of the
Why is the Great Pyramid so amazing? 1 pyramid. Archaeologists believe that workers used
More than 4,500 years ago, builders in ancient ramps to move the stones into place. The builders
Egypt also constructed huge structures. Amazingly, positioned the stones with amazing accuracy. The
they did so without the benefit of modern four corners point almost perfectly in a north,
technology and heavy machinery. Among the most south, east, west direction. 2
impressive was the Great Pyramid at Giza. What is the pyramid’s lasting impact? 3
Archaeologists estimate that it took nearly 2.3 The ancient Greeks named the Great Pyramid
million massive stone blocks to build the pyramid. one of the Seven Wonders of the World. The
Somewhere between 20,000 to 30,000 workers Greek mathematician Pythagoras was supposedly
labored for more than 20 years, using only simple inspired by the mathematics used to build the
tools. When completed, the Great Pyramid’s four pyramid. Wealthy ancient Romans built small
sloping sides met at a point more than 480 feet pyramids to mark their graves. Even today,
above the desert floor! pyramid shapes can be seen in many buildings.
1 Think Aloud The heading

moodboard/Corbis
of this section is a question. 2 Think Aloud Before reading

As I read, I’ll look for the this section, I asked myself
answer to why the Great how workers moved the heavy
Pyramid is so amazing. If I stones. After reading, I can
can’t answer the question, answer that they probably
I’ll reread. used barges, sleds, and ramps.
3 Think Aloud This heading

makes me wonder how the
Great Pyramid affected people
in future generations. As I read,
I will look for an answer to
this question so I can better
understand the pyramid’s
important place in history.
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
ul Routine
using the Vocabulary Routine found
Define:
on the Visual Vocabulary Cards.
Example::
Ask:
Reading/Writing Vocabulary Routine

Workshop
Define: An artifact is a human-made object, usually from a particular period
in history.
OBJECTIVES
Example: We examined the ancient artifact to figure out how it was made.
Acquire and use artifact
accurately grade- Ask: Describe the oldest artifact you have seen.
appropriate general
academic and
domain-specific Use Visual
words and phrases; Definitions Glossary
gather vocabulary ‡ communal Something that is communal is shared by a group.
knowledge when
considering a word ‡ derived When something is derived from a source, it can be
or phrase important traced back to its origin.
to comprehension or
expression. L.6.6 ‡ inscription An inscription is something that is written, engraved,
carved, or painted as a lasting record.
Cognate: inscripción
ACADEMIC
LANGUAGE ‡ millennium A millennium is a period of 1,000 years.
• artifact
‡ stationery Stationery is writing paper or envelopes.
• Cognate: artefacto
‡ utilize To utilize something is to use it.
Cognate: utilizar
‡ yields Yields are the amounts or quantities of something
produced or grown, such as crops.
Talk About It
Have students work with a partner and look at each photograph and
COLLABORATE discuss the definition of each vocabulary word. Then ask students to
choose three words and write three questions for their partner
to answer.
T14 UNIT 2 WEEK 1

WEEK 1
ONLEVEL PRACTICE BOOK p. 51

SCAFFOLD
Use Visuals Let’s look at Describe Have students Discuss Ask students
the photograph for the describe the photograph. to talk about the
word artifact. Point to Ask: Who can give me photograph with a
the knife. Elicit that an the definition of artifact? partner and write down
artifact is a human-made Repeat students’ one way they can tell that
object. Ask: Is a tree an responses, correcting for the object is an artifact.
artifact? Is an ancient bowl pronunciation. Then ask Have them write another
an artifact? Elaborate on them to turn to a partner example of an artifact.
students’ answers. Artifact and talk about other Then have students share
in Spanish is artefacto. things that are artifacts. their ideas with the class.
APPROACHING BEYOND ELL
p. 51 p. 51 p. 51
VOCABULARY T15
DURING READING: WHOLE GROUP
Between the Mountains

and the Sea
Around 1500 B.C., a remarkable
civilization began to develop. Squeezed
between tree-covered mountains to the
east and the Mediterranean Sea to the west,
tiny Phoenicia would flourish for more
than 1,000 years. During that millennium,
the Phoenicians would explore far beyond
their homeland and establish a trading empire. It was their
clever solutions to key problems that enabled them to thrive.
Resource Rich
Imagine what it was like to live in Phoenicia. Although your
country is not big in size, it is rich in resources. Cedar trees cover the
hills. Farmers grow many crops, including large yields of grapes,
olives, and wheat. There are more than enough resources for your
own people. How will you profit from what you don’t use?
To benefit from their resources, the Phoenicians began
producing various goods. For example, they cut cedar trees to
use as timber for building. They used the shells from a type
of snail called the murex to make a highly prized purple dye.
And as more than one ancient artifact shows, they also made
beautiful objects of glass. The Phoenicians believed they could
find buyers for all of these goods.
Essential Question
What contributions were made by From Cedar Trees to Cargo Ships
early civilizations? Because of Phoenicia’s location, your neighbors include Greeks,
KHALED AL HARIRI/Reuters/Corbis
Read about the contributions made Egyptians, Hebrews, and other groups. These people are all possible
by the ancient Phoenicians. trading partners. The most practical way of reaching them is to cross
the Mediterranean. But your merchants have access only to small
boats, which cannot hold much cargo. How will you transport your
goods to the people who want them?
94 95
094_097_CR14_SI6_U2W1_MR_118711.indd 94 10/26/11 READING/WRITING WORKSHOP, pp. 94–95

094_097_CR14_SI6_U2W1_MR_118711.indd
3:29 PM 95 10/26/11 3:29 PM
Shared Read
Connect to Concept: Phoenician civilization remarkable? Model how to
Contributions cite evidence to answer the question.
Tell students that “Empire of the The author states that despite being squeezed
Sea” will tell about remarkable between physical barriers—the sea and the
contributions by an early civilization mountains—Phoenicia was able to establish a
Reading/Writing
Workshop of people called Phoenicians. Read trading empire by solving key problems.
“Empire of the Sea” with students. Reread Section 2: Model how to paraphrase the
Note previously taught, highlighted vocabulary in section titled “Resource Rich.” Remind students
the text. that paraphrasing will help them understand how
the Phoenicians’ creativity led to contributions all
Close Reading of civilization has enjoyed.
Reread Paragraph 1: Explain that you are going Though Phoenicia was limited by its size and
to take a closer look at the section “Between the physical barriers, rich natural resources allowed its
Mountains and the Sea.” Reread the first paragraph people to produce a variety of goods, including
together. Ask: What major contribution made the timber, dye, and objects made of glass
T16 UNIT 2 WEEK 1

WEEK 1
Modern shipbuilders reproduce

the designs of Phoenician ships. Timeline of Phoenician History
Archaeologists have been able 1300 B.C. 600 B.C.

to utilize written records from Phoenicians establish Phoenicians sail as far as
other civilizations to learn about the treaties with Egypt. present-day Great Britain.
810 B
B.C.
C 332 B.C.
BC
Phoenicians. From those records, The port city of The Greek army conquers the
they have derived evidence that Carthage is founded. key Phoenician city of Tyre.
the Phoenicians constructed enormous cargo ships from cedar
wood. They used a method called “keeling the hull.” The keel From Aleph to Zayin
was a large wooden beam forming the central spine of the ship. With trade going well, you need to keep accurate records of sales.
The ship’s curved hull, or frame, was built around the keel. But writing systems were complicated. Egyptian writing involved
This technique kept the ship strong and stable in the water. As a making an inscription, or carving, of symbols called hieroglyphs.
result, Phoenician ships could safely carry large, heavy loads. Mesopotamian writing, called cuneiform, grouped wedge-like shapes
to represent ideas and numbers. What simpler, communal system of
The Phoenicians also became skilled navigators. In earlier
writing could you use to help everyone understand your records?
times, traders had sailed only during the daytime. They stayed
close to the coast for fear of losing their way. But the Phoenicians The Phoenicians found a solution: an alphabet. This new
learned how to find their way using the stars. They could chart system of writing used combinations of the same letters to
a course and steer their ships by locating the North Star,, represent different sounds. Beginning with the letter aleph, their
which soon became known as the “Phoenician star.” alphabet included 22 consonants. Because of its simplicity, it was
soon widely adopted in many places. It also became the basis for
Trade Routes and Trading Posts alphabets used in many modern languages, including ours.
Your work as a Phoenician merchant includes exporting g By 300 B.C., the Phoenician trading civilization had fallen into
timber, dyed fabrics, glassware, and some foods. You also decline. But the Phoenicians’ alphabet, navigational methods,
want to import copper, tin, silk, spices, horses, and papyruss and shipbuilding designs lived on. Thousands of years later, the
for making stationery to write on. How will you create a contributions of ancient Phoenicia continue to enrich our world.
system of trade routes for buying and selling these goods?
(t) KHALED AL HARIRI/Reuters/Corbis; (r) Album/Oronoz/Newscom
At first, there were few set trade routes for the Phoenicians
i i
to follow. So they developed their own. They traveled west and Make Connections
south around Africa and north to Europe. Phoenician routes Talk about the important contributions
North Wind/North Wind Picture Archives

helped other people trade, too. As Phoenician merchants sailed The of the Phoenicians. ESSENTIAL QUESTION
Phoenician
from place to place, they exchanged goods, ideas, and customs
alphabet Describe how one Phoenician innovation
among people in many cultures. Their routine ports even used letters
to represent
affects your everyday life. TEXT TO SELF
developed into cities. Carthage in northern Africa provided a
sounds.
safe harbor for Phoenician merchants over many years.
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Make Connections
A C T Access Complex Text
ESSENTIAL QUESTION
Encourage students to go back into the text for
Organization
evidence as they talk about contributions the
Phoenicians made. Have them explain how these Tell students that the author organizes ideas
contributions helped Phoenician civilization and by discussing problems Phoenicians faced
how they help modern lives today. and the solutions they developed. Point out
that by focusing on problems and solutions,
Continue Close Reading the author reinforces the fact that the
Phoenician civilization was remarkable.
Use the following lessons for focused rereadings.
‡ Reread page 96, paragraph 2. What problem
‡ Ask and Answer Questions, pp. T18–T19
did traders in earlier times face? (They could
‡ Problem and Solution, pp. T20–T21 not sail at night.)
‡ Expository Text, pp. T22–T23 ‡ How did the Phoenicians solve this problem?
‡ Latin Roots, pp. T24–T25 (They used the stars to navigate at night.)
SHARED READ T17

Comprehension Strategy
LESS O
IN I
M
N
10 Ask and Answer Questions
Mins
Go
1 Explain Digital
Explain that when students read expository text, they may come
across new concepts, detailed descriptions, and subtle connections Between the Mountains
between ideas. Remind students that they can ask and answer
and the Sea
Resource Rich
questions to clarify information they find confusing or complex.

Essential Question
Thoughtful questions and answers can also prepare students for
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Reading/Writing Present the

Workshop information that will come later in the text. Lesson
‡ Active readers ask themselves questions before, during, and after
OBJECTIVES they read.
Cite textual evidence ‡ When they encounter difficult text or are unsure of how ideas
to support analysis
are related, students can pause and ask themselves questions.
explicitly as well as They can go back to reread, or they can read on to answer their
inferences drawn from questions.
the text. RI.6.1
‡ Asking and answering questions helps students keep track of
Determine the central important ideas as they work to summarize expository text.
ideas or information
of a primary or Point out that asking and answering questions will also help
secondary source; students identify problems and their solutions as they read “Empire
provide an accurate of the Sea.”
summary of the
source distinct from
prior knowledge or 2 Model Close Reading: Text Evidence
opinions. RH.6.2
Model how asking and answering questions can help you
Ask and answer understand the meaning of the term resource rich. Reread both
questions to increase paragraphs of “Resource Rich” on page 95 of “Empire of the Sea.”
understanding.
3 Guided Practice of Close Reading
ACADEMIC Have student partners use the section head “From Cedar Trees to
LANGUAGE
• ask and answer COLLABORATE Cargo Ships” to ask a question before reading the section. Then have
questions, them read the section to find an answer to their question. If they
expository text have difficulty answering the question, tell them that rereading may
• Cognates: texto help them find the information. Invite partners to discuss questions
expositivo they might have about other sections of “Empire of the Sea.”
T18 UNIT 2 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Do students ask questions about
expository text before, during, and after
reading? Do they look for answers to
their questions, rereading if necessary?

If No Approaching Level Reteach p. T40
ELL Develop p. T57
If Yes On Level Review p. T48
Beyond Level Extend p. T52
READING/WRITING WORKSHOP, p. 98
ONLEVEL PRACTICE BOOK pp. 53–54

Connection of Ideas
Students may have difficulty linking new
information in complex text with what they
have already learned. Work with students to
link ideas in “Between the Mountains and the
Sea” with ideas in “Resource Rich.”
‡ What type of empire did the Phoenicians
establish? (a trading empire)
‡ Why would being resource rich help a
trading empire thrive? (Traders need goods
to trade. Being resource rich means that
the Phoenicians had many goods to trade.) APPROACHING BEYOND ELL
pp. 53–54 pp. 53–54 pp. 53–54
COMPREHENSION STRATEGY T19

Comprehension Skill
LESS O
IN I
M
N
10 Text Structure: Problem and Solution
Mins
Go
1 Explain Digital
Explain to students that the way authors organize ideas in a text is
called text structure. Tell them that problem and solution is one Between the Mountains
type of text structure authors use when writing expository text.

and the Sea
Resource Rich
To identify the problem, students must look for details or

‡
Essential Question
statements in the text that tell about something that needs to be

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Workshop fixed, improved, or resolved. Lesson
‡ To find the solution, students look for text evidence that explains
OBJECTIVES how the problem was fixed, improved, or resolved.
Determine a central
idea of a text and how ‡ Identifying problem and solution text structure in expository
it is conveyed through text helps students understand an author’s purpose for writing.
particular details;
provide a summary of
the text distinct from 2 Model Close Reading: Text Evidence
personal opinions or
Identify the problem presented in “Resource Rich” on page 95 of
judgments. RI.6.2
“Empire of the Sea,” and write it on the graphic organizer. Then
Analyze how a
model using the problem to find text evidence in the paragraph
particular section
fits into the overall that gives details about the solution.
structure of a text and Ana
Analytical Write About Reading: Summary Model for students how to use
contributes to the Writing
W
notes from the graphic organizer to write a summary of the problem
development of the
ideas. RI.6.5 and solution the author describes in this section of the text.
ACADEMIC
LANGUAGE Have students work in pairs to complete a graphic organizer for
• problem, solution
COLLABORATE each section of “Empire of the Sea,” going back into the text to find
• Cognates: problema,
problems and solutions. Remind them to look for details about what
solución
needs to be fixed, improved, or resolved to find problems. Discuss
sections as students complete the organizers.
SKILLS TRACE
Ana
Analytical Write About Reading: Summary Ask pairs to work together to
Writing
W
TEXT STRUCTURE write a summary of the problem described in the section“From
Introduce U2W1 Cedar Trees to Cargo Ships” and how the Phoenicians solved it.
Review U2W2, U2W6, Select pairs of students to share their summaries with the class.
U3W3, U3W4, U3W6, U5W3,
U5W4, U5W6, U6W2, U6W4,
U6W6
Assess U2, U3, U5, U6
T20 UNIT 2 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
As students complete graphic
organizers, can they use text evidence
to identify problems and solutions in
the selection sections?

ELL Develop p. T57

SCAFFOLD
Identify Reread the Describe Reread the Explain Have students
first paragraph of section “Resource Rich”: identify the problem and
“Resource Rich.” After Ask: What was life like in the solution in “Resource
each sentence, ask: What Phoenicia? What resources Rich.” Then have them
is this sentence about? did the Phoenicians have? explain to a partner what
What did the Phoenicians What problem did they details from the selection
have plenty of? What did solve? Have partners they used to identify the
the Phoenicians want to describe the Phoenicians’ problem and the solution.
do? Help students identify problem and their Students should use
the problem. The problem solution. The problem vocabulary words in their
was . was . The Phoenicians’ explanations.
solution was .
pp. 53–55 pp. 53–55 pp. 53–55
COMPREHENSION SKILL T21

Genre: Informational Text

LESS O
IN I
M
N
10 Expository Text
Mins
Go
1 Explain Digital
Share with students the following key characteristics of
expository text. Between the Mountains
and the Sea
Expository text presents information and factual details about

‡
Resource Rich
a topic. The purpose of expository text is to inform or explain.

Essential Question
Expository text often provides facts about people, ideas, or

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Workshop events—either historical or current. Lesson
‡ Expository text may include text features such as headings,
OBJECTIVES photographs and captions, diagrams, maps, and timelines. Text
Cite textual evidence features may provide information not included in the text, or
to support analysis
they may show important text information in a visual format.
explicitly as well as
inferences drawn from 2 Model Close Reading: Text Evidence
the text. RI.6.1
Model identifying and using the text features in “Empire of the Sea.”
By the end of grade 8,
read and comprehend Timelines Point out the timeline on page 97. Explain that timelines
history/social studies show important dates and events in the order in which they
text in the grades 6–8
occurred. Ask: What events and dates does this timeline show?
text complexity band
independently and Maps Point out the map on page 95. Remind students that maps
proficiently. RH.6.10 show the location of places. Some maps show the location of
Integrate information historical places in relation to present-day boundaries. Be sure
presented in different students identify present-day countries on the map on page 95.
media or formats as
well as in words to
develop a coherent 3 Guided Practice of Close Reading
understanding of a
Have students work with partners to find and list two text features
topic or issue. RI.6.7
COLLABORATE in “Empire of the Sea.” Partners should discuss how the information
Recognize the they learned from each feature adds to or reinforces what they
characteristics and learned from the text. Then have them share what they learned with
text features of the class.
expository text.
ACADEMIC
LANGUAGE
• expository text,
timelines, maps
• Cognates: expositivo,
mapas
T22 UNIT 2 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Are students able to identify two text
features in “Empire of the Sea”? Can
they explain what they learned from
each feature?

ELL Develop p. T59

SCAFFOLD
Recognize Point out the Describe Have students Explain Have students
text feature on the top of review the timeline on identify the information
page 97. Ask: What type page 97. Ask: What is the presented in the timeline
of text feature is this? (It is first event on the timeline? on page 97. Then have
a timeline.) What does it What are the next them explain to a
tell about? (It gives dates events? When does the partner how the timeline
and information about timeline end? Then have supports the information
Phoenician history.) partners discuss what the presented in the text.
timeline tells about the
Phoenicians.
p. 56 p. 56 p. 56
GENRE T23
Vocabulary Strategy
LESS O
IN I
M
N
10 Latin Roots
Mins
Go
1 Explain Digital
Remind students that a root is a word part that forms the most
important part of a word’s meaning. Tell them that many English Between the Mountains
words have roots from Latin, the language of the ancient Romans.
and the Sea
Resource Rich
Explain that Latin roots often combine with other word parts
Essential Question
added to the beginning or end of the word (prefixes and suffixes) to
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Workshop form the meaning of the whole word. Lesson
‡ To figure out the meaning of an unfamiliar word, students can
OBJECTIVES look for familiar Latin roots in the word.
Use common, grade- ‡ They can use the meaning of the Latin root to help determine
appropriate Greek
or Latin affixes and
the meaning of the unfamiliar word.
roots as clues to ‡ Explain that students should also think about other words
the meaning of a they know that contain the same root. They should use the
word. L.6.4b
information to help figure out the word’s meaning.
Determine the
meaning of words ‡ Students can also use a print or online dictionary to find the
and phrases as they meaning of Latin roots and to verify word meanings.
are used in a text,
including figurative,
2 Model Close Reading: Text Evidence
connotative,
and technical Model using Latin roots to determine the meaning of civilization in
meanings. RI.6.4
the first sentence on page 95 of “Empire of the Sea”.
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
Latin roots Have students work in pairs to figure out the meanings of transport,
COLLABORATE constructed, and navigators in “Empire of the Sea.” Encourage
partners to go back into the text to locate the words. Then have
them use the chart of Latin roots on page 101 to help determine
the meaning of each word. Work with students to brainstorm other
words that use the same Latin roots.
SKILLS TRACE
LATIN ROOTS
Introduce U2W1
Review U2W1, U2W3,
U6W1
Assess U2, U6
T24 UNIT 2 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students identify and use Latin
roots to determine the meanings of
transport, constructed, and navigators?

ELL Develop p. T61

SCAFFOLD
Identify Point out Describe Point out Demonstrate
the words transport, transport, constructed, and Understanding
constructed, and navigators and work with Point out the words
navigators. Determine students to define the transport, constructed,
the meaning for each and words. Have pairs identify and navigators and ask
help students identify the the Latin root for each students to define them
Latin root. Help students word and describe how and give examples. Have
replace the words in the root helped them them identify the Latin
sentences with similar determine the word’s roots and replace the
words they know. Point meaning. Invite partners words in sentences with
out that transport is a to tell how cognates can familiar synonyms. Ask
cognate: transporte. help them define a word. pairs to look for cognates.
p. 57 p. 57 p. 57
VOCABULARY STRATEGY T25

C LO S E R E A D I N G
Develop
Comprehension
LEXILE
The 990
Technology of
Mesopotamia
Grade Band 6–8 Lexile Range
Gr e
1
925 1185
185
990 The Technology of
Literature Anthology Mesopotamia
Options for Close Reading

‡ Whole Class
‡ Small Group
‡ Independent
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Connection of Ideas
Connection of Ideas Have students point to the first sentence of the
second paragraph. Explain that this sentence
Specific Vocabulary
connects the reader to text in the first paragraph,
Purpose which explains when Mesopotamia was first settled.
Genre
Sentence StructureConnection of
T25A UNIT 2 WEEK 1

WEEK 1
Predictive Writing
People first began settling the area we know today as Iraq, northern Syria, Have students read the title and section
and southwestern Iran between 8,000 and 9,000 years ago. Their farming
headings and write their predictions about
communities grew bigger and more complex. They built towns and cities.
They developed technologies and made important inventions that we still use what this selection will be about.
today. (The word “technology” comes from the Greek words techne, meaning
(t) Leemage/Universal Images Group/Getty Images; (l) DEA/G. DAGLI ORTI/De Agostini Picture Library/Getty Images; (i) Erich
“art” or “craft,” and logos, meaning “word” or “study.” It has come to mean the
Lessing/ Art Resource, NY; TEXT: The Technology of Mesopotamia by Graham Faiella. Copyright 2006 by the Rosen Publishing
ESSENTIAL QUESTION
use of science and engineering to perform practical tasks.)
This was the land of Mesopotamia. The word “Mesopotamia” means “the Ask a student to read aloud the Essential
land between the rivers” (the Tigris and the Euphrates). It was the first place Question. Have students discuss what
in the world where large, complex societies used communal technology to
information they expect to learn.
organize themselves efficiently. Mesopotamia was the cradle of civilization.
The Mesopotamian civilization was the first to build cities. The
Mesopotamians’ inventions and technologies evolved with their Note Taking:
urban life. They learned how to manufacture things; keep
Use the Graphic Organizer
written records; count things and measure time; govern
people; construct buildings, from ordinary houses to As students read the selection, ask them
royal palaces; produce food efficiently in large amounts; to take notes by filling in the graphic
irrigate their desert fields; and transport things—and
organizer on Your Turn Practice Book
Group, New York, NY.

people—across long distances.
Mesopotamia was a region dominated at different page 52 to record the problems and
periods by various groups of people for more than 4,500 solutions discussed in each section.
years. Each new period had its own civilization, its own
capital cities, languages, gods, and dynasties of kings.
Sumer, in the south, was the first great civilization of 1 Text Features: Drawings
Mesopotamia, beginning around 3500 BC.
The Sumerians were followed by the
Look at the drawing on page 98. What does
Akkadians (2334–2193 BC). From about it tell you about life in Mesopotamia? What
1900 BC until 539 BC, Assyria in the north and the kind of buildings did the Mesopotamians
city of Babylon in the south were the main centers of
Mesopotamian civilization.
construct? Near what type of geographical
feature was Mesopotamia located?
LEFT: This illustration shows a palace along the Tigris River in the
city of Nineveh. RIGHT: Mesopotamian artists made this baked clay
model of a chariot over 4,000 years ago.
99
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LITERATURE ANTHOLOGY, pp. 98–99 11/28/11 6:19 PM
‡ Where was Mesopotamia located? (Mesopotamia

was located in the area that we know today as
Iraq, northern Syria, and southwestern Iran.)
‡ When was the area known as Mesopotamia first
settled? (The area known as Mesopotamia was
first settled between 8,000 and 9,000 years ago.)
LITERATURE ANTHOLOGY T25B

Develop HI-RES for this selection is NOT FINAL, will be final in 3R

SEL_Text_Gotham_P6
Comprehension
2 Strategy: Ask and Answer Questions
Teacher Think Aloud After reading the
paragraph on page 100, I asked myself,
“Do I understand how some of the oldest
events in Mesopotamia are dated?” I reread
the example about when Mesopotamian A lion made of glazed bricks is part of the decoration on a city gate.
cities were first built. Now I understand that

some events in Mesopotamian history are DATES FOR EVENTS IN
dated using the thousand-year period, or a MESOPOTAMIAN HISTORY
millennium, in which they probably occurred, It is very difficult to determine accurate dates for the oldest events
such as the fourth millennium BC. This is and periods of time in Mesopotamia. Dates have to be derived from
archaeological evidence. In some cases it can only be said that an event
different from how modern-day events are or development happened within a thousand-year period, which is called
dated, which is by month, day, and year, and a millennium. In those cases, it is common to date the development
sometimes even by time of day. 2 o event in a particular millennium BC. However, no one can say
or
a
accurately, for example, when Mesopotamian cities were first built. We
know only that they appeared in the fourth millennium BC (4000–3001
3 Text Feature: Chart BC), meaning between 5,000 and 6,000 years ago. The first writing also
appeared sometime in the fourth millennium, although probably closer
Turn to a partner and use the chart to to 3000 BC than 4000 BC.
discuss how the millenniums progress. How
is this different from how dates progress 3 1000 BC – 1 BC First millennium
Leemage/Universal Images Group/Getty Images
2000
2 – 1001 BC Second millennium
today? (The first millennium BC is the most
3000 – 2001 BC Third millennium
recent, so events that are dated in the first
4000 – 3001 BC Fourth millennium
millennium BC occurred after events that
5000 – 4001 BC Fifth millennium
are dated in the second millennium BC, or
the the third, fourth, and fifth millenniums.) 100
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Specific Vocabulary
Review strategies for finding the meaning of an ‡ Why did the Mesopotamians invent ways to get
unfamiliar word, such as context clues, word parts, water out of the rivers more regularly, in controlled
or using a dictionary. Point out the word irrigate in amounts? (They wanted to better irrigate their
the second paragraph on page 101. crops, so the crops would not be destroyed.)
‡ Reread the paragraph. During floods, there was ‡ Help students state a definition for irrigate.
plenty of what resource to irrigate crops? (To irrigate is to supply water to something in a
(There was plenty of water to irrigate crops.) controlled manner.)
T25C UNIT 2 WEEK 1

WEEK 1
4 Author’s Craft: Transitional Devices

IRRIGATION AND AGRICULTURE Author’s sometimes use words or
phrases called transitional devices to
People settled around “the land between the rivers” for one reason: water.
Water from the Tigris and Euphrates was necessary for life to survive in that
carry a thought or idea from one part
otherwise dry desert region. It enabled people to grow crops and provided of the text to another. Reread the last
water for drinking. two sentences on page 101. What is the
The two rivers of Mesopotamia overflowed when rain in the north idea stated in the first sentence? (The
increased the flow of water running south to the sea. The overflowing rivers
flooded the surrounding land. At those times of flood there was plenty
materials used in water-supply projects
of water to irrigate crops. The problem was that the rivers did not flood were simple.) What is the idea stated in
regularly. They could flood anytime between April and June. And a flood the last sentence? (The planning of the
could be so overwhelming that it destroyed crops. Mesopotamians had to
invent ways of getting water out of the rivers more regularly, and in controlled
projects were complex.) How is the word
amounts, to irrigate their crops. however used as a transition? (The word
They mastered the technology however indicates an exception: not all
of irrigation. They built not only
canals but underground aqueducts.
aspects of the water-supply projects
They also built levees, or raised were simple.)
banks, along the rivers to protect
against damaging floods. The
STOP AND CHECK
basic materials used in water-
supply projects were simple: baked Ask and Answer Questions How did
brick and reeds. The design and
technology help the Mesopotamians
(t) Leemage/Universal Images Group/Getty Images; (i) Joe Lemonnier/Craven Design
organization of these projects,

however, required sophisticated irrigate their crops, and what problems did
planning and engineering. 4 it solve? Support your answer with evidence
from the text. (The Mesopotamians were
STOP AND CHECK
able to build canals, aqueducts, and levees
Ask and Answer Questions How did
to control the water from the rivers. This
technology help the Mesopotamians
irrigate their crops, and what solved the problems of irregular and
problems did it solve? Support your Mesopotamia around 1750 BC. damaging floods.)
answer with evidence from the text. Later names are in italics.
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‡ Ask: What happens when something overflows?

(too much water pours out onto the surrounding
area) If necessary, demonstrate by overfilling a
cup.
‡ Before reading, review the meanings of these
other words using visuals or motions: surrounding
land, regularly.
LITERATURE ANTHOLOGY T25D

Develop The Shadoof
Comprehension The simplest form of irrigation was the shadoof (also spelled “shaduf”). It was
invented in Mesopotamia and Egypt around 2000 BC, and is still used today in
parts of the Middle East and Egypt. The shadoof consisted of a long pole with
a bucket on one end and a counterweight on the other. The middle of the pole
was set up on a wood framework. The farmer used his own weight to pull the
5 Genre: Expository Text 6
bucket down into the river. When it filled up with water, the farmer let go of
the bucket. The counterweight at the other end of the pole lifted the bucket
What is the purpose of expository text? up. The farmer could then swing the bucketful of water around and empty
(The purpose of expository text is to give it into the canal used to irrigate his field. The system could also be used to
transfer water from one big canal to another smaller one. A series of shadoofs
factual details about a topic.) What is the 5 could lift water in steps from a lower source of water to a higher level.
topic of the first paragraph on page 102? The Greek geographer Strabo (circa 64 BC–AD 23), in book 16 of his
(The topic of the first paragraph is the major work Geography, described a system used to irrigate the famous Hanging
Gardens of Babylon (one of the Seven Wonders of the Ancient World). He
shadoof, a tool for irrigation invented by
described “water engines, by means of which persons, appointed for the
the Mesopotamians.) What do the factual
details in the paragraph tell about the
shadoof? (The factual details tell what the
shadoof looked like and how it worked.)
What type of text features supports the
factual details in the paragraph? (A drawing
of a shadoof and the caption supports the
description given in the text.)
6 Skill: Make Inferences

Did the shadoof make lifting heavy buckets
of water easier? (Yes, the counterweight did
the lifting and the farmer needed only to
© North Wind Picture Archives/Alamy
swing the bucket to the desired location.) The Egyptians and Mesopotamians first used the shadoof around the same time, about 2000 BC.
The long pole with a bucket on one end and a counterweight on the other was used mainly to
irrigate fields.
102

Purpose
Remind students that the purpose of this text is to ‡ What were the aqueducts used for? (The aqueducts
inform the reader about the contributions of an were used to transport water long distances.)
early civilization, the Mesopotamians. ‡ Why was this an important contribution? (His
‡ What did an Assyrian king discover? (He discovered discovery helped people control water and
how to build underground aqueducts.) irrigate their crops.)
T25E UNIT 2 WEEK 1

WEEK 1
purpose, are continually employed in raising water from the Euphrates into 7 Vocabulary: Latin Roots
the garden.” We cannot be certain what the “water engines” were. They may
have been a series of shadoofs. Or they may have been part of a “bucket-and- The Latin root vert means “turn.” Discuss
chain” system. For this, a chain would be wound around two large wheels, this meaning and context clues with your
one above the other. The wheels (and the chain) would revolve continuously.
Buckets attached to the chain would lift water from the river in a continuous
partner to determine the definition of
loop. They might have emptied directly into the gardens or into a channel vertical. (Vert means “turn,” so I think about
leading into the gardens. something turning around an axis. The text
says the holes were dug into the ground
Aqueducts
in a vertical way. Vertical probably means
In the eighth century BC, an Assyrian king, Sargon II (ruling 721–705 BC),
discovered how to build underground aqueducts to transport water long “upright,” or straight up and down.)
distances. A surveyor first had to mark out a line on the ground in the
direction the water had to travel. At intervals along the line, vertical holes 7 8 Skill: Problem and Solution
were dug into the ground at different depths. Teams of diggers then dug
out horizontal channels underground between the holes. Many teams What problem with aqueducts in the south
could dig out the underground channel faster than one digger burrowing is discussed on page 103? Remind students
along by himself like a mole. Workers
then smoothed out the walls of the to look for a statement that suggests
underground channel to turn the tunnel MESOPOTAMIAN something needs to be fixed. (The ground
into an underground aqueduct. “FARMER’S ALMANAC” in the south was muddy and it collapsed
This technology only worked in the Around 1700 BC, a farmer’s almanac when it was tunneled.) How did the
hard rock of northern Mesopotamia. In of nearly 100 lines was written on a
the south the ground was muddy clay clay tablet. In it, a farmer gives his
Mesopotamians solve this problem? (In the
and could not be tunneled into withoutt 8 son instructions about how to grow south, they built aqueducts above ground.)
collapsing. Where they needed to build d good crops, including instructions
Add the problem and solution to your chart.
aqueducts in the south, they built them about how to use the seeder plow
aboveground. and how to manage workers. Problem Solution
Farmers in Mesopotamia knew
The ground in the In the south, they
about the benefits of crop rotation
south was muddy built aqueducts
(periodically leaving fields fallow), to
and it collapsed above ground.
Erich Lessing/Art Resource. NY
increase the soil’s fertility. It seems,

when it was
however, that they did not know the
tunneled.
technique of fertilizing their fields to
increase crop yields.
103
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LITERATURE ANTHOLOGY, pp. 102–103

098_111_CR14_SA6_U2W1_SEL_118712.indd 103 1/20/12 10:07 AM
CONTRIBUTIONS OF EARLY CIVILIZATIONS
The ancient Mesopotamians created

technologies to improve agricultural
practices. They also manufactured things
and created systems to make their urban
Help students understand the connection between lives better. Above, students read about
Assyrian and Mesopotamia. the invention of aqueducts, which was
‡ Point to Assyrian on page 103. Say it with me: a major advancement in irrigation. On
Assyrian. page 104, students will learn how the
Mesopotamians invented and improved
‡ Explain that Assyrian is the adjective form of
a system of writing.
Assyria, which was a kingdom in Mesopotamia.
‡ Who is the Assyrian king in the passage? (Sargon II)
LITERATURE ANTHOLOGY T25F
Develop THE TECHNOLOGY OF WRITING

Comprehension 9
T Mesopotamians invented writing 5,000 years ago. Scribes (writers) used
The
a pointed stick or reed, called a stylus, to scratch pictures of things on damp
cclay tablets. This kind of writing was called cuneiform. The clay hardened,
either baked by the sun or in a kiln. The writer’s inscription lasted until the
9 Author’s Craft: Word Choice tablet crumbled or broke. For the duration of their civilization, throughout
thousands of years, Mesopotamians wrote mainly on clay tablets. If scribes
Author’s choose descriptive words carefully wanted to write something important, they used a stylus made from metal or
to add rich meaning to the text. Reread the bone to inscribe the writing on a more durable material such as stone. It was
aterial su
second sentence on page 104. What vivid harder to do, but it lasted longer than clay tablets. 10
word choice does the author make? (The Hundreds of thousands of pieces of clay tabletss with cu
cuneiform writing
have been found among the ruins of Mesopotamia. They show how cuneiform
author uses scratch, a vivid and specific word writing developed over thousands of years. At first the tablets recorded mostly
that better conveys how the stick, or stylus, activities revolving around agriculture or the economy of early Mesopotamian
was used to make pictures on the damp clay cities. Some tablets contain lists of cuneiform words to teach others what the
symbols meant. (At the time, there was no such thing as an alphabet. The
tablets.)
© North Wind Pictures Archives/Alamy
world’s first alphabet was invented in Palestine and Syria around 1700 BC.)
Cuneiform was the standard form of writing throughout almost the entire
10 Skill: Problem and Solution period of Mesopotamian civilization.
What problem with clay tablets is discussed Mesopotamian scribes used a stylus to practice writing.
on page 104? (Clay tablets weren’t very

durable.) What was the solution? Look for
evidence about how scribes worked around
the problem. (They used stone tablets that
last longer for important writing.) Add the
problem and solution to your chart.
Problem Solution
Clay tablets Scribes used
weren’t very stone tablets that
durable. last longer for
important writing.
104

Connection of Ideas
Tell students that when they read a complex text, ‡ At first, what kind of information was recorded on
they should try to connect new information to the clay tablets described on page 104? (At first,
information they have already learned. the clay tablets were used to record information
‡ What were all the inventions you read about on about agriculture or the economy of some cities.)
pages 101–103 related to? (They were all related ‡ What can you conclude from what you have read
to agriculture.) in these two sections? (Agriculture was very
important to the people of Mesopotamia.)
T25G UNIT 2 WEEK 1

WEEK 1
From Pictograms to Cuneiform

The earliest Mesopotamian writing on clay tablets dates STOP AND CHECK
from about 3500 to 3000 BC. It features pictures of
things like sheep or cattle or grain stored in a warehouse.
Each picture symbol was a pictogram. A picture of Ask and Answer Questions
an ox’s head would be the pictogram for an ox. The Why do you think writing was first
pictogram for a day would be a picture of the sun coming developed to keep accounts and records,
over the horizon. Barley was represented as an ear of
barley. The main reason writing was invented was to
and only used later for artistic purposes?
keep accounts and official records. It was only much later What clues in the text can help you answer
that writing was used for literary or artistic purposes. this question?
Gradually, over hundreds of years, the
Mesopotamians made their picture writing more Prompt students to apply the strategy in a
abstract. They found it was easier to write a simplified Think Aloud to ask and answer questions
symbol of an ox, for example, rather than a picture of
and better understand the text. Have them
it. They began using the end of a cut reed as a stylus to
make standard marks to represent the object, rather than turn to a partner to discuss their answers.
(t) Sophie Kittredge; (t) Réunion des Musées Nationaux/Art Resource, NY; (c) The Metropolitan Museum of Art/Art Resource, NY; (b) Erich Lessing/Art Resource. NY
using a sharp point to draw a picture of it. The blunt end Student Think Aloud Why was writing
of a reed stylus was a wedge shape. The wedge-shape
writing they produced was called cuneiform (from cuneus, only used later for artistic purposes? The
the Latin word for “wedge”). text states that later, the symbols were
simplified and cut reeds were used to make
The three tablets pictured here represent the progression of the
standard marks. Before these changes,
technology of writing in Mesopotamia. The top limestone tablet shows
pictograms of proper names, including a landowner, and dates from
it was probably too much work to write
the end of the fourth millennium. The middle clay tablet shows the anything other than simple records.
grain counts at a temple. It dates from around 2900 BC, just before
cuneiform writing was common, and uses pictures and symbols. The Evidence of this includes “They found it
bottom clay tablet lists in cuneiform barley rations for seventeen
gardeners for one month. The tablet dates from about 2000 BC. easier to write a simplified picture of an ox.”
STOP AND CHECK
Ask and Answer Questions Why do you

think writing was first developed to keep
accounts and records, and only used later for
artistic purposes? What clues in the text can
help you answer this question?
105
098_111_CR14_SA6_U2W1_SEL_118712.indd 105
Genre
Remind students that expository text may include Encourage students to notice the cognates on page
photos. Note the caption and photos on page 105. 105: invented/inventar; symbol/símbolo
‡ How do the photographs of the tablets support the ‡ What did the Mesopotamians invent 5,000 years
text on page 105? (The three photographs show ago? (They invented writing 5,000 years ago.)
the progression in writing described in the text ‡ Why did the Mesopotamians use symbols? (It was
on page 105.) easier than using pictures.)
LITERATURE ANTHOLOGY T25H

Develop At first, cuneiform writing only represented objects or numbers.
Comprehension
There was no grammar and no representation of the sounds of the spoken
language. By around 2500 BC, cuneiform signs used for objects began to
represent sounds, too. The sounds they stood for—syllables—were from the
language of the dominant people of the time, the Sumerians. This was the
beginning of writing that represented the spoken word. From then on, the
different languages of people all around Mesopotamia began to be written in
11 Skill: Problem and Solution cuneiform script.
What problem of writing on clay tablets

Clay Envelopes
is discussed on page 106? (The writing
The Mesopotamians not only invented writing, they invented stationery, too.
on clay tablets could be changed by From around 2000 BC, they started using clay envelopes in which to put the
wetting the clay and rewriting on it.) Turn clay tablets they wrote on. The information inscribed on a clay tablet could
to a partner and paraphrase how the 11
e
easily be changed by wetting the clay and rewriting on it. Clay envelopes,
s
sealed with an official clay seal, kept the documents safe. Personal “letters,”
Mesopotamians solved the problem. (They written on a clay tablet and sealed, could also be put in clay envelopes. The
put the clay tablets in clay envelopes and address (“To my brother, Awil-Adad,” for example) would be inscribed on the
sealed them to keep the tablets safe.) Add outside of the envelope. This would have been the world’s first postal service!
the problem and solution to your chart.

Problem Solution
The writing on clay They put the clay
tablets could tablets in clay
be changed. envelopes and
sealed them.
Sophie Kittredge; Werner Forman/Top Foto/The Image Works
A scene from a stone relief from Nineveh, from about 700 BC, shows scribes with hinged writing
boards and scrolls counting enemy heads after a battle. The Mesopotamians invented writing
more than 5,000 years ago. They first used a stylus, which was a simple pointed water reed, to
draw pictures of objects on wet clay tablets.
106

Purpose
Remind students that the purpose of this text is to ‡ What did cuneiform signs eventually begin to
tell about the contributions of an early civilization, represent? (Eventually, cuneiform signs began
the Mesopotamians. to represent sounds.)
‡ At first, what did cuneiform writing represent? ‡ What major development was this the beginning
(At first, it only represented objects or numbers.) of? (This was the beginning of writing that
represented the spoken word.)
T25I UNIT 2 WEEK 1

WEEK 1
Hammurabi’s Legal Code

Hammurabi (who ruled from 1792 to 1750 BC) 12 Strategy: Ask and Answer
was king of Babylon. He was one of the
greatest of all Mesopotamian rulers. During
Questions
his reign, 282 “laws” were engraved on a block Teacher Think Aloud There is information
of black granite stone that was 6.5 feet (2m)
tall. The laws, written in cuneiform in the
on page 107 about the Code of Hammurabi.
Babylonian language, are known as the Code How can we make sure we understand why
of Hammurabi. In fact, they were not laws as this document is so important?
such. They were a series of people’s rights,
responsibilities and obligations, and legal Prompt students to apply the strategy in a
judgments. Punishments for offenses were Think Aloud to ask and answer questions
based on the concept of “an eye for an eye, a
tooth for a tooth.”
and better understand the text. Have them
The Code of Hammurabi is the single most
turn to a partner to discuss their answers.
important written document of Mesopotamia. 12 Student Think Aloud While reading
It gives us a clear view of everyday life and
the organization of Babylonian society in the
page 107, I can ask and answer questions
eighteenth century BC. It is the longest and about the text. I wonder, why is the Code
most complete legal document in the history of Hammurabi the single most important
of Mesopotamia yet discovered. The stone on
which the code was written was discovered
written document of Mesopotamia? To find
by French archaeologist Jean-Vincent Scheil the answer, I read the rest of the second
in 1901. Today it is housed in the Louvre paragraph of “Hammurabi’s Legal Code.” The
Museum in Paris, France.
code reveals information about everyday
life in Mesopotamia in the eighteenth
century BC. It is also the longest and most
complete legal document in the history of
The Code of Hammurabi (1792-1750 BC) is a Mesopotamia.
Réunion des Musées Nationaux/Art Resource, NY
collection of 282 case laws (violations of the law

and their corresponding punishments), inscribed
on a 6.5-foot-tall (2-m-tall) stela, discovered at
Susa, in southern Iran, in 1901. At the top of the
stela is a carving that shows Shamash (left), the
sun god, handing the law to Hammurabi.
107
098_111_CR14_SA6_U2W1_SEL_118712.indd 107
Read from the first paragraph on page 106: By me: sh. Repeat as needed using other letters and
around 2500 BC, cuneiform signs used for objects letter combinations, such as k, th, and p.
began to represent sounds, too. Help students ‡ Do we still use writing that represents sounds? (Yes.)
understand sounds of the spoken word.
‡ Write down the letters sh. Explain that together
the letters represent the sound /sh/. Say it with
LITERATURE ANTHOLOGY T25J

Develop THE TECHNOLOGY

Comprehension OF MATHEMATICS AND NUMBERS
Our knowledge of the Mesopotamians’ counting systems comes mainly from
Babylonian times (2000-600 BC). Earlier, the Sumerians and Akkadians
13 Skill: Problem and Solution had used a counting system based on units of sixty (called a base-sixty, or
sexagesimal system; today we mainly use a system based on units of ten, the
Early documented forms of counting decimal system). The Babylonians inherited the sexagesimal system and
are discussed on page 108. What was developed very complex mathematics from it. Today we still use the old
problematic about this way of counting? Babylonian base-sixty system for some units of measurement; for example,
there are sixty minutes in an hour and 360 degrees in a circle.
(One symbol represented both a number
and the thing being counted.) How did Before Babylon
cuneiform writing help improve counting? Babylonian mathematics evolved over thousands of years from number
(Cuneiform writing allowed for there to be systems in Mesopotamia. The earliest, from the seventh millennium BC,
separate symbols for the number and the involved the use of simple clay tokens. The number of tokens represented a
number of sheep, or bundles of grain, or some other agricultural commodity.
thing being counted.) Add the problem and Tokens later came to represent a fixed number of something. A cone-shaped
solution to your chart. token might mean ten sheep. Two cone tokens would represent twenty sheep.
A round token might represent fifty bundles of grain. Three round tokens
Problem Solution meant 150 bundles of grain.
One symbol Cuneiform writing The invention of cuneiform writing around 3000 BC brought an important
represented a allowed for separate change in Mesopotamian counting. In the past, one symbol would represent a
number and the symbols for numbers
number and the thing being counted; for example, one symbol for five sheep,
thing being counted. and things being
and a different symbol for five bundles of grain. Now the symbol for the
counted.
q
quantity of something could be written in cuneiform. That would be followed
13 b
by a separate symbol for the item being counted.
This was the beginning of numbers and measuring systems. Over
the third millennium BC, the Mesopotamians developed many different
systems of weights and measures. (Even today we use different measuring
systems; for example, kilograms and pounds, meters and feet, and acres and
hectares.) They used cuneiform tablets to record not only amounts but also
mathematical calculations, such as the formula for the area of a field, or the
length of a city wall. They also made up conversion tables with solutions
108

Sentence Structure
Point out the semicolon in the last sentence of ‡ What does the first clause state? (That we still use
the first paragraph on page 108. Explain that a the old Babylonian base-sixty system.)
semicolon is used to connect two closely related ‡ How is the second clause closely related to the first
independent clauses. Tell students that sometimes clause? (It gives examples of how we still use the
the clauses are connected by a transitional base-sixty system: minutes/hour, degrees/circle.)
expression, such as in fact or for instance.
‡ What transitional expression connects the two
clauses? (“for example”)
T25K UNIT 2 WEEK 1
WEEK 1
14 Skill: Main Idea and Details

The main idea of a text is the most
important point that an author expresses
about a topic. The main idea is supported
by key details. Find the main idea on page
109 by deciding what the key details on this
page have in common. (The main idea is
that we have inherited important features of
Mesopotamian counting systems.)
STOP AND CHECK

This Sumerian clay tablet gives the calculations of the surface area of land at the city of Umma,
and dates from 2100 BC. The Mesopotamians used cuneiform tablets to write down complex
Reread What are some important elements
mathematical problems by 1700 BC. of Mesopotamian mathematics that we still
use today? (We inherited the way we divide
to all kinds of complicated mathematical problems. By 1700 BC there were time, including hours and years, as well as
thousands of clay tablets showing multiplication tables, square roots, and other
complex mathematics, including trigonometry.
how we divide the degrees of a circle.)
14 We have inherited important features of Mesopotamian counting
systems. The division of the hour into sixty minutes and the minute into sixty
seconds, as well as the 360 degrees of a circle, come from the Mesopotamian
sexagesimal system. The division of the day into twenty-four hours, and the
year into 365 days, also comes from Mesopotamia.
STOP AND CHECK
Reread What are some important elements

Sophie Kittredge; Erich Lessing/Art Resource, NY
of Mesopotamian mathematics that we still

use today? Reread the text on pages 108–
109 to find the answer.
109
098_111_CR14_SA6_U2W1_SEL_118712.indd 109
Help students use nearby phrases, such as units ‡ What are there 360 of in a circle? (There are 360
of measurment and in a circle, to figure out the degrees in a circle.)
meaning of degrees on page 108. ‡ What is a degree? (A degree is a unit of measure
‡ What units of measure do we use to count an hour? for a circle.)
(We use minutes to count an hour.)
LITERATURE ANTHOLOGY T25L

Develop Conclusion
Comprehension 15
T Mesopotamian civilization ended around AD 650. The great cities and
The
sstructures built by the Mesopotamians were abandoned. They remained
ccovered by the desert sands until their discovery by archaeologists in the
nineteenth century. Technologies that evolved in Mesopotamia over many
tthousands of years, however, survived the passage of time. They were passed
16
15 Vocabulary: Latin Roots o
on and developed by later civilizations of ancient Greeks and Romans,
Persians, North Africans, and modern Europeans. Today many of the most
Knowing the meaning of the Latin root basic technologies that we take for granted—for example, the wheel, writing,
struct can help you figure out the meaning and counting systems—were born thousands of years ago in “the land between
the rivers,” that cradle of civilization that we know as Mesopotamia.
of structures. If struct means “build,” what
does structures mean? (Structures means
“buildings.”)
16 Strategy: Ask and

Answer Questions
Read the first three sentences of the
Conclusion on page 110 and ask a question.
Then read the rest of the section and
look for an answer. Turn to a partner and
paraphrase the answer you find.
Student Think Aloud After reading the
first part of the Conclusion, I asked, “How
did the technologies of Mesopotamia
survive if the Mesopotamian civilization
ended?” I kept reading and learned that
Jane Sweeney/Lonely Planet Images/Getty Images
other civilizations used and passed on the

technologies to modern times. This reconstruction of the Ishtar Gate was built in Baghdad, Iraq, to become the
entrance to a museum that was never completed. The original Ishtar Gate (Ishtar
was the goddess of war and love) was the eighth gate to the inner city of Babylon
and was constructed around 575 BC by King Nebuchadnezzar II (circa 630-562).
110

Connection of Ideas
Ask students to think about all the technologies ‡ What is a cradle? (A cradle is a small bed for a baby.)
invented by the Mesopotamians that they’ve ‡ Why does the author describe Mesopotamia as
read about in this selection. Then point out the the “cradle of civilization”? (Many of the basic
concluding sentence in the Conclusion. technologies that we take for granted were born
‡ How does the author describe Mesopotomia? in Mesopotamia.)
(The author describes Mesopotamia as the
“cradle of civilization.”)
T25M UNIT 2 WEEK 1

WEEK 1
17 Text Feature: Timeline

TIME LINE How does the timeline on page 111 help
10,000–9000 BC Permanent settlements begin in the region around Mesopotamia. 17 support your understanding of what you
read in this selection? (The timeline puts the
7000 BC First farming communities are created.
inventions and advances mentioned in the
7000–6000 BC Earliest counting system (clay tokens) is used.
selection in time order so it is easy to see
6000 BC Handmade pottery and clay stamp seals are made. how one invention or advancement led to
3500–3200 BC The wheel is invented for pottery making and transportation. the next invention or advancement.)
circa 3500 BC First picture writing appears; cylinder seals are used.
Return to Predictions
3200–2000 BC Early Bronze Age takes place in Mesopotamia.
Review students’ predictions and purposes
circa 3200 BC Earliest Mesopotamian city, Uruka, flourishes. for reading. Ask them to answer the
circa 3000 BC Cuneiform writing is invented. Essential Question. (The Mesopotamians
circa 2500 BC Cuneiform symbols begin to represent sounds and speech.
made many contributions to civilization,
including inventions and advances in
2100 BC Ziggurat of Ur is constructed.
irrigation, agriculture, writing, legal codes,
Code of King Hammurabi (1792 – 1750 BC) is engraved in mathematics, and numbers.)
circa 1755 BC
cuneiform on a stone slab.
The reign of King Nebuchadnezzar II and the construction of

circa 604–562 BC
the Hanging Gardens of Babylon occur.
539–331 BC Babylon is ruled by Persians.
331–126 BC Mesopotamia is ruled by the Greeks.
111
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CONTRIBUTIONS OF EARLY CIVILIZATIONS
Mesopotamian civilization made many

contributions to technology, writing,
agriculture, law, mathematics, and
Help students understand what the author means numbers. These contributions have had
by describing technologies as having been “born” a lasting impact and still affect how we
thousands of years ago in Mesopotamia. handle certain things today. Above,
‡ What technologies does the author give as examples? students summarize the important
(the wheel, writing, and counting systems) achievements of Mesopotamian
civilization.
‡ Who invented these technologies? (Mesopotamians)
‡ What does born mean? (“to bring about”)
LITERATURE ANTHOLOGY T25N
About
the Author
ABOUT THE AUTHOR
Meet the Author
GRAHAM FAIELLA
Graham Faiella believes that geography means much more than just maps
Have students read the biography of the and mountains—it should also include information about the
rich cultures that have contributed to the development of a
author. Ask: region. His books have taken readers on fascinating journeys
‡ How does Graham Faiella’s belief that through England and Spain and into America’s distant past.
geography is “more than just maps and In addition to cultural geography, Graham has written
about everything from whales and fishing to nutrition and
mountains” shape the way he writes about ancient inventions. No matter what he’s writing about,
a region? though, Graham knows that careful research is an important
part of a writer’s job. After carefully investigating a topic,
‡ Why is careful research an essential part of he enjoys sharing his discoveries with readers of all ages.
Graham Faiella’s job? Graham lives in London,, England.
g
Author’s Purpose
To Inform
AUTHOR’S PURPOSE
RPO
OSE
Point out to students that authors who write In this selection, the author
thhor describes
(t) Leemage/Universal Images Group/Getty Images; (i) Erich Lessing/ Art Resource, NY
about events that took place in the past often tools and inventions thatat came into
use thousands of years ag go. How does
ago.
need to present facts about and describe
he use precise, specific la nguage to
language
things that no longer exist. Students may say help you understand how oww ancient
that precise, specific language makes it easier technology worked?
for them to visualize and understand how
something from ancient times worked.
Author’s Craft 112

Word Choice
Explain that using powerful verbs eliminates
the need for adverbs and allows the author to 112_113_CR14_SA6_U2W1_AICC_118712.indd 112 12/16/11 2:35 PM
write more specifically. Discuss what this adds

to the writing.
‡ Authors use powerful verbs to emphasize
the importance of something. Example:
“The Mesopotamians’ inventions and
technologies evolved with their urban life.”
(p. 99)
‡ Have students find other examples of
powerful verbs, such as “They mastered the
technology of irrigation.” (p. 101)
T25O UNIT 2 WEEK 1

WEEK 1
Respond to
Reading
RESPOND TO READING
Problem Solution
Summarize
SUMMARIZE
Use important details from The Technology of Review with students the information from
Mesopotamia to summarize what you have learned their graphic organizers. Model how to use the
about how early inventions helped people solve
information to summarize the selection The
problems. Information from your Problem and
Solution Chart may help you. Technology of Mesopotamia.
TEXT EVIDENCE
Ana
Analytical
W
Writing W
Write About Reading: Paraphrase Remind
1. Describe the text features the author uses. How do students that when they paraphrase, they
they help you determine that The Technology of Mesopotamia restate the text in their own words. Ask
is an example of expository text? GENRE
students to use the details in their organizers
2. Identify three problems that the people in Mesopotamia to write a paragraph paraphrasing how the
faced and the inventions that helped solve them.
PROBLEM AND SOLUTION
Mesopotamians solved one problem. Have
students share their writing with a partner.
3. The Latin root contra- means “opposite” or “against.” How
does this root help you figure out the meaning of the word
Text Evidence
counterweight on page 102? LATIN ROOTS
4. Review the pictures on page 105 of The Technology of

Mesopotamia that show how cuneiform writing changed 1. Genre Answer The author uses maps,
over time. Write about how later forms of cuneiform helped drawings, photographs, and timelines.
Mesopotamians solve problems that earlier forms could not
have solved. WRITE ABOUT READING
Evidence For example, see pages 101, 102,
105, and 111.
Make Connections 2. Text Structure: Problem and Solution
Talk about the early Mesopotamians
and their contributions to civilization.
Answer Problems included controlling
ESSENTIAL QUESTION water, recording information, and making
In what ways are we still influenced by calculations. Evidence To control water,
Mesopotamian technology? TEXT TO WORLD they invented the shadoof and aqueducts.
113
To keep records, they invented cuneiform
writing. They made calculations on
cuneiform tablets.
112_113_CR14_SA6_U2W1_AICC_118712.indd 113 12/16/11 2:36 PM
3. Latin Roots Answer “Opposite” can stand

in place of “counter-” for “opposite weight.”
Make Connections A counterweight is a weight that balances,
Essential Question Have partners work together to or is opposite to, another weight.
cite evidence from the text to list three examples of Ana
Analytical
W
Writing 4
4. Write About Reading: Problem and
contributions the Mesopotamians made to civilization. Solution As writing improved people
Ask partners to discuss their findings with the class. could represent more information in less
Text to World Have students name a Mesopotamian space. Later cuneiform allowed people
technology still in use today. Then have partners to use symbols to record more abstract
discuss other ways Mesopotamian technology still ideas such as laws, rather than just using
influences our lives. Have them share with the class. pictograms to record objects and numbers.
LITERATURE ANTHOLOGY T25P

Develop
Comprehension
LEXILE
“Gilgamesh 990
Lost and
Found”

Gr e
925 1185
185
990 “Gilgamesh Lost
and Found”

‡ Whole Class
‡ Small Group
‡ Independent
Compare Texts
Students will read an expository text about an
epic poem. Ask students to use strategies and
take notes to do a close reading of the text.
Students will use text evidence to compare 1
this text with The Technology of Mesopotamia.
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Genre
Genre Explain to students that an epic poem tells the
story of a hero. The hero of an epic poem is tested,
and has to prove himself. He may also show
superhuman powers or strength.
Have students read the sidebar from The Epic of
Gilgamesh.
T25Q UNIT 2 WEEK 1

WEEK 1
from
The Epic
of Gilgamesh 1 Ask and Answer Questions
retold by Elizabeth Poreba What did archaeologists discover in Iraq?
Crowds clustered around Enkidu as he Why was it important?
entered the city gate.
“As tall as the king,” the people said, With a partner, paraphrase the significance
“but is he as strong as Gilgamesh?” of the discovery. (The archaeologists found
They told Enkidu about Gilgamesh and
his cruelty.
a clay tablet that was inscribed with an
Gilgamesh and Enkidu And then the king himself appeared.
artistic text—part of the story of King
Quick as thought, Enkidu shot out a Gilgamesh. This is thought to be the first
The Epic of Gilgamesh foot and blocked the king’s way. story ever written down.)
The epic begins in the Mesopotamian city Furious, Gilgamesh threw himself upon
Make Connections
of Uruk, where King Gilgamesh is a strong, the impressive stranger.
brave, and handsome ruler. But he is also a The two men grappled by the gate and
selfish tyrant who mistreats his subjects and
abuses his power. No one will challenge him,
clashed in the public square.
Essential Question Have students
The doors and walls of Uruk shuddered
so the gods decide to send Enkidu to befriend with the force of their fight.
paraphrase and share opinions about
Gilgamesh and hopefully bring peace.
Finally, Gilgamesh wrestled Enkidu why a record of the first fictional story
In this excerpt, Enkidu and Gilgamesh to the ground, for he was the stronger was an important contribution by the
Ivy Close Images/Alamy; (bkgd) Siede Preis/Photodisc/Getty Images

meet for the first time. champion. Yet as soon as the fight was
Gilgamesh and Enkidu’s friendship over, Gilgamesh immediately lost his Mesopotamian civilization.
grows stronger as they travel and share
many adventures. Returning at last
anger and spoke to Enkidu with respect
and admiration.
Text to Text Have partners compare
to Uruk, Gilgamesh becomes a fair and “Your mother’s son is a man like no one their responses to the Ask and Answer
compassionate king. else,” said the king. “You are mightier Questions prompt with what they learned
than others and destined for greatness.”
Thus began a noble friendship.
in The Technology of Mesopotamia. Ask how
Make Connections Who knows the ways of men? Mesopotamian technology helped preserve
Discuss why a written record of the first
rst The Epic of Gilgamesh for future generations.
ribution by
fictional story was an important contribution
(The Mesopotamians invented cuneiform
Mesopotamian civilization. ESSENTIAL QUESTION
writing, which allowed writing for artistic
How did the technology of writing that the
Mesopotamians developed help preserve The Epic
purposes. They also wrote on clay tablets,
of Gilgamesh for future generations? TEXT TO TEXT which, if kept dry, could last for many
centuries.)
115
114_115_CR14_SA6_U2W1_PP_118712.indd 115
‡ How is Gilgamesh tested in this part of the epic? Help students understand the concept of
(He must fight the popular and powerful Enkidu.) public interest.
‡ What details suggest that Gilgamesh has great ‡ Who can tell me what public means? (Public means
power? (“The doors and walls of Uruk shuddered / “all the people in a community or general area”)
with the force of their fight.”)
LITERATURE ANTHOLOGY T25R

AFTER READING: WHOLE GROUP
Word Study/Fluency
LESS O
IN I
M
N
20 Irregular Plurals
Mins
Go
OBJECTIVES 1 Explain Digital
Use combined
knowledge of Explain that most nouns in English become plurals by adding -s
all letter-sound to the end (car/cars). Point out that not all nouns follow this form,
correspondences, however. Some plural nouns are irregular. Irregular
syllabication patterns, Plurals
and morphology
(e.g., roots and 2 Model
Present the
affixes) to read Lesson
accurately unfamiliar
Write the following rules for irregular plural nouns on the board.
multisyllabic words Use the sample words knife, wolf, potato, and medium to model the
in context and out of rules. Read the words aloud to model pronunciation.
context. RF.5.3a
‡ Words ending with -fe: change -fe to -ve and then add -s.
Use context to knife/knives
confirm or self-correct
word recognition ‡ Words ending with -f: change -f to -v and then add -es.
and understanding, wolf/wolves
rereading as
necessary. RF.5.4c ‡ Words ending with -o: add -es.
potato/potatoes
Rate: 117–137 WCPM ‡ Words ending with -um: change -um to -a.
medium/media
ACADEMIC Make sure that students know that there are exceptions to these
LANGUAGE rules and that they should check a dictionary if they are not sure
• accuracy, rate
about a word’s plural form. Also remind students that some nouns
• Cognate: ritmo Between the Mountains
and the Sea
have a second acceptable plural form; most dictionaries list the

Resource Rich
second plural form for these nouns.

Essential Question
94 95
094_097_CR14_SI6_U2W1_MR_118711.indd
094 097 CR14 SI6 U2W1 MR 118711 indd 94 10/26/11
094_097_CR14_SI6_U2W1_MR_118711.indd
097
3:29CR14
PM SI6 U2W1 MR 118711 indd 95 10/26/11 3:29 PM
3 Guided Practice View “Empire

of the Sea”
Write the following singular and irregular plural nouns on the board.
Read each word aloud to help students with pronunciation. Then
ask students to match the pairs.
Refer to the sound
transfers chart in the
wife scarf loaves data
Language Transfers datum volcano tomato loaf
Handbook to identify
sounds that do not volcanoes wives scarves tomatoes
transfer in Spanish,
Cantonese, Vietnamese,
Hmong, and Korean.
T26 UNIT 2 WEEK 1

WEEK 1
Read Multisyllabic Words

Monitor and
Transition to Longer Words Draw a T-chart on the board.
In the left column, write zero, tornado, bacterium, buffalo,
Differentiate
embargo, addendum, and mosquito. In the right column, write
zeroes, tornadoes, bacteria, buffaloes, embargoes, addenda, and
mosquitoes. Have students chorally read the singular nouns, Quick Check
Q
followed by the plural nouns. Help students with pronunciation
Can students decode irregular plural
as needed. Remind them to look for the base word and pay
nouns that are multisyllabic? Can
attention to the familiar spelling patterns. When finished, point
students read words fluently and with
to each word in random order at varying speeds, and have
appropriate rate and accuracy?
students chorally read the words.

If No Approaching Level Reteach
pp. T42, T46
ELL Develop
pp. T59, T62
If Yes On Level Apply
pp. T48–T49
Beyond Level Apply
pp. T52–T53
Rate and Accuracy
Explain/Model Explain that one of the challenges of reading
at a constant and quick rate is maintaining accuracy. Point out
that the rate is the speed at which a person reads. Experienced
readers make changes to their rate in order to read each word
precisely and to understand what they are reading. ONLEVEL PRACTICE BOOK p. 58
Turn to “Empire of the Sea,” Reading/Writing Workshop
pages 94–97. As you read aloud the first two paragraphs of the
selection, consciously slow down your rate for more difficult
words to ensure that you pronounce them accurately.
Practice/Apply Have two groups of students read
the passage. Ask the first group to read one paragraph,
emphasizing a change in rate for challenging words and
phrases, as the second group listens. Then have the second
group read aloud the second paragraph with the same
focus on rate and accuracy. Provide feedback as needed
on students’ reading.
Daily Fluency Practice

Students can practice fluency using Your Turn Practice Book
passages. APPROACHING BEYOND ELL
p. 58 p. 58 p. 58
WORD STUDY/FLUENCY T27

Wrap Up the Week

Integrate Ideas
L STU
IA
RESEARCH AND INQUIRY
DI
SOC
ES
Contributions
OBJECTIVES Create a Chart

Conduct short research
projects to answer a Explain that students will work in small groups to complete a short
question (including COLLABORATE research project that answers the question, what contributions were made
a self-generated by early civilizations? They will then use their research to create a chart
question), drawing on about two civilizations. Discuss the following steps:
several sources and
generating additional
related, focused 1 Choose a Topic Students should reflect on the ancient civilizations
questions that allow they read about this week as they decide on a topic as a group. Check
for multiple avenues of that each group has selected at least two civilizations.
exploration.
WHST.6.7
2 Find Resources Review how to locate and use reliable print and
Include multimedia
components (e,g.,
online resources. Have students look for sources that answer the
graphics, images, question above as well as a self-generated question about an aspect
music, sound) and of each civilization. Students should verify all facts in multiple sources.
visual displays in Encourage students to use text features, such as the table of contents,
presentations to clarify
headings, captions, guide words, and glossaries, to find information.
information. SL.6.5
• Gather resources for 3 Guided Practice Have students use an outline to take notes on their
research. selected civilizations. The outline should include facts about where
• Use text features. the civilizations were located, when they existed, and what their major
contributions or discoveries were.
ACADEMIC
LANGUAGE 4 Create the Project: Chart Have students use their research to create
• research, resources, a T-chart about two civilizations. The chart should clearly indicate each
text features, evaluate culture’s time period, location, and contributions. Encourage groups to
• Cognate: recursos include in their charts photos or drawings of tangible contributions.
Jean Dominique DALLET/Alamy
Present the Chart

Have groups present their charts to the class. Students should use
Presenting Checklist 1 to evalutate the presentations of their group’s chart.
Afterward, have groups post their T-charts on the Shared Reasearch Board.
T28 UNIT 2 WEEK 1

WEEK 1
TEXT CONNECTIONS Connect to Essential Question
OBJECTIVES Text to Text

Cite textual evidence
to support analysis Cite Evidence Explain to students that, working in
of what the text says COLLABORATE groups, they will use the texts they read this week to
explicitly as well as compare information they have learned about the
inferences drawn from kinds of contributions made by early civilizations.
the text. RI.6.1
Model how to compare this information by using
Review the key examples from “Empire of the Sea,” Reading/Writing
ideas expressed
and demonstrate
Workshop pages 94–97, and the week’s Leveled
understanding of Readers. Review class notes and completed
multiple perspectives graphic organizers. You may also wish to model
through reflection and going back into the text for more information.
paraphrasing.
You can use a Four-Door Foldable® to record comparisons.
SL.6.1d
Groups should then draw conclusions about the kinds
of contributions made by early civilizations. Students
should cite at least three examples from each text.
Present Information Ask groups to present their findings to the class.
Encourage discussion, asking students to comment on information on the
charts that is similar and ideas that are different.
WRITE ABOUT READING Ana

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

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts
informational texts they read this week. Using text evidence, they will analyze how the author
to support analysis, organized the text with a problem-and-solution text structure.
reflection, and
research. W.6.9 Discuss how to analyze a text by asking how and why questions.
Write informative/
‡ Why do you think the author chose to use this text structure
explanatory texts to to present information?
examine a topic and ‡ How did the author make the solutions to the problems clear?
convey ideas, concepts,
and information Use Your Turn Practice Book page 59 to read and discuss the student
through the selection, model. Then have students select a text and review the text structure.
organization, and Students should write an analysis that explains the author’s use of
analysis of relevant
content. W.6.2
the problem-and-solution text structure. Remind students that good
explanatory writing maintains a formal style and uses common and
proper nouns.
Present Your Ideas Ask partners to share their paragraphs and discuss
COLLABORATE how the evidence they cited from the text supports their ideas.
INTEGRATE IDEAS T29

L A N G UAG E A R T S : W H O L E G R O U P
Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Supporting Details Digital
Expert Model Explain that writers of informational text explain the
most important idea in a text by providing supporting details. These
details make the main idea clearer and tell more about it. Definitions
and examples can help explain the main idea. Quotations, related
facts, and other types of information can also tell more about the most
Reading/Writing important point in a text. Expert
Workshop Model
Read aloud the expert model from “Empire of the Sea.” Ask students
OBJECTIVES COLLABORATE to listen for details that explain and tell more about the main idea:
Develop the topic Ancient Phoenicians made significant contributions as traders. Have
with relevant facts, students discuss these important supporting details with partners.
definitions, concrete
Student Model Remind students that supporting details help readers
details, quotations, or
other information and understand a topic and that these details can include quotations, facts,
examples. W.6.2b definitions, and examples. Read aloud the student draft “The Changing Student
Telephone.” As students follow along, have them listen for supporting Model
Write routinely over
extended time frames details—pieces of information that clarify and explain the key ideas in
(time for research, a text.
reflection, and
Invite partners to discuss “The Changing Telephone” and the details
revision) and shorter
time frames (a single COLLABORATE that Leon added. Have them suggest other types of details that Leon
sitting or a day or could add to further explain the topic.
two) for a range of
discipline-specific
tasks, purposes, and
audiences. W.6.10
• Analyze models to
understand how
details support a
topic
• Add details to revise
writing
Genre Writing
G
ACADEMIC
LANGUAGE Informative Text
• topic, supporting For full writing process lessons and rubrics, see:
details, explain
• Cognates: detalles,
‡ Explanatory Essay, pp. T344–T349
explicar ‡ Formal Letter, pp. T350–T355
T30 UNIT 2 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:
frames. The main idea frames. Encourage What is the main idea?
is . Telephones are students to provide How are telephones better
better today because details. The main idea is than they were 100 years
. They can also . Now phones can ago? Discuss details that
and . . Some can and support the main idea.
even . This makes
phones .
READERS TO WRITERS T31

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Supporting Details Writing Entry:
Supporting Details Use Your Turn Practice Book page Supporting Details
Prewrite Provide students with 60 to model adding supporting Revise Have students revise their
the prompt below: details. writing from Day 1 by adding other
Choose a familiar invention from the Inventors built the first computer to supporting details.
past that is still important today. Use do calculations. Now people also use Use the Conferencing Routines.
supporting details to explain its uses. computers for research and to keep in Circulate among students and
Have partners list a number of touch. These machines have Internet stop briefly to talk with individuals.
inventions from the past that they and word processing software. Provide time for peer review.
consider still valuable today. Ask Model adding supporting details by Edit Have students use Grammar
them to jot down details about revising the first sentence. Handbook page 454 in the
each invention that they might Decades ago, inventors built huge Reading/Writing Workshop to
include in their drafts. machines called computers to do edit for errors in use of nouns.
Draft Have each student select an calculations.
invention to write about. Remind Discuss how adding details creates
students to use supporting details a clearer picture. Guide students to
in their drafts. add details to 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
You use interesting, descriptive This detail helps clarify the work on a specific assignment,
words in your writing. You have main idea for me You could add such as those to the right, and
focused your topic and express definitions or examples to help then meet with you to review
your main idea clearly. your readers picture the item you progress.
are writing about.
T32 UNIT 2 WEEK 1

WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Writing Entry: Share and Reflect
Supporting Details Supporting Details Discuss with the class what they
Prewrite Ask students to search Revise Have students revise learned about adding supporting
their Writer’s Notebooks for the draft from Day 3 by adding details to explain main ideas. Invite
topics on which to write a draft. supporting details to explain and volunteers to read and compare
Or, provide a prompt, such as the describe their topics more clearly. draft text with text that has been
following: As students are revising their drafts, revised. Have students discuss the
Choose a kind of modern hold teacher conferences with writing by focusing on how adding
transportation, such as a car, train, individual students. You may also specific details made the main idea
plane, or bicycle. Think about wish to have students work with clearer. Allow time for individuals
its function and usefulness.Use partners to peer conference. to reflect on their own writing
supporting details to tell more about it. Edit Invite students to review progress and
the rules for kinds of nouns on record observations
McGraw-Hill Companies Inc./Ken Karp, photographer
Draft Students should choose

Grammar Handbook page 454 in in their Writer’s
their topics and then make concept
the Reading/Writing Workshop and Notebooks.
webs with their chosen mode of
transportation in the middle circle then edit their drafts for errors.
and informative details around the
center. Have students use the webs
as they write their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on including
Provide specific direction to help focus young writers. details to explain and support the main idea.
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 supporting detail about .
Focus on a Section
✓ Is the main idea clearly stated?
Underline a section that needs to be revised. Provide specific ✓ Does the writing include details that
suggestions. I would like to know more about . You could explain and support the main idea?
improve this section by adding a concrete detail. ✓ Are any parts of the writing unclear?
Focus on a Revision Strategy ✓ Would definitions, examples, or other
Underline a section of the writing and ask students to use a facts clarify the writing?
specific revision strategy, such as substituting. I like your idea
here. You could make it stronger by substituting for _____.
WRITING EVERY DAY T33

Grammar: Kinds of Nouns

DAY
DAY DAY
DAY
1 2
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
Luis gave Maria a present, he gave The inventor’s gadget is sharp, it
her a card. Maria liked the puzzle cannot hurt anyone. It looks useful
he gave her? it also looks rugged.
(1: present, and; 2: her.) (1: sharp, but; 2: useful; it)
Introduce Common and Review Common and Proper

Reading/Writing Proper Nouns Nouns
Workshop
‡ A noun names a person, place, Review nouns. Have students
thing, or idea. The girl went into explain the difference between
OBJECTIVES
the house. common and proper nouns.
Demonstrate
command of the ‡ A common noun names any
conventions of person, place, thing, or idea, and Introduce Concrete and
standard English it is not capitalized. The teacher Abstract Nouns
grammar and ‡ A concrete noun names
traveled last week.
usage when writing
or speaking. Use ‡ A proper noun names a specific something you can see, feel,
abstract nouns (e.g., person, place, thing, or idea. hear, smell, or taste. The pizza is
childhood). L.3.1c delicious.
It is capitalized. Days of the
week, months, and holidays are ‡ An abstract noun names an
• Distinguish common
and proper nouns. examples of proper nouns. Julia idea, or something that cannot
• Identify concrete and ran a race last Monday. be seen, felt, heard, smelled, or
abstract nouns. Have partners discuss kinds of tasted. Her dream was amazing.
• Use capital letters, nouns using page 454 of the The week went by quickly.
abbreviations, and
colons correctly in
Grammar Handbook.
business letters.
• Proofread sentences.
COLLABORATE
TALK ABOUT IT
Go
Digital USE COMMON AND
PROPER NOUNS
NOTE THE NOUNS
Have small groups write three
Ask partners to use common and sentences about inventions.
proper nouns to talk about an Then have each student read one
Kinds of
Nouns invention. They might discuss sentence aloud, and have others
how it works, why it is useful, and note the concrete and abstract
Grammar whether it contributes to society. nouns. Students should take turns
Activities Have partners identify common until they have read all of the
and proper nouns. sentences and noted the nouns.
T34 UNIT 2 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
Played tennis last Tuesday. Michael Dear mrs. Santos, I look forward, to hearing from you.
and Jan beat us last January but this I am unhappy with this product Sincerely
time we won. Please send me a new one. Fred Loring
(1: We played; 2: January, but) (1: Mrs. 2: Santos: 3: product.) (1: forward to; 2: Sincerely,)
Mechanics and Usage: Proofread Assess

Capital Letters, Have students correct errors in Use the Daily Language Activity and
Abbreviations, and Colons in these items. Grammar Practice Reproducibles
Business Letters 1. To Whom It May Concern page 30 for assessment.
‡ In the opening of a business (Concern:)
letter, capitalize the salutation, Reteach
2. I did not get the book I ordered
the person’s name, and his or her Use Grammar Practice
until friday. (Friday)
abbreviated title, as in Dear Reproducibles pages 26–29
3. By then it was to late. (too)
Dr. Jones. and selected pages from the
‡ Use a colon after the salutation 4. Please refunned my money. Grammar Handbook for additional
of a business letter. Use a comma (refund) reteaching. Remind students
after the closing. 5. Best regards that it is important to use nouns
As students write, refer them to Sarah Parker (regards,) correctly as they speak and write.
Grammar Handbook pages 475 Have students check their work Check students’ writing for
and 477. using Grammar Handbook pages correct use of the different kinds
454, 475, and 477. of nouns and listen for it in their
speaking. Assign Grammar Revision
Assignments in their Writer’s
Notebooks as needed.
See Grammar Practice Reproducibles pp. 26–30.
PLAY CONCENTRATION CONCRETE NOUN HUNT ABSTRACT NOUN HUNT

Students in small groups each Have students in small groups Have students in small groups work
write down two common and two work to find examples of concrete to find examples of abstract nouns.
proper nouns on scraps of paper. nouns. Tell them to reread a page Tell them to review a page from the
They put the papers facedown in a of the Shared Read selection and Shared Read selection, this time
grid. Each student turns over two jot down every concrete noun they jotting down every abstract noun
papers. If both are common or both see. When they have finished, have they find. When they have finished,
are proper nouns, it is a match. them discuss and compare their have them discuss and compare
lists of nouns. their lists of abstract nouns.
GRAMMAR T35
Spelling: Irregular Plurals

DAY
DAY DAY
DAY
1 2
OBJECTIVES Assess Prior Knowledge Spiral Review
Demonstrate
Read the spelling words aloud, Review compound words, including
command of the
conventions of drawing out the ending sounds. ones with hyphens. Then read each
standard English Point out the spelling patterns in sentence below, repeat the review
capitalization,
solos and echoes. To form the plural word, and have students write the
punctuation, and word.
spelling when of nouns ending in a consonant
writing. Spell followed by o, add -s or -es. Point 1. The old-fashioned car attracted
correctly. L.6.2b out scarves. Explain that words that a lot of attention.
end in -f or -fe, change to -v plus -es 2. My mother washed the
when they are plural. Then point windshield on the car.
Spelling Words out the -ffs in staffs. If a word ends
echoes bacteria staffs 3. This sentence should end in a
photos wolves buffaloes with two f ’s, it does not change
question mark.
data dominoes sheriffs when an s is added. Finally, point to
scarves solos tornadoes bacteria. Some nouns have a special Have students trade papers and
volcanoes thieves sopranos plural form that does not end in s. check the spellings.
shelves wives loaves
media cuffs Demonstrate sorting the spelling Challenge Words Review this
Review old-fashioned, windshield, words by pattern under key words week’s spelling pattern on forming
question mark pianos, potatoes, leaves, whiffs, and plurals for words that end in -f.
Challenge halves, wharves data. (Write the words on index Then read each sentence below,
cards or the IWB.) repeat the challenge word, and
Differentiated Spelling
Approaching Level Then use the Dictation Sentences have students write the word.
echoes lives staffs
from Day 5. Say the underlined 1. She ate the sandwich halves.
photos wolves tomatoes word, read the sentence, and 2. The wharves are full of boats.
data potatoes sofas repeat the word. Have students
scarves solos tornadoes write the words. Have students write the words in
volcanoes thieves pianos their word study notebooks.
shelves wives loaves
media cuffs
Beyond Level
halves media staffs COLLABORATE
WORD SORTS
echoes wolves buffaloes
lassos dominoes sheriffs
dice stereos tornadoes
OPEN SORT PATTERN SORT
scarves thieves sopranos Tell students to cut apart the Complete the pattern sort using
volcanoes wives loaves Spelling Word Cards in the Online the key words, pointing out the
shelves chefs Resource Book and initial the back different plural spellings. Have
of each card. Have them read the students use Spelling Word Cards
words aloud with a partner. Then to do their own pattern sort. A
have partners do an open sort partner can check their sorts. Then
and identify patterns. Have them have students write the sort in their
discuss how they sorted the words. word study notebooks.
T36 UNIT 2 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Word Meanings Proofread and Write Assess
Have students find the word history Write these sentences on the board. Use the Dictation Sentences for
for photos and tornadoes. (Photos Have students circle and correct the posttest. Have students list
is from Greek, and means “light.” each misspelled word. Make sure misspelled words in their word
Tornadoes is from Latin tornare students have access to a print study notebooks. Look for students’
and is derived from a Greek root or digital dictionary to check and use of these words in their writings.
meaning “cut.”) correct their spelling.
Challenge students to list other 1. The dominos fell on my shelfs. Dictation Sentences
words related to photos and (dominoes; shelves) 1. We could hear echoes of your shouts.
tornadoes. Then have them write 2. The soloez will be performed 2. Cara has photos of her cats.
what they have learned in their by the sopranoes. (solos; 3. Sort through the population data.
word study notebooks. sopranos) 4. The children wore hats and scarves.
3. The sherifs went after the 5. The volcanoes might spew lava.
thiefs. (sheriffs; thieves)
6. The shelves hold lots of books.
4. All the datas points to some
new bacterias. (data; bacteria) 7. The media covered the event.
8. Use a microscope to see bacteria.
Error Correction Remind students
9. Wolves howl in the night.
that words ending in o may form
their plurals with -s or -es. Students 10. Jim played dominoes with his dad.
must memorize which spelling is 11. The drummer took lots of solos.
correct. 12. Thieves took Velma’s purse.
13. The men’s wives had a book club.
14. Gigi rolled up the cuffs of her jeans.
15. The hikers carried staffs.
16. Buffaloes once roamed the plains.
See Phonics/Spelling Reproducibles pp. 31–36. 17. The sheriffs fight crime together.
18. Len studies tornadoes and storms.
19. Sopranos are the stars at the opera.
SPEED SORT BLIND SORT
20. Dan baked loaves of banana bread.
Have partners do a speed sort Have partners do a blind sort.
to see who is faster. Then have One partner reads a Spelling Word Have students self-correct the tests.
them do a word hunt in the week’s Card; the other tells under which
reading for irregular plurals. Have key word it belongs. Have them
them record the words in their take turns until all their words are
Day 2 pattern sort in their word sorted. When they are done, have
study notebooks. students write a reflection on how
they sorted their words.
SPELLING T37
Build Vocabulary
DAY
DAY DAY
DAY
1 2
OBJECTIVES Connect to Words Expand Vocabulary
Determine or
Practice this week’s vocabulary. Help students generate different
clarify the meaning
of unknown and 1. Describe an artifact from an forms of this week’s words by
multiple-meaning ancient culture. adding, changing, or removing
words and phrases inflectional endings.
based on grade 6 2. Do you prefer communal or
reading and content, private gardens? ‡ Draw a four-column chart on the
choosing flexibly from board. Write derived in the third
3. In what classes have you
a range of strategies. column. Then write derive and
Use common, grade- derived solutions to problems?
derives in the first two columns
appropriate Greek 4. If you designed a trophy, what
or Latin affixes and deriving in the fourth
and roots as clues
inscription would it have? column. Read aloud the words
to the meaning 5. What do you think will change with students.
of a word (e.g., in the coming millennium?
audience, auditory, ‡ Have students share sentences
audible). L.6.4b 6. What kind of stationery would using each form of derive.
you buy to send a formal note? ‡ Students can add to the chart
7. Why might someone utilize a doing the same with utilize and
Vocabulary Words bicycle instead of a car? then share sentences using the
artifact millennium
8. What crop has the highest different forms of the word.
communal stationery
yields in your area? ‡ Have students copy the chart
derived utilize into their word study notebooks.
inscription yields
COLLABORATE
BUILD MORE VOCABULARY
vie
Re w
ACADEMIC VOCABULARY GREEK ROOTS
Discuss important academic words. ‡ Ask: What is the root in
‡ Display capacity and enable. astronomy?
‡ Define the words and discuss ‡ Have partners use a print or
their meanings with students. digital dictionary to find the
Go etymology, so they can name
Digital ‡ Write capacity and incapacity on
the board. Have partners look up
the Greek root, astro.
and define other related words ‡ Have students define the root
with the same root. Write the (star). Ask: What other words
Vocabulary related words below capacity. share this root?
Have partners ask and answer ‡ Have students list related words
Vocabulary
questions using the words. such as astrology and asterisk in
Activities ‡ Repeat with enable. their word study notebooks.
T38 UNIT 2 WEEK 1

WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Reinforce the Words Connect to Writing Word Squares
Review this week’s vocabulary. ‡ Have students write sentences Ask students to create Word
Have students orally complete each in their word study notebooks Squares for each vocabulary word.
sentence stem. using this week’s vocabulary. ‡ In the first square, students write
1. We had a communal to ‡ Have them write sentences the word (e.g., communal).
discuss the plan. that give information about the ‡ In the second square, students
2. Dara derived about the words they learned from the write their own definition and
inscription from . week’s readings. any related words, such as
3. The crop yields are low, so the ‡ Provide the Day 3 synonyms (e.g., shared, common).
city will . sentence stems 1–5 for students ‡ In the third square, students
needing extra support. draw a simple illustration that
4. Tim on stationery.
will help them remember the
5. In the last millennium, Write About Vocabulary Have word (e.g., a group of people in a
cities . students write something they park).
Display last week’s vocabulary: learned from this week’s words
‡ In the fourth square, students
basically, formula, salaries, in their word study notebooks.
write nonexamples, including
manufactured, available, inventory. For example, they might write
antonyms (e.g., individual,
Have partners ask and answer about how communal relates to
exclusive).
questions using each of the words. community or how yields can be
used as a noun or a verb.
LATIN ROOTS SHADES OF MEANING MORPHOLOGY

Remind students to look for Help students generate words Use communal as a springboard
Latin roots to help figure out the related to promote. Write promote for students to learn more words.
meaning of unfamiliar words. on the board, followed by four Draw a word web. Write communal
‡ Display Your Turn Practice blank lines, and ending with thwart. in the center.
Book pages 53–54. Read the ‡ Have partners generate words to ‡ In one of the ovals, write
fifth paragraph. Explain that the fill in the blanks, working down commune. Discuss how
word credit comes from the Latin the synonym scale from promote removing the suffix changes the
root cred. Model looking up and then up the antonym scale meaning and part of speech.
its meaning. to thwart. Ask students to use a ‡ Have students note other words
‡ Have students complete thesaurus. related to communal. Review the
page 57. ‡ Have students copy the meaning of the new words.
‡ Students can confirm meanings completed scale into their word ‡ Ask students to write the words
in a print or digital dictionary. study notebooks. in their word study notebooks.
VOCABULARY T39
D I F F E R E N T I AT E D I N S T R U C T I O N • S M A L L G R O U P
Approaching Level
Expository
Text
Lost Leveled Reader:

in Time Go
by Howard Raymond
Lost in Time Digital

Before Reading
Expository
Preview and Predict

Text
Lost
PAIRED
Words from the Past
in Time
READ
‡ Read the Essential Question with students: What contributions were by Howard Raymond
Leveled Reader
made by early civilizations? Leveled
LEXILE 750 ‡ Have students read the title and the table of contents of Lost in Time, Readers
and ask them to preview the photographs. Have students predict

OBJECTIVES what the selection will be about.
Analyze how a
particular sentence,
paragraph, chapter, Review Genre: Expository Text
or section fits into the Have students recall that expository text presents facts and that its
overall structure of a
purpose is to inform. Remind them that expository text often includes
text and contributes
to the development of text features such as photographs, captions, maps, and time lines. Have
the ideas. RI.6.5 students identify evidence that Lost in Time is expository text.
Build background
knowledge on During Reading
contributions from
Indus civilization.
Close Reading
Note Taking: Ask students to use the graphic organizer in the Your
Turn Practice Book, page 52, while they read the selection.
ACADEMIC
LANGUAGE Pages 2–3 Turn to a partner and talk about a question you asked about Use Graphic
• expository text, Organizer
the introduction. (Possible question: What have archaeologists learned
problem, solution,
about the Indus civilization?) Discuss how the text helped you answer
questions, text
structure, maps the question. (The Indus civilization was in what is now Pakistan,
• Cognates: texto Afghanistan, and India. It was forgotten about for thousands of years
expositivo, problema, because its ruins were buried.)
solución, mapas
Pages 4–6 Turn to a partner and talk about how British railroad workers
solved the problem of finding materials to build the railroad foundations.
(They used bricks they found on the Harappa site.)
Pages 7–9 The Latin root civ- means “citizen.” What word with this root
can you find on these pages, and what does the word mean? (civilization;
“the people and nations in an advanced society”)
T40 UNIT 2 WEEK 1

WEEK 1
Pages 10–12 With a partner, identify text features of the selection

that show that it is expository. (headings on pages 10 and 11; the Literature
photograph on page 11) Circles
Pages 13–17 Paraphrase what problems archaeologists believe the Ask students to conduct a
rivers might have caused the Indus civilization. (Archaeologists believe literature circle using the
that rivers could have caused destruction by floods or by drying up or Thinkmark questions to guide
changing course.) the discussion. You may wish to
have a whole-class discussion
about what students learned
After Reading about contributions made
by early civilizations in both
Respond to Reading
selections in the Leveled Reader.
Revisit the Essential Question and ask students to complete the Text
Evidence Questions on page 18.
Level
Ana
Analytical
W Write About Reading Check that students have correctly
W
Writing
id if
identified the key problem that people living on floodplains in ancient
times had to face and how people solved that problem.
Fluency: Rate and Accuracy

Up
Model Model reading page 4 with accuracy and at an appropriate
rate. Next, reread the page aloud and have students read with you.
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
“Words from the Past” THEN pair them with students who have
proficiently read On Level and have students
Make Connections: Write About It • echo-read the On Level main selection.
Before reading, ask students to note Leveled Reader • use self-stick notes to mark at least one
that although “Words from the Past” is new detail they would like to discuss in
expository, it also includes poetry from ancient India. Then discuss the each section.
Essential Question. After reading, ask students to make connections
between Lost in Time and “Words from the Past.”

FOCUS ON SOCIAL STUDIES
F
S
Students can extend their knowledge of how The On Level challenges students by
civilizations developed near rivers by completing the assuming prior knowledge and using
social studies activity on page 24. more complex sentence structures.
APPROACHING LEVEL T41

Approaching Level
Word Study/Decoding
TIER
D E CO D E I R R E G U L A R P LU R A L S W I T H  V E S
2
OBJECTIVES Explain that most nouns become plural by adding -s to the end. Some
I Do
Know and apply nouns have irregular plural forms. Write knife on the board. Underline fe.
grade-level phonics Write knives. Underline ves. Explain that for words that end with -fe, we
and word analysis
skills in decoding change -f to -v and then add -s. Write wolf and wolves. Show that for words
words. RF.5.3 ending in -f, we change -f to -v and add -es. The exception is when a word
is spelled with two fs, as in sheriff. In this case, add an -s to form the plural.
Decode and spell
irregular plurals. We Do
Write wife, loaf, and shelf. Write wives, loaves, and shelves. Model decoding
wife and wives. Point out how the /f/ sound changes to a /v/ sound. Have
students read the other words and identify the spelling changes.
You Do
Add life, half, and thief to the board. Have students pronounce and spell
their plural forms. List them next to the singular forms. Point to the words
randomly for students to read chorally. Repeat several times.
TIER
B U I L D I R R E G U L A R P LU R A L S
2
OBJECTIVES Tell students that multisyllabic words are made up of smaller word parts,
I Do
Use combined or syllables. Explain that they will be building longer words that have
knowledge of irregular plural forms. Point out that many words that end with -o add -es
all letter-sound
correspondences, to form the plural. Point out that some words are made plural by changing
syllabication patterns, the word ending to -a, as in medium and media. Remind students how to
and morphology form plurals for words that end in -fe and -f, as described above.
(e.g., roots and
affixes) to read
We Do
Display the Word-Building Cards car and go. Have students chorally read
accurately unfamiliar each syllable. Have students say the syllables together to form cargo. Add
multisyllabic words
-es to form the plural cargoes. Have students decode the word. Work with
in context and out of
context. RF.5.3a students to form the plurals of the following words: bacterium, hero, and
scarf. Have students chorally read the words: bacteria, heroes, and scarves.
Build irregular plurals.
You Do
Add datum/data, wolf/wolves, volcano/volcanoes to the board. Have
partners identify how the spelling changes when each word is made
plural. Have students chorally read each word.
T42 UNIT 2 WEEK 1

WEEK 1
P R AC T I C E I R R E G U L A R P LU R A L S
OBJECTIVES
I Do
Remind students that irregular plurals are plurals that aren’t formed by
Use combined simply adding -s to the end. Sometimes a spelling change is required. For
knowledge of example, to form the plural of words that end in -f, we change the -f to -v
all letter-sound
correspondences,
and add -es. To form the plural of words that end in -fe, we change the -fe
syllabication patterns, to -ve and add -s. When a word ends with -o, we often add -es to form the
and morphology plural, which is an irregular plural. Finally, point out that some words that
(e.g., roots and end in -a are actually plural forms of words.
affixes) to read
accurately unfamiliar Write the words calf, scarf, loaf, medium, volcano, domino and tornado in a
multisyllabic words We Do
column on the board. Have students tell you how to spell and pronounce
context. RF.5.3a the plural form of each of these words and write them in a second column.
Have students practice decoding the singular and plural forms of each
Decode and spell word as you point to them.
irregular plurals.
You Do
Afterward, point to the words in random order for students to chorally
read. Repeat several times.
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.
WORD STUDY/DECODING T43

Approaching Level
Vocabulary
TIER
REVIEW HIGHFREQUENCY WORDS
2
OBJECTIVES Use High-Frequency Word Cards 41–50. Display one word at a time,
I Do
Acquire and use following the routine:
accurately grade-
appropriate general Display the word. Read the word. Then spell the word.
academic and
domain-specific
We Do
Ask students to state the word and spell the word with you. Model using
words and phrases; the word in a sentence and have students repeat after you.
gather vocabulary
knowledge when
You Do
Display the word. Ask students to say the word then spell it. When
considering a word completed, quickly flip through the word card set as students chorally
or phrase important
to comprehension or read the words. Provide opportunities for students to use the words in
expression. L.6.6 speaking and writing. For example, provide sentence starters, such as I
could . Ask students to write each word in their Writer’s Notebook.
Review high-frequency
words.
TIER
REVIEW VOCABULARY WORDS
2
OBJECTIVES
I Do
Display each Visual Vocabulary Card and state the word. Explain how the
Acquire and use photograph illustrates the word. State the example sentence and repeat
accurately grade- the word.
appropriate general
academic and Point to the word on the card and read the word with students. Ask them
domain-specific We Do
words and phrases;
to repeat the word. Engage students in structured partner talk about the
gather vocabulary image as prompted on the back of the vocabulary card.
knowledge when
considering a word You Do
Display each visual in random order, hiding the word. Have students
or phrase important match the definitions and context sentences of the words to the visuals
to comprehension or displayed.
expression. L.6.6
T44 UNIT 2 WEEK 1

WEEK 1
ANSWER YES/NO QUESTIONS
OBJECTIVES Display the communal Visual Vocabulary Card. Ask: Is staying home alone
I Do
Acquire and use a communal experience?
accurately grade-
appropriate general Point out that communal means “shared by a group,” so the answer is no.
academic and
domain-specific
We Do
Display the vocabulary card for the word derived. Ask: Can the age of a ruin
words and phrases; be derived by scientists? With students, discuss that derived means “traced
gather vocabulary
back to a source,” so the answer to the question is yes.
knowledge when
considering a word Display the remaining cards one at a time, asking each question below.
or phrase important You Do
to comprehension or
Have students answer yes or no and explain their answers.
expression. L.6.6 ‡ Is a millennium shorter than a century?
‡ If a farm had small yields year after year, would it be successful?
‡ Could you write a thank-you note on stationery?
‡ Could you ever find an inscription on a memorial statue?
‡ Is it possible for archaeologists to find an artifact from ancient cultures?
‡ If you don’t know how to utilize a tool, is it a good tool for you?
L AT I N R O OT S
OBJECTIVES
I Do
Display the Comprehension and Fluency passage on Approaching
Use common, grade- Reproducibles pages 53–54. Read aloud the two paragraphs under “The
appropriate Greek Amazing Zero.” Point to the word credit. Explain that you can often use
your knowledge of Latin roots to determine the meaning of a word.
roots as clues to the
meaning of a word Think Aloud I don’t know the word credit, but I know that cred is a Latin
(e.g., audience, auditory,
audible). L.6.4b root meaning “believe or trust.” The sentence says, “Archaelogists credit the
Olmecs with inventing zero.” I think credit means “believe that.”
Write the definition of the word.
We Do
Ask students to point to the word images in the next section. Together,
discuss how to use the word’s Latin root (imag) to figure out the meaning
of the word. Write the definition of the word.
You Do
Have students use knowledge of the Latin root lab to find the meaning of
laborers in the paragraph under the heading “Stone Sculptures.”
VOCABULARY T45
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that reading fluently involves correctly identifying words. Using
I Do
Use context to the context of a selection can help you know if you’re reading individual
confirm or self-correct words accurately. Tell students they can reread to self-correct, if necessary.
word recognition
and understanding, Readers should also look for clues, such as commas and end punctuation,
rereading as to know when to pause. Read the first paragraph of the Comprehension
necessary. RF.5.4c and Fluency passage on Approaching Reproducibles pages 53–54. Tell
students to listen for the rate at which you read and for where you pause.
Read fluently with
accuracy and
We Do
Read the rest of the page aloud and have students repeat each sentence
appropriate rate. after you, reading at the same rate and with accuracy. Explain that you
paused briefly at commas and a little longer at periods and that you
decoded each word accurately.
You Do
Have partners take turns reading from the Approaching Reproducibles
passage. Remind them to focus on their rate and accuracy. Listen in and
provide corrective feedback, as needed, by modeling proper fluency.
TIER
IDENTIFY PROBLEMS IN TEXTS
2
OBJECTIVES
I Do
Write on the board: Archaeologists study artifacts at sites where people lived
Determine a central long ago in Central America. However, thieves have stolen artifacts from some
idea of a text and sites. Identify the problem: archaeologists want to study artifacts but some
how it is conveyed
through particular have been stolen. Point out that when looking for the problem in the text,
details; provide a students are looking for what needs to be solved, fixed, or improved.
summary distinct from
personal opinions or We Do
Read together the section“A Matter of Time” from the Comprehension
judgments. RI.6.2 and Fluency passage on Approaching Reproducibles page 54. Ask:
What problem did the priests have? Then help students identify the priests’
Identify problems. problem. (They needed to keep track of ceremonies and other events.)
You Do
Have students read the rest of the passage. Have them identify and write
down problems in the passage. View students’ notes with them. Discuss
whether they think solutions were identified in the text.
T46 UNIT 2 WEEK 1

WEEK 1
R E V I E W P R O B L E M A N D S O LU T I O N
OBJECTIVES
I Do
Remind students that the problem in a selection is the thing that needs to
Determine a central be fixed, improved, or solved. Tell them that to determine the solution to
idea of a text and how the problem, they need to look for information on how the problem was
it is conveyed through
particular details;
solved, fixed, or improved.
the text distinct from We Do
Read together the section “The Amazing Zero” from the Comprehension
personal opinions or and Fluency passage on Approaching Reproducibles page 54. Model
judgments. RI.6.2 identifying the problem that the Olmecs had. Then discuss with students
how zero solved the problem.
Identify problems and
solutions in texts.
You Do
Have students reread the the passage. Ask them to look for problems that
the Olmecs had and how the Olmecs solved these problems. Have them
also note problems and solutions for those who study the Olmecs.
SELFSELECTED READING
OBJECTIVES Read Independently

Determine a central Have students choose an expository text for sustained silent reading.
idea of a text and how
Remind students that:
particular details; ‡ identifying the problem and its solution will help them better
provide a summary of understand the text.
the text distinct from
personal opinions or ‡ it is helpful to set a purpose for reading by asking questions before
judgments. RI.6.2 reading. Asking and answering questions while reading can also help
them keep track of what they have learned.
Ask and answer
questions to increase Read Purposefully
understanding.
Have students record the problem and solution on Graphic Organizer 116
as they read independently. After they finish, they can conduct a Book
Talk, each telling about the book that he or she read.
‡ Students should share their organizers and answer this question: What
was the main problem in the selection?
‡ They should also tell the group about questions they asked and
answered before, during, and after reading to increase their
understanding.
COMPREHENSION T47
On Level
Expository
Text

in Time Go
by Howard Raymond

Before Reading
Expository
Preview and Predict

Text
Lost
PAIRED
Words from the Past
in Time
READ
Leveled Reader
LEXILE 960 ‡ Have students read the title and the table of contents in Lost in Time Readers
and predict what the selection is about.

OBJECTIVES
Cite textual evidence Review Genre: Expository Text
to support analysis
of what the text says Review with students that expository text is about real people or events
explicitly as well as and that it often includes text features such as headings, photographs,
inferences drawn from captions, maps, charts, and timelines. Have students identify evidence
the text. RI.6.1
that Lost in Time is expository text.
Analyze how a
paragraph, chapter, During Reading
or section fits into the
overall structure of a Close Reading
text and contributes Note Taking: Ask students to use the graphic organizer in Your Turn
to the development of
the ideas. RI.6.5
Practice Book, page 52, while they read the selection.
Pages 2–3 Talk with a partner about a question you asked about the Use Graphic
Organizer
Build background introduction. (What have archaeologists found out about the Indus
knowledge on
civilization?) Discuss how the text helped you answer the question.
contributions from
Indus civilization. (covered Pakistan, Afghanistan, and India; its ruins were buried)
Pages 4–6 Paraphrase the problem that the British railroad workers
ACADEMIC
caused for later archaeologists. (They used bricks from the ruins at
LANGUAGE Harappa in building the railway.) How have lawmakers sought to prevent
• expository text, that problem? (International law prohibits anyone from taking things
problem, solution, from sites without permission.)
questions, text
structure, maps Pages 7–9 With a partner discuss how the sidebar on page 7 supports
• Cognates: texto what you read in the text. (It tells how historical time is calculated today,
expositivo, problema, helping me understand how long ago Indus civilization existed.)
solución, mapas
Pages 10–12 The Latin root soph means “wise.” What word with this
root do you see on these pages? What does the word mean? (sophisticated;
“highly complicated or developed”)
T48 UNIT 2 WEEK 1

WEEK 1
Pages 13–17 Turn to a partner and paraphrase what you learned

about the problem archaeologists have in understanding the Indus seals. Literature
(Archaeologists are not able to translate the short inscriptions or Circles
explain the purpose of the seals.) What could help archaeologists solve
Ask students to conduct a
the problem? (finding longer text)
literature circle using the
Thinkmark questions to guide
After Reading the discussion. You may wish to
Respond to Reading about what students learned
Revisit the Essential Question and ask students to complete the Text about the contributions of early
civilizations from both selections
in the Leveled Reader.
Ana
Analytical
W
Writing
identified
id if problems that people living on floodplains in ancient times
had to face and have cited appropriate details from the text to support
their answer. Level
Model Model reading page 8 accurately at an appropriate rate. Next,
Up
reread the passage aloud and have students read along with you.
PA I R E D R E A D
IF students read the On Level fluently and

“Words from the Past” answered the questions
THEN pair them with students who have
Make Connections: Write About It proficiently read the Beyond Level and have
Before reading, ask students to note that students
Leveled Reader
the text is also expository and includes • partner-read the Beyond Level main
an example of ancient poetry from India. Then discuss the Essential selection.
Question. After reading, ask students to make connections between • ask and answer questions about the text.
the information they learned from Lost in Time and “Words from • discuss contributions of civilizations.
the Past.”

F The Beyond Level challenges students by
S
Students can extend their knowledge of how assuming prior knowledge and using
civilizations developed near rivers by completing the more complex sentence structures.
social studies activity on page 24.
ON LEVEL T49
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the key selection words
I Do
Acquire and use communal, derived, inscription, millennium, stationery, and yields. Point to
accurately grade- each word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask students which word has almost the same meaning as the first word
words and phrases;
in this group: communal, private, group. Together, identify communal and
gather vocabulary group as having almost the same meaning. Replace communal with group
knowledge when here to verify that it makes sense: We brought soup to the communal dinner.
considering a word
or phrase important
You Do
Have partners choose the word in each group that has almost the same
to comprehension or meaning as the first word. Use the synonym in a sentence to verify that the
expression. L.6.6 choice makes sense.
derived, lost, originated stationery, paper, telephone
inscription, writing, statue yields, moods, crops
millennium, moment, era
L AT I N R O OT S
OBJECTIVES Remind students that they often can use their knowledge of Latin roots
I Do
Use common, grade- as clues to figure out the meaning of a word. Use the Comprehension and
appropriate Greek Fluency passage on Your Turn Practice Book pages 53–54 to model.
roots as clues to the Think Aloud When I read the section “A Matter of Time,” I want to know
meaning of a word
what the word credit means. I know cred is a Latin root that’s used to form
audible). L.6.4b the words credible and creed, and that it means “belief.” In this case, I think
credit means that archaeologists believe that the Olmecs invented zero.
We Do
Have students read the next section, where they encounter serves. Have
students figure out the definition by looking up the meaning of the Latin
root serv, which means “save or perform a duty.”
You Do
Have partners use Latin roots to determine the meanings of the words
images and laborers on page 54 as they read the rest of the selection.
T50 UNIT 2 WEEK 1

WEEK 1
Comprehension
OBJECTIVES
I Do
Remind students that to identify problems in a selection, they can review
Determine a central the text to find something that needs to be fixed, improved, or solved. The
idea of a text and how solution in the text is how the problem was fixed, improved, or solved.
particular details; Have a volunteer read the paragraph “A Matter of Time” from the
provide a summary of We Do
Comprehension and Fluency passage on Your Turn Practice Book
personal opinions or pages 53–54. Ask students what problem the priests had. Urge students to
judgments. RI.6.2 discuss how the two calendars solved the problem for the priests.
You Do
Have students identify problems and solutions in the rest of the text. Ask
them to explain how identifying problems and solutions helped them
better understand the selection.

it is conveyed through ‡ Before they read, have students preview the book, reading the title and
particular details; viewing the photographs. Have them ask a question to set a purpose
provide a summary of for reading.
personal opinions or ‡ As students read, remind them to ask questions and to look for the
judgments. RI.6.2 answers to their questions within the text.
Ask and answer Read Purposefully

questions to increase
Encourage students to read different books in order to learn about a
understanding.
variety of subjects.
‡ As students read, have them identify problems and solutions within the
books and note them on Graphic Organizer 116.
‡ 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.
VOCABULARY/COMPREHENSION T51
Beyond Level
Expository
Text

in Time Go
by Howard Raymond

Before Reading
Expository
Preview and Predict

Text
Lost
PAIRED
Words from the Past
in Time
READ
Leveled Reader
LEXILE 1050 ‡ Have students read the title and the table of contents in Lost in Time Readers
and predict the content of the selection.

OBJECTIVES
to support analysis
of what the text says Review with students that expository text tells about real people or
explicitly as well as events and often includes text features such as charts, maps, headings,
inferences drawn from photographs, and captions. Have students identify evidence that Lost in
the text. RI.6.1
Time is expository text.
Analyze how a
overall structure of a Close Reading
text and contributes Note Taking: Ask students to use the graphic organizer in the Your
the ideas. RI.6.5
Pages 2–3 Turn to a partner and talk about a question you have after Use Graphic
Build background Organizer
reading the introduction. (Possible question: What have archaeologists
knowledge on
found out about the Indus civilization?) Discuss how the text helped you
contributions from
Indus civilization. answer the question. (The Indus civilization extended from Pakistan to
Afghanistan and India and was forgotten about for thousands of years
because its ruins were buried.)
ACADEMIC
LANGUAGE Pages 4–6 Why did the British workers’ use of the bricks at Harappa cause
• expository text, problems for archaeologists? (The railroad workers altered the site by
problem, solution, taking the bricks so archaeologists would have to guess what the site
questions, text
looked like before the bricks had been removed.) How have lawmakers
structure, maps
sought to prevent that problem from occurring again? (International law
• Cognates: texto
expositivo, problema, prohibits anyone from taking things from sites without permission.)
solución, mapas Pages 7–9 Turn to a partner and discuss how the sidebar on page 7
supports what you read in the text. (The sidebar explains how time in the
Western world is calculated and helps me understand when the Indus
civilization existed.)
T52 UNIT 2 WEEK 1

WEEK 1
Pages 10–12 The Latin root aeguus- means “equal.” Knowing this can
help you determine the meaning of the word egalitarian. Reread page 11. Literature
What does egalitarian mean? (“without social classes” or “equal”) Circles
Pages 13–17 Turn to a partner and paraphrase what you learned about Ask students to conduct a
the problem that archaeologists today share with those who lived in literature circle using the
Mohenjo-Daro long ago. (Both archaeologists studying Mohenjo-Daro Thinkmark questions to guide
and those who lived long ago in the city have had to cope with the the discussion. You may wish to
river’s destruction.) have a whole-class discussion
about contributions from early
After Reading civilizations from both selections
Respond to Reading
Ana
Analytical
W
Writing
identified
id if the problem and how it was solved.

Model Model reading page 11 with accuracy and at an appropriate rate.
Next, reread the page aloud and have students read along with you.
Expository
E
T
Te
Text
ory
Gifted and Talented
Lost
Compare Texts
Read about how an ancient civilization has contributed
Synthesize Challenge students
to literature.
iin
n to learn more about The
Words from Time
PA I R E D R E A D
the Past
by How
war
ard Raymond
Mahabharata and the civilization
Civilizations have risen and fallen over the millennia,
but much of their art still exists. An important piece of
ancient writing from India has survived. It is called
from which it arose. Encourage
“Words from the Past”
The Mahabharata and was written over hundreds of
years, starting about 1,500 years after the decline of the
Indus civilization. It is one of the longest poems in the
world, with almost 100,000 verses spread over 18 books.
It has b een passed down over the ages and translated
students to note what they have
into different languages. It has also been adapted into
other forms, such as theater, dance, and music. An Indian
television series based on the epic poem lasted 94 episodes
and had an enormous audience.
The versions of selected verses from The Mahabharata
learned about the contributions of
(bkgd) Aaron Roeth Photography
on the following pages are based on a late-nineteenth-
Make Connections: Write About It century English translation of the original Sanskrit text.
19
PA
PAIRE
AIREED
REEAD
REA Words from the
Past
early civilizations and have them
research the importance of The
&9B&5B/5B*B8:
/ %
LQGG
Before reading, ask students to note that Leveled Reader

the text is expository but also includes Mahabharata.
poetry from ancient India. Then discuss the Essential Question. After
reading, ask students to make connections between the contributions
of early civilizations shown in Lost in Time and “Words from the Past.”

F
S
Students can extend their knowledge of how
civilizations developed near rivers by completing the
social studies activity on page 24.
BEYOND LEVEL T53

Beyond Level
Vocabulary
REVIEW DOMAINSPECIFIC WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the word
Model
Acquire and use artifact. Write a social studies-related sentence on the board using the
accurately grade- word. Have partners discuss how artifacts give us clues about history.
appropriate general
academic and Write the words utilize and efficiently on the board and discuss their
domain-specific
words and phrases;
meanings with students. Help students write sentences using the words.
gather vocabulary
Apply
Have partners review the meanings of the words evolved and innovations.
knowledge when
considering a word Then have them write sentences using all of the words above.
or phrase important
to comprehension or
expression. L.6.6
L AT I N R O OT S
OBJECTIVES
Model
Read aloud the section “Stone Sculptures” from the Comprehension and
Use common, grade- Fluency passage on Beyond Reproducibles pages 53–54.
appropriate Greek
or Latin affixes and Think Aloud I’m not sure of the meaning of the word artisans. It has the
roots as clues to the Latin root art, as in artist. When I look up the root, I find that it means “skill.”
meaning of a word
Knowing the Latin root helps me figure out that in this sentence, artisans
audible). L.6.4b are probably skilled workers.
With students, continue reading the section. Help them figure out the
meaning of laborers, using the Latin root lab.
Apply
Have pairs of students read the whole passage. Ask them to use Latin
roots to determine the meanings of credited and images on page 54.
Gifted and Independent Study Have students think about what they’ve learned
Talented
about Latin roots as they answer this week’s Essential Question. Then have
them find words that use Latin roots, such as civ and popul, and use them
in a written response to the question as it relates to the Comprehension
and Fluency passage.
T54 UNIT 2 WEEK 1

WEEK 1
Comprehension
OBJECTIVES Remind students that when they look for a problem in a selection, they
Model
Determine a central are looking for something that needs to be fixed, solved, or improved.
idea of a text and how Looking for problems and solutions in the text will help them understand
particular details;
and retain information presented in an expository text.
Have students read the first page of the Comprehension and Fluency
personal opinions or passage on Beyond Reproducibles pages 53–54. Ask open-ended
judgments. RI.6.2 questions to facilitate discussion, such as What problems do archaeologists
have in studying the Olmecs? Students should support their responses with
text evidence.
Apply
Have students note details about problems and solutions in the rest of the
passage as they independently fill in Graphic Organizer 116. Then have
partners use their organizers to describe what problems archaeologists
have had in studying the Olmecs and how they have tried to solve these
problems. Students may also discuss the problems and solutions of the
Olmecs themselves.

it is conveyed through ‡ As students read, have them fill in Graphic Organizer 116.
particular details;
‡ Remind them to ask and answer questions as they read to help them
the text distinct from understand what they read.
judgments. RI.6.2
Read Purposefully
Encourage students to keep a reading journal. Ask them to read different
Ask and answer books in order to learn about a variety of 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 books
Talented
relate to the Weekly Concept of contributions. Have students compare
the contributions made by people in their self-selected readings with
the contributions made by the Olmecs and the people from the Indus
civilization.
English Language Learners
Shared Read Go
Empire of the Sea Digital
Before Reading
Build Background
Between the Mountains
and the Sea
Resource Rich
Read the Essential Question: What contributions were made by early

Essential Question
civilizations?
94 95
Reading/Writing
094_097_CR14_SI6_U2W1_MR_118711.indd
094 097 CR14 SI6 U2W1 MR 118711 indd 94 10/26/11
094_097_CR14_SI6_U2W1_MR_118711.indd
097
3:29CR14
PM SI6 U2W1 MR 118711 indd 95 10/26/11 3:29 PM
Workshop View
‡ Explain the meaning of the Essential Question, including the “Empire of
the Sea”
vocabulary in the question: A civilization is a complex society, which
OBJECTIVES uses some form of keeping records. Contributions are good things that
people or civilizations make or give that others benefit from.
to support analysis
of what the text says ‡ Model an answer: Early civilizations made many contributions, such
explicitly as well as as developments in ways to build, travel, and farm. Ancient Egyptians
inferences drawn from
constructed massive temples that tell us about their culture.
the text. RI.6.1
‡ Ask students a question that ties the Essential Question to their
Use common, grade-
appropriate Greek own background knowledge: What are some contributions of earlier
or Latin affixes societies, such as forms for writing or mathematics, that affect you? Turn
and roots as clues to a partner and explain. Call on several pairs.
to the meaning
of a word (e.g.,
audience, auditory, During Reading
audible). L.6.4b
Interactive Question-Response
LANGUAGE ‡ Ask questions that help students understand the meaning of the text
OBJECTIVE after each paragraph.
Identify problems and
‡ Reinforce the meanings of key vocabulary.
solutions in a text.
‡ Ask students questions that require them to use key vocabulary.
ACADEMIC ‡ Reinforce strategies and skills of the week by modeling.
LANGUAGE
• problem, solution,
Latin root
• Cognates: problema,
solución
T56 UNIT 2 WEEK 1

WEEK 1
Page 95 Trade Routes and Trading Posts

Paragraph 1
Between the Mountains and the Sea Explain and Model Latin Roots Point out the
Explain and Model the Strategy Tell students Latin root port in the words exporting and import.
that before, during, and after reading, good Explain that port is a common Latin root which
readers ask and answer questions to understand means “to carry.” Have students use context to
the text. Model asking the question: Where exactly determine that exporting means “to send goods
was Phoenicia? Guide students to reread and away,” and import means “to bring goods in.”
look at the map to find the answer. (east of the
Mediterranean Sea, mostly in what is Lebanon Page 97
today)
Timeline of Phoenician History
Resource Rich
Paragraphs 1-2 How does the timeline help you understand
the Phoenician civilization? (It shows an important
What kinds of resources did Phoenicians starting point and key events that shaped its
have? (They had cedar trees, many crops, such as history.) What information is on the timeline that
grapes, wheat, and olives, and shells from a snail.) is not in the text? Discuss your answer with your
partner. (The dates key events occurred, such as
What did Phoenicians do with these resources? the founding of Carthage in 810 B.C. It shows that
(They made goods from them, such as boats, Phoenicians had treaties with Egypt, sailed as far
purple dye, and beautiful objects of glass.) as Great Britain, and that the Greeks conquered
Tyre.)
From Cedar Trees to Cargo Ships
Model Problem and Solution The problem From Aleph to Zayin
that Phoenicians had to solve was how to transport The Phoenicians needed a system of writing to help
their goods to buyers. Have students read the next everyone understand their records. What did they
paragraph to find the solution. create to solve this problem? (an alphabet)
Page 96 After Reading

Paragraph 1 Make Connections
How did Phoenicians solve the transportation ‡ Review the Essential Question.
problem? (They built huge cedar cargo ships with ‡ Make text connections.
sturdy keels.) Have students use the photograph
‡ Have students complete the ELL
and caption to help them understand the parts of
Reproducibles pages 53–55.
the ship.
Paragraph 2
Why was the North Star known as the “Phoenician
star”? (The Phoenicians used it to find their way
when they sailed at night.)
ENGLISH LANGUAGE LEARNERS T57


Expository
Text

in Time Go
by Howard
Howard Raymond
Raymond

Before Reading
Expository
Preview
Text
Lost
PAIRED in Time
Words from the Past
READ
‡ Read the Essential Question: What contributions were made by early by Howard Raymond
Raymond
Leveled Reader
civilizations? Leveled
LEXILE 760 ‡ Refer to Cradles of Civilization: What do ancient buildings and artifacts Readers
tell us about the people who built them?

OBJECTIVES
‡ Preview Lost in Time and “Words from the Past.” Our purpose for
to support analysis reading is to find out about life in early civilizations.
explicitly as well as Vocabulary
the text. RI.6.1
Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
decline, portrays, ruins. Use the routine found on the cards. Point out the
Analyze how a
cognate: ruinas.
paragraph, chapter,
During Reading
text and contributes Interactive Question-Response
the ideas. RI.6.5 Note Taking: Have students use the graphic organizer on ELL
Use context to Reproducibles page 52. Use the questions below after each page is
confirm or self-correct read with students. As you read, use the glossary definitions to define Use Graphic
word recognition vocabulary in context and visuals to help students understand key Organizer
and understanding, vocabulary.
rereading as
necessary. RF.5.4c Pages 2–3 What does the photograph of the toy cart tell you about the
Indus people? (They had carts to move things.) Have students put their
ACADEMIC
finger on the Indus River on the map. Name the countries that now
LANGUAGE occupy lands once occupied by the Indus civilization. (India, Pakistan,
• map, problem, Afghanistan)
solution, expository
text
Pages 4–6 Help students pronounce the word archaeologists. As
• Cognates: mapa,
they say the word aloud, mime digging and searching. Describe what
problema, solución, archeologists found in Harappa. (ruins, citadel, carved stone, bricks)
texto expositivo Pages 7–9 What was an important resource for the Indus people? (water)
What problem did water cause? (flooding) What did the Indus people do to
solve the problem? (built walls, moved to higher ground)
T58 UNIT 2 WEEK 1

WEEK 1
Pages 10–12 How were Harappa and Mohenjo-Daro similar? (had

similar designs, sanitation systems, streets laid out on a grid, citadels) Literature
Pages 13–15 Let’s choral read page 13. What is an artifact? (something Circles
made by people) Name some examples of Indus artifacts. (toys, games, Ask students to conduct a
ornaments, figurines, jewelry, and pottery) literature circle using the
Pages 16–17 According to archaeologists, why did the Indus civilization Thinkmark questions to guide
decline? (big flood or rivers drying up or changing course) the discussion. You may wish to
about information learned about
After Reading contributions made by people
from the Indus Valley from both
Respond to Reading Help students complete the organizer on ELL selections in the Leveled Reader.
Reproducibles page 52. Revisit the Essential Question. Ask partners to
summarize and answer the Text Evidence Questions. Support students
as necessary and review responses as a group.
Ana
Analytical
Write About Reading Have students work with a partner to Level
Up
W
Writing
Expository
i about a problem that people living on floodplains had to face

write
Text
Lost
and explain how the problem was solved. in Time
by Howard Raymond
Expository
Text
Fluency: Rate and Accuracy Lost

in Time
Model Model reading page 10 with accuracy and appropriate rate. by Howard Raymond
PAIRED
Next, reread the page aloud and have students read along with you. READ Words from the Past
Pa

PAIRED
Words from the Past
READ
Expository
E y
T
Te
Text
Lost
Compare Texts
IF students read the ELL Level fluently and

Read about how an ancient civilization has contributed
to literature.
in
in
PA I R E D R E A D T
Words from ime by How
warrd Raymond answered the questions
the Past ond
Although civilizations have died out, often their art

still exists. An important ancient writing from India
has survived. It is a poem called The Mahabharata.
“Words from the Past” proficiently read the On Level and have ELL
It was written more than 1,000 yeras after the Indus
civilization. It is one of the longest poems in the world.
It has almost 100,000 verses in 18 books. The poem has
been translated from Sanskrit into different languages.
It has also been adapted and used in theater, dance,
music, and even in a television series.
These verses from The Mahabharata are based on
an English translation of the original Sanskrit text. students
(bkgd) Aaron Roeth Photography
Make Connections: Write About It 19

PA
PAIRE
AIR
RED
RED
REEAD
REA Words from the
Past
• echo-read the On Level main selection with
their partners.
Before reading, ask students to note that Leveled Reader
“Words from the Past” is expository text, • list words with which they have difficulty.
which includes poetry from ancient India. Then discuss the Essential • discuss these words with their partners.
Question. After reading, ask students to make connections between
the information they read in Lost in Time and “Words from the Past.”

F
S
Students can extend their knowledge of how being The On Level challenges students by
close to a river benefits different civilizations by assuming prior knowledge and using
completing the social studies activity on page 24. more complex sentence structures.


Vocabulary
P R E T E AC H V O C A B U L A R Y
OBJECTIVES Preteach vocabulary from “Empire of the Sea,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words artifact,
accurately grade- communal, derived, inscription, millennium, stationery, utilize, and yields.
appropriate general
academic and After completing the Vocabulary Routine for each word, point to the
words and phrases;
word on the Visual Vocabulary Card and read the word with students. Ask
gather vocabulary students to repeat the word.
knowledge when
Have students work with a partner to write their own definition for two or
or phrase important more words using this frame: The meaning of is “ .”
to comprehension or
expression. L.6.6 Beginning Intermediate Advanced/High
Help students copy and Ask students to write a Challenge students to
LANGUAGE complete two sentence definition and sentence write a definition and
OBJECTIVE frames to read aloud. for three words. sentence for each word.
Use vocabulary words.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words. These can be reviewed over
I Do
Acquire and use a few days. Read each word aloud, pointing to it on the Visual Vocabulary
accurately grade- Card, and have students repeat after you. Then follow the Vocabulary
appropriate general
academic and Routine on the back of each card.
domain-specific
words and phrases; We Do
Ask students to guess the word you describe. Provide synonyms, the
gather vocabulary word’s part of speech, or definition. Have students use it in a sentence.
knowledge when
Have one partner give clues for one word while the other guesses it. If
or phrase important students guess correctly, have him or her use the word in a sentence.
to comprehension or
Help students list clues Have students write Ask students to use
LANGUAGE and read them aloud. their clues in complete synonyms or antonyms in
OBJECTIVE sentences. their clues.
T60 UNIT 2 WEEK 1

WEEK 1
L AT I N R O OT S
OBJECTIVES Read aloud the fourth paragraph of the Comprehension and Fluency
I Do
Use common, grade- Passage on ELL Reproducibles page 54 while students follow along. Point
appropriate Greek to the word artisans. Tell students that they can use knowledge of Latin
roots in order to figure out a word’s meaning.
meaning of a word
Think Aloud I know that the Latin root art means “skill.” When I read that
audible). L.6.4b “artisans and laborers carve their images,” I can guess that artisans were
workers, like laborers. Therefore, artisans must be skilled workers.
LANGUAGE
We Do
Have students point to the word images in the same paragraph. Point out
OBJECTIVE that the Latin root imag means “likeness.” Discuss with students what the
Use Latin roots.
word images means in this context.
You Do
Have partners write a definition for the word credit in the paragraph under
“Zero and Counting,” using the Latin root cred.

Tell students cred means Help students look up the Have students use the
“believe.” Have them use meaning of the Latin root Latin root cred to define
this frame for writing: cred. Have them write a credit and name another
Credit means “___.” definition for credit. word with the same root.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Empire of
Acquire and use the Sea”: civilization, resources, merchant; and Lost in Time: archaeologists,
accurately grade- discovered, site. Define each word for students: If you discovered something,
appropriate general
you were the first person to find out about it.
academic and
domain-specific Model for students using the words in a sentence: Scientists discovered
gather vocabulary plants they never knew existed. It was discovered in the 1800s. Then provide a
knowledge when sentence frame and complete it with students: I discovered that .
considering a word
Have pairs make their own sentence frames and ask the class to complete
to comprehension or them.
expression. L.6.6
LANGUAGE Help students copy and Provide sentence starters Have students define the
OBJECTIVE complete their frames. for students, if necessary. words they used.
Use academic vocabulary
and high-frequency words.
VOCABULARY T61

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that good writers use details such as facts, quotations, and
I Do
Develop the topic examples to support their main points, and they leave out details that
with relevant facts, are not on topic. Read the Expert Model passage aloud as students follow
details, quotations, or along, and note supporting details that the author included.
other information and
examples. W.6.2b We Do
Read aloud the second paragraph from “Empire of the Sea” as students
follow along. Identify the main idea and note the details students identify
in a word web. Model writing a strong alternate paragraph.
LANGUAGE
OBJECTIVE Have pairs write a short paragraph about a civilization. They should
Add supporting details You Do
include a main idea sentence and a few details to support the main idea.
to writing.
Edit each pair’s writing. Then ask students to revise.

Have students copy the Have students revise, Have students revise,
edited paragraph. adding details to tell more omitting off topic details
about the topic. and edit for errors.
S P E L L I R R E G U L A R P LU R A L S
OBJECTIVES Read aloud the Spelling Words on page T36, noting how each word is
I Do
Demonstrate spelled in its plural form. Point out the words ending with -ves, -oes, and
command of the -a. Have students repeat the words.
conventions of
standard English Read the Dictation Sentences on page T37 aloud for students. With each
capitalization, We Do
punctuation, and
sentence, read the underlined word slowly, drawing out the ending sound.
spelling when Have students repeat after you and write the word.
writing. L.6.2
You Do
Display the words. Have partners exchange their lists to check the spelling.
LANGUAGE Beginning Intermediate Advanced/High

OBJECTIVE
Have students copy the Have pairs help each other Ask students to explain
Spell irregular plurals.
correctly spelled words correct their words, and which words were difficult
and say the words aloud. then quiz each other. to spell and why.
T62 UNIT 2 WEEK 1

WEEK 1
Grammar
KINDS OF NOUNS
OBJECTIVES Remind students that a common noun names any person, place, thing,
I Do
Demonstrate or idea, but a proper noun names a specific person, place, thing, or idea.
command of the A proper noun is capitalized. Write on the board: Mrs. Martinez went to a
conventions of
standard English
restaurant with her family last Wednesday. Read the sentence aloud and
grammar and usage underline each noun. Compare common nouns on the board with proper
when writing or nouns. Then remind students that some nouns are concrete and others
speaking. L.6.1 are abstract. You can smell, taste, hear, see, or touch concrete nouns. You
cannot smell, taste, hear, see, or touch abstract nouns. Point to the word
LANGUAGE Wednesday and explain that it is an abstract noun.
OBJECTIVE
Use different kinds of We Do
Write the sentence frames below on the board. Review common, proper,
nouns. concrete, and abstract nouns. Ask volunteers to provide nouns to
Grades K-6
complete each frame. Fill in the sentence frames with students’ responses.
Then read the completed sentences aloud for students to repeat. Discuss
Language
which nouns are common or proper, and which are abstract or concrete.
Transfers
Handbook They went last to .
There are 28 days in .
Language Transfers You Do

Brainstorm a list of common and proper nouns with students. Make sure
Handbook that some are concrete and some are abstract. Have partners write three
Speakers of Cantonese, sentences using at least two different kinds of nouns.
Haitian Creole,
Hmong, Korean, and Beginning Intermediate Advanced/High
Vietnamese may have
Help students complete Ask students to underline Have students underline
difficulties adding -s
the activity together and the common nouns in the concrete nouns in
to plural nouns, since
copy their sentences. their sentences and have their sentences and have
those languages do
Have them underline the them circle the proper them circle any abstract
not use a plural marker.
different nouns. Read nouns. nouns. Then ask them
Reinforce the use of
sentences aloud for how they could tell the
s with regular plural
students to repeat. difference.
nouns.
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 T63
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: WRITING:

Text Structure: Problem Latin Roots L.6.4b Writing About Text RI.6.2,
and Solution RI.6.2, RI.6.5 RI.6.5, W.6.9b
Grade 6
Assessment Includes
Weekly
Assessment ‡ Performance Tasks
‡ Approaching-Level Assessment
State Standards online PDFs
Grades 1-6
Fluency Goal 117 to 137 words correct per minute (WCPM)
Accuracy Rate Goal 95% or higher
Fluency
Assessment Administer oral reading fluency assessments using the
following schedule:
State Standards
‡ Weeks 1, 3, 5 Provide Approaching-Level students at least
three oral reading fluency assessments during the unit.
‡ Weeks 2 and 4 Provide On-Level students at least two oral
reading fluency assessments during the unit.
‡ Week 6 If necessary, provide Beyond-Level students an oral
reading fluency assessment at this time.
Also Available: Selection Tests online PDFs
T64 UNIT 2
WEEK 1
Using Assessment Results
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 82–84 on Problem and
multiple-choice items Solution from the Tier 2 Comprehension
COMPREHENSION
correctly . . . Intervention Online PDFs.
Students answer 0–6 . . . assign Lesson 157 on Greek, Latin, and

VOCABULARY multiple-choice items Other Roots from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 82–84 on Problem and

“3” on the constructed Solution and/or Write About Reading
WRITING responses . . . Lesson 200 from the Tier 2 Comprehension
Intervention Online PDFs.
Students have a WCPM . . . assign a lesson from Sections 1, 7, 8, 9, or

score of 109–116 . . . 10 of the Tier 2 Fluency Intervention Online
PDFs.

PDFs.
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
PROGRESS MONITORING T65

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

aspiring Shared Read “The Democracy Debate,” 108–115
foundation Genre Expository Text
Lexile 880L
preceded
principal
promote
restrict Comprehension Strategy ..................... Ask and Answer Questions, T82–T83
speculation Comprehension Skill .............................. Text Structure: Compare and Contrast,

T84–T85
withstood
Genre ............................................................. Expository Text, T86–T87
Vocabulary Strategy ............................... Greek and Latin Prefixes, T88–T89
Writing Traits .............................................. Ideas, T94–T95
Grammar Handbook............................... Singular and Plural Nouns, T98–T99
Go
Digital
T66 UNIT 2 WEEK 2

DEMOCRACY
Essential Question
How did democracy develop?
WEEK 2
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Who Created Democracy?, 116–125 “How Ideas Become Laws,” 128–129
Genre Expository Text Genre Narrative Nonfiction
Differentiated Text


Who Was Marco Life in Ancient
Polo? South America
Genre Genre
Biography Expository Text
Classroom Library
WEEKLY OVERVIEW T67

TEACH AND MANAGE
How You Teach

Democracy “The Democracy Debate” Who Created Democracy?
Minilessons “How Ideas Become
Ask and Answer Questions, Compare Laws”
and Contrast, Expository Text, Greek
and Latin Prefixes, Writing Traits
Literature
Reading/Writing Anthology
Workshop 116–129
Reading/Writing Workshop 108–117
104–105


Name Date
Vocabulary
My To-Do List Name
Put a check next to the activities you complete. aspiring foundation restrict withstood
speculation principal promote preceded
Phonics ⁄
Reading Word Study Use each pair of vocabulary words in a single sentence.
Possible responses provided.
Compare and Contrast Inflectional Endings
Fluency 1. aspiring, foundation
Learning what the city needed gave the aspiring mayor a good
foundation to run for office.
2. speculation, restrict
Develop a Topic Democracy Started in Speculation about how the children might behave caused their parents
Greece and Rome
to restrict where they could go.
Independent
Practice Go Digital 3. principal, promote
www.connected.mcgraw-hill.com The principal reason for the new law was to promote equality.
pp. 63–65 4. withstood, preceded

Comprehension
The tree withstood the hurricane that preceded the flood.
Genre, p. 66
Phonics/Word Study
Phonics, p. 68
Grammar
Spelling/Word Sorts
Listening Library
8 Unit 2 • Week 2 • Democracy Contracts
Practice • Grade 6 • Unit 2 • Wee

Week 2 61
061-061_CR14_NA_YT_6_VO_U2W2_118713.indd 61 3/27/12 10:59 AM
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 2
Leveled Readers Write Interview Questions, T92
Text Connections
Compare Democracy, T93
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
73–84


3
( More
7 Activities
on back
12
6
TEACH AND MANAGE T69

Write to Sources
and Research
Text Structure: Compare and Contrast,
T84–T85
Summarize, T89L
Compare and Contrast, T89L
Research and Inquiry, T92 Summarize, p. 127
Compare and
Analyze to Inform/Explain, T93 Contrast, p. 127
Comparing Texts, T105, T113, T117,
T123
Compare and Contrast,

Go pp. 63–65
Digital
Genre, p. 66
Whiteboard Compare and Contrast Your Turn Practice Book

25
Go
Explanatory Essay,
T344–T349
Pee
Go
Digital
Informative Text:
h Edition

WEEK 2
Writing Trait: Ideas
Develop a Topic, T94–T95
Ideas: Develop a
Topic, pp. 116–117
Go
Digital Ideas: Develop Ideas: Develop
a Topic, Card 3 a Topic, p. 70
Interactive

Go
Digital
Grammar
Singular and Plural
Singular and Plural Nouns, Nouns
T98–T99
Spelling
Inflectional Endings,
T10
T100–T101 I
Inflectional
Go EEndings
Digital
Interactive

READING
Build Background Democracy, T74–T75 Comprehension
• Strategy: Ask and Answer Questions, T82–T83
Listening Comprehension Interactive Read
Teach, Aloud: “The Road to Democracy,” T76–T77 Writing About Reading Ana
ast, T84
• Skill: Compare and Contrast, T84–T85
Analytical
A
Writing
W
T
Model
Whole Group
Comprehension • Genre: Expository Text, T86–T87

• Preview Genre: Expository Text, T86–T87 Vocabulary Strategy: Greek and Latin
and • Preview Strategy: Ask and Answer Questions, T82–
Prefixes, T88–T89
T83
Apply Vocabulary Words in Context, T78–T79
Practice Your Turn 62–67

Close Reading of Complex Text “The
Democracy Debate”, 108–111
Leveled Reader Everybody Counts, Leveled Reader Everybody Counts,

T104–T105 T104–T105
Approaching Word Study/Decoding Decod
Inflectional Endings, T106
Decode Words with
6 2
TIER
Vocabulary
abular Review Vocabulary Words,
T108
8 2
TIER
Level Vocabulary Comprehension

TIER TIER
8 2 • Identify Compare-and-Contrast Signals, T110
0 2
• Identify Related Words, T109 • Review Compare and Contrast, T111

T112–T113 T112–T113
On Level
Small Group
Vocabulary Review Vocabulary Words, T114 Comprehension Review Compare and

Contrast, T115

T116–T117 T116–T117
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Compare and
Level T118 Contrast, T119
Shared Read “The Democracy Debate”, Leveled Reader Everybody Counts,

T120–T121 T122–T123
English Word Study/Decoding Decode Words with Vocabulary Review Vocabulary, T124
Language Inflectional Endings, T106 Writing Writing Trait: Ideas, T126
Learners Vocabulary
• Preteach Vocabulary, T124
Grammar Singular and Plural Nouns, T127

Writing
Whole Group
• Writing Trait: Ideas/Topic, T94–T95 • Writing Trait: Ideas/Topic, T94–T95

Grammar Grammar Singular and Plural Nouns, T98 Grammar Singular and Plural Nouns, T98
Spelling Inflectional Endings, T100 Spelling Inflectional Endings, T100
Build Vocabulary • Academic Vocabulary, T102 • Review Root Words, T102
T70 UNIT 2 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Word Study/Decoding Inflectional Endings, Fluency Rate and Accuracy, T91 Integrate Ideas
Integrate Ideas
Close Reading Who Created
Democracy?, 116–127 Close Reading “How Ideas Become Laws”,
128–129
Literature
Anthology
Leveled Reader Everybody Counts, Leveled Reader Paired Read: “ The Men on Leveled Reader Literature Circle, T105
T104–T105 the Hill,” T105 Comprehension Self-Selected Reading,
Word Study/Decoding Build W Words with Word Study/Decoding Practice Inflectional T111
TIER
Inflectional Endings, T106
6 2 Endings, T107
TIER
Fluency Rate and Accuracy, T110
0 2
Vocabulary Greek and Latin Prefixes, T109
T112–T113 the Hill,” T113 Comprehension Self-Selected Reading,
Vocabulary Greek and Latin Prefixes, T114 T115
T116–T117 the Hill,” T117 Comprehension
Vocabulary • Self-Selected Reading, T119 Gifted and
Talented
• Greek and Latin Prefixes, T118 Gifted and • Independent Study: Democracy, T119
• Analyze, T118 Talented
Leveled Reader Everybody Counts, T122–T123 Leveled Reader Paired Read: “ The Men on Leveled Reader Literature Circle, T123
Word Study/Decoding Build Words with the Hill,” T123
Inflectional Endings, T106 Vocabulary Additional Vocabulary, T125
Vocabulary Greek and Latin Prefixes, T125 Word Study/Decoding Practice Inflectional
Spelling Words with Inflectional Endings, Endings, T107
T126
LANGUAGE ARTS
• Writing Trait: Ideas/Topic, T94–T95 • Writing Trait: Ideas/Topic, T94–T95 • Writing Trait: Ideas/Topic, T94–T95
Grammar Mechanics and Usage, T99 Grammar Singular and Plural Nouns, T99 Grammar Singular and Plural Nouns, T99
Spelling Inflectional Endings, T101 Spelling Inflectional Endings, T101 Spelling Inflectional Endings, T101
• Greek and Latin Prefixes, T103 • Shades of Meaning, T103 • Morphology, T103

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

instruction.

Prior Knowledge Ancient Athens T81
Genre Diagrams T87
"The Democracy Debate"

Lexile 880L

Purpose Inform T89A, T89M
Organization Compare and Contrast T89C
Connection of Ideas
Relationships T89E
Inferences T89G
Specific Vocabulary Context Clues
Literature Anthology T89F, T89I
Who Created Democracy? Lexile 930L
"How Ideas Become Laws" Lexile 940L

SCAFFOLD
support Workshop Everybody Counts
"The Democracy T122–T123
THEN scaffold instruction using the small Debate" T120–T121 "The Men on the
group suggestions. Hill" T123

WEEK 2
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Ask and Answer
Questions T83
Comprehension Skill Text Structure: Compare and
Contrast T85 Beyond
Genre Expository Text T87 T113
Vocabulary Strategy Greek and Latin Prefixes T89
Word Study/Fluency Inflectional Endings, Rate and
Accuracy T91
If No Approaching Level Reteach T104–T111

ELL Develop T120–T127 On Level
If Yes On Level Review T112–T115

Beyond Level Extend T116–T119 ing
Approach ELL
T105 T123
T 123
Additional Vocabulary T125 Greek Writing Trait: Spelling Grammar

balance ideas and Latin Ideas T126 Inflectional Singular and
conquered society Prefixes T125 Endings T126 Plural Nouns
elected system T127


LESS O
IN I
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N
10 Build Background
Mins
Go
Writing Workshop. Explain that for thousands of years, people have
been aspiring to govern themselves.
Discuss the photograph of the Bouleuterion with students. Explain that
Workshop what happened there was a foundation, or basis, for democracy. Concept
‡ In ancient Priene, people governed themselves in an annual
OBJECTIVES assembly called the Demos.
Integrate visual ‡ An elected assembly called the Boule met at the Bouleuterion to
information (e.g.,
in charts, graphs,
decide how to handle important issues.
Watch Video
photographs, videos,
or maps) with
other information Talk About It
in print and digital Ask: How were the citizens of Priene laying a foundation for democracy?
texts. RH.6.7 COLLABORATE What was the Boule aspiring to do? Have students discuss in pairs or
Pose and respond groups.
to specific questions
with elaboration ‡ Model using the graphic organizer to generate words and phrases
and detail by related to the structure of Priene’s government. Add students’ ideas.
making comments
‡ Have students complete their graphic organizers, adding other Use Graphic
that contribute Organizer
to the topic, text, related words and phrases. Then have them talk with a partner about
or issue under why they think Priene’s government was organized this way.
discussion. SL.6.1c
Build background
knowledge on
how democracy Collaborative Conversations
developed.
Take Turns Talking As students engage in partner, small-group,
and whole-class discussions, encourage them to
‡ wait for a person to finish before they speak and not speak over
others.
‡ quietly raise their hand to let others know they would like a turn
to speak.
‡ ask others in the group to share their opinions so that all
students have a chance to share.
T74 UNIT 2 WEEK 2

WEEK 2
Essential Question
This curious arrangement of stacked seats is all that
remains of the Bouleuterion, a building built around
Go Digital!
175 B.C. for a very special purpose.
People in the ancient Ionian city of Priene governed
themselves. The Demos was an annual assembly of all
citizens, but the Boule was a smaller elected council
of 640 people.
The Bouleuterion was a place
for the council to meet and
decide important issues,
much as the U.S. Senate
chamber is today.
Talk About lt
Write words you have learned about the structure of
Priene’s government. Then talk with a partner about why
you think it was organized this way.
Priene’s
Government
(c) Oleksiy Maksymenko/Alamy; (i) AP Images

Vanni/Art Resource
104 105

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SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Ask students
ruins of the Bouleuterion. describe the ruins of to discuss how what Priene’s
Government
This is a building where the Bouleuterion. Ask: happened in the
people long ago met Why was this building building is an example of
to govern themselves. important? Encourage democracy. Ask questions
People met there to decide students to use a concept to help them elaborate.
important issues. Have word in their responses. How did the people of
students repeat after you. Elicit details to support Priene govern themselves?
students’ responses. What types of issues might
they have discussed?

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Democracy Digital
Explain to students that the United States Constitution presents the
media and formats principles of a democratic government, but it is not the first document
(e.g., visually, to outline the relationship between free people and their government.
quantitatively, orally) Tell students you are going to read aloud a passage about two
and explain how it
earlier documents on the path to democracy—Magna Carta and the
text, or issue under Mayflower Compact. View Photos
study. SL.6.2

Preview Genre: Expository Text
to support analysis Explain that the text you will read aloud is expository text. Discuss the
of what the text says features of expository text:
inferences drawn from ‡ informs readers about a topic using factual details
the text. RI.6.1 ‡ may be about a topic from history
• Listen for a purpose. ‡ may include headings and other text features
• Identify
characteristics of Preview Comprehension Strategy:
expository text. Ask and Answer Questions
Explain that active readers ask themselves questions before, during,
ACADEMIC and after they read. Before reading, readers can set a purpose for
LANGUAGE reading by asking questions. As they read, readers can look for
• expository text, ask
information to answer their questions. Asking and answering questions
and answer questions
can focus readers’ attention and help them understand important ideas.
• Cognate: texto
expositivo Use the Think Alouds on page T77 to model the strategy.
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 1: I wonder . . . to
reinforce how to use the ask and answer questions strategy to
© Th M G Hill C i I

Alouds
Aloud that let them know it is expository text. Ask them to think about Genre Features
were expository text.
Summarize Have students restate the most important information Use Graphic
from “The Road to Democracy” in their own words. Organizer
T76 UNIT 2 WEEK 2

WEEK 2
The Road to Democracy

When we imagine the beginning of democracy in The Mayflower Compact
the United States, we often think of the creation of The democratic principles stated in Magna Carta
the U.S. Constitution. This was no doubt a major were well established by the time English settlers
event. However, it was not the first time people came to North America. This is illustrated by the
created a document to outline the relationship actions of the Pilgrims in 1620. When the Pilgrims
between free citizens and their government. Two arrived off the coast of Massachusetts, they knew
important earlier documents were Magna Carta they were off course. They feared that they were
and the Mayflower Compact. 1 about to establish a colony outside the authority
Magna Carta of English law. This would make it difficult to
In 1215, a group of angry English nobles forced run the colony. It would also make it difficult
their king to sign an agreement that became known to settle disagreements. To solve the problem,
as Magna Carta. Magna Carta outlined the rights the group wrote the Mayflower Compact. By
of “free and natural subjects” that the king or even signing the document, the people agreed to form
future monarchs could not take away. Among the a government, establish laws for the good of the
most important of these rights was the guarantee colony, and follow those laws. 3
of a fair legal system. Magna Carta stated that the The influence of Magna Carta and the Mayflower
government could not imprison people unless they Compact are evident in the U.S. Constitution. The
had been lawfully judged by their peers or by the Constitution is the highest law of the land. Not
law of the land. By establishing the rule of law, even the president is above the law. In addition, the
Magna Carta limited the power of the monarchy. 2 Bill of Rights guarantees people legal protections,
such as a trial by jury.
1 Think Aloud A question I

Ariel Skelley/Blend Images/
mages
Getty Images
2 Think Aloud I will ask myself

Im
can ask is What is the main

idea? Asking a question near if I understand the legal rights
the beginning of a passage outlined in Magna Carta. If
helps me set a purpose for not, I can reread to find out
reading. I’ll read on so I can what legal rights Magna Carta
answer my question. guaranteed.
3 Think Aloud To check my

understanding, I can ask
myself why the Pilgrims
created the Mayflower
Compact. I think the answer
is that they believed they
were outside the authority
of English law but knew they
needed laws to govern the
colony.

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

Workshop
Define: Speculation is ideas or discussion about why something has
happened or might happen.
OBJECTIVES
Example: Cloudy skies lead to speculation over the chance of rain.
Acquire and use speculation
accurately grade- Ask: What speculation happens in a detective story?
appropriate general
academic and
domain specific Use Visual
words and phrases; Definitions Glossary
gather vocabulary ‡ aspiring When you are aspiring to reach a goal, you are seeking
knowledge when
considering a word
to accomplish it.
or phrase important ‡ foundation A foundation is the basis on which something is
to comprehension or developed.
expression. L.6.6
‡ preceded Something that came before something else
preceded it.
‡ principal The principal part of something is the most
important part.
Cognate: principal
‡ promote When you promote an idea, you help it grow or
progress.
‡ restrict If you restrict something, you limit or confine it.
‡ withstood To have withstood something is to have resisted or
held out against it.
Talk About It
Have partners look at the photographs and discuss each word’s
COLLABORATE definition. Then ask them to choose three words, write questions for
them, and exchange questions with their partners.
T78 UNIT 2 WEEK 2

WEEK 2

SCAFFOLD
Use Visuals Point Describe Have students Discuss Ask students
to the photograph describe the photograph to talk about the
for speculation. Elicit for speculation. Help photograph for
that another word for them with pronunciation. speculation with a
speculation is guess. Ask: Ask: Who can give me an partner. Have them write
What speculation can you example of speculation? a definition and share
make about the weather Have students talk with a it with the class. Repeat
in the picture? Elaborate partner about when they the definition, correcting
on students’ answers with have made speculations. for grammar and
more details. pronunciation as needed.
p. 61 p. 61 p. 61
VOCABULARY T79
Born and Raised in Greece democracy. Socrates

ave you ever heard the
a was one of the
phrase “government by the
p principal critics
people?” That is the meaning
p of government run
of the word democracy. The United by the people. He
States is a democratic republic, as felt that only fair
are many countries around the and wise individualss Socrates
world. But where did democracy should be allowed too
come from? Some of the earliest decide things.
ideas about democracy arose in the The ideas that Socrates had
city of Athens in ancient Greece. about democracy were considered
But how should democracy be put dangerous to the existing democracy
into practice? The answer to that in Athens. The current Athenian
question has been strongly debated leaders did not want some other
for centuries. “fair and wise” people aspiring to
Even when democracy was a run their city. Socrates was a famous
new idea, people argued about how teacher. And speculation among
it should work. How should power the city’s leaders included worries
be shared? Should all people be that he would encourage young
allowed to vote and make important students to pick up his radical ideas.
decisions? Among the first people So they chose to execute him.
re
to think about these key issues were
(c) Siede Preis/Getty Images; (t) Lysippos/Getty Images; (b) DEA/G. DAGLI ORTI/Getty Images
the ancient Greek philosophers. S
Students of
Philosophy
Great Minds The philosopher
Essential Question The word philosopher means Plato had studied
How did democracy develop? “lover of wisdom,” a person who with Socrates. He
seeks knowledge and is able to also thought seriously
a
Read about the ideas that make good and fair decisions. Plato ab
about democracy. In
philosophers in ancient Greece One of the best-known Greek 380
380 B.C., Plato shared his
and Rome had about democracy. philosophers, Socrates, lived nearly ideas about government in his book
2,500 years ago. He valued wisdom The Republic. He agreed with Socrates
Ocean/Corbis
highly, and he thought deeply about that rule by the people would bring
108 109
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Shared Read
Connect to Concept: purpose for reading? Model how to cite evidence to
Democracy answer the question.
Explain that “The Democracy I think the author’s purpose is to give information
Debate” gives detailed information about the questions in this paragraph. As I read,
about how democracy developed I’ll look for information about “government by
Reading/Writing
Workshop in ancient Greece. Read “The the people.” I’ll also read to find where democracy
Democracy Debate” with students. came from and how it should be practiced.
Note the highlighted vocabulary words. Reread Paragraph 2: Model asking questions
about the second paragraph. Say that reading to
Close Reading answer questions focuses attention on key ideas.
Reread Paragraph 1: Explain to students that The text says that people disagreed from the
you are going to take a closer look at the section beginning about how power should be shared
“Born and Raised in Greece.” Reread the first in a democracy. A good question might be: What
paragraph together. Ask: How do the author’s different ideas did people have about sharing power
questions about democracy help readers establish a in a democracy?
T80 UNIT 2 WEEK 2

WEEK 2
about poor decisions and a weak A

Aristotle’s
Socrates Greece 469–399 B.C. Only wise and just people should govern.
government. But, unlike his teacher, solution was
Plato Greece 427–347 B.C. Rule should be shared by philosopher-
he believed that three different combining the
kings, soldiers, and providers of goods.
groups of people could share two. This would
Aristotle Greece 384–322 B.C. Educated and common people should
the responsibility of governing. give people each have a role in government.
The “highest” group would be f
from all parts of Cicero Rome 106–43 B.C. The Roman republic—a monarch, an
philosopher-kings guided only Aristotle so
society a voice. aristocracy, and the people—is best.
by what is best for the state. The

second group would be soldiers Changes in Rome The Debate Continues Representatives would give more
who protected the state. The last About 400 years after Aristotle, The founders of the United people a voice. They also endorsed
group would be common people the influence of Greek thinking States also thought about how a having one president and a system
who provided goods and services. was still felt by philosophers in democracy should be organized. of courts to interpret the laws.
Rome. Cicero is the best known They studied governments that
Around 388 B.C., Plato formed Today, people are still debating
a school called the Academy. A star
Roman philosopher. Like Aristotle, had preceded ours and believed
what the meaning of democracy
pupil there was the philosopher
he believed a balance of power that the foundation of any new
is and how our government
brought peace and prosperity. government should revisit Greek
Aristotle, who believed in balance should be organized. The U.S.
erent
That was because different and Roman ideas. For example,
and moderation. About 350 B.C., Constitution has been amended
types of people took Thomas Paine wrote booklets to
Aristotle wrote in his book Politics more than 25 times to reflect
that a government that tries to
part in government. promote the idea that people
changing ideas. Yet it is important
(l) Ocean/Corbis; (r) Sandro Vannini/CORBIS; (c) Siede Preis/Getty Images; (t) DEA PICTURE LIBRARY/Getty Images
restrict power to a few educated Cicero believed should govern themselves. James
to remember that our government
men would not work. It would that the Roman Madison admired Aristotle’s and
has roots in ideas from ancient
republic was the best Cicero’s beliefs in balancing power
benefit only the rich. A democracy times. Democracy has withstood
run by common people would not model for government among different groups.
the test of time.
work either, because such people because it was mixed. Cicero In 1787, Madison helped
It combined features off Alexander Hamilton write
might not make wise decisions. Make Connections
a monarchy, an aristocracy, a set of essays called The
Philosopher and a democracy. Cicero saw Talk about how the philosophers’
Federalist to encourage states
Kings that the Roman republic was ideas influenced our democracy.
to ratify the Constitution.
ESSENTIAL QUESTION
breaking down, mostly because the They made the case for
Soldiers aristocracy had gained too much having a pair of law-making How does your understanding of
power. In his book, On the Republic, groups. The smaller Senate democracy compare to the ideas
Producers of Goods he urged a return to a more would be similar to Rome’s the philosophers had? TEXT TO SELF
and Services balanced government. senate, while the House of
110 111

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Make Connections
ESSENTIAL QUESTION
Encourage students to use text evidence as they
discuss great thinkers’ ideas about democracy. Ask
partners to discuss how these ideas developed, Prior Knowledge
shaping the democracy we have today. The section titled “Great Minds” describes
how Socrates upset people with his ideas
Continue Close Reading about how democracy should work. You may
Use the following lessons for focused rereadings. want to provide some information as you
closely read that section of the text.
‡ Ask and Answer Questions, pp. T82–T83
‡ In Socrates’ ancient Athens, all citizens met
‡ Text Structure: Compare and Contrast, in an assembly to make decisions.
pp. T84–T85
‡ No women or enslaved people could
‡ Expository Text, pp. T86–T87 take part in the assembly. They were not
‡ Greek and Latin Prefixes, pp. T88–T89 considered citizens.
SHARED READ T81

LESS O
IN I
M
N
Mins
Go
1 Explain Digital
Tell students that asking questions about an informational text
before reading the selection helps them set a purpose for reading. Born and Raised in Greece
a
democracy. Socrates
was one of the
Explain that as they read, students should look for information

p
phrase “government by the principal critics
p
people?” That is the meaning of government run
that helps answer their questions. When students ask and answer
re
Students of
Philosophy
a
Read about the ideas that make good and fair decisions. aabout
b democracy. In
questions, they focus their attention on finding and understanding

Plato
Ocean/Corbis
108 109
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Workshop the most important ideas in a text. Lesson
‡ Active readers ask questions before, during, and after they read.
OBJECTIVES ‡ To ask a key question before reading, students should preview
Determine a central the text by looking at the title, illustrations, headings, and other
text features. Turning a heading into a question is one good way
particular details; for students to set a purpose before reading.
provide a summary of ‡ As they continue reading, students should look for details that
help answer their questions. Sometimes new questions emerge
judgments. RI.6.2 as students read on. After reading, students can ask questions
that lead them to further information about a topic.
Cite specific textual
evidence to support
analysis of primary 2 Model Close Reading: Text Evidence
and secondary
sources. RH.6.1 Model how asking a question can help you analyze the source
material provided in the text. Reread the section “Born and Raised
Ask and answer in Greece” on page 109, focusing on the question about how
questions to increase democracy should be put into practice. Help students see how
comprehension.
answering the question can guide their reading of other sections of
the text.
ACADEMIC
LANGUAGE 3 Guided Practice of Close Reading
• ask and answer
questions, Have students work in pairs to explain how they answered their
informational text
COLLABORATE purpose-setting question. Encourage students to discuss what great
• Cognates: texto thinkers of ancient Greece, Rome, and the United States thought
informativo
about how democracy should be put into practice. Direct students
back to the section “Born and Raised in Greece” to help them think
about the important ideas in “The Democracy Debate.”
T82 UNIT 2 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Do students ask and answer purpose-
setting questions as they read “The
Democracy Debate”?

ELL Develop p. T121

SCAFFOLD
Identify Help students Comprehend Have Explain Have students
reread the first paragraph students reread the reread the first paragraph
of “The Democracy first paragraph of “The of “The Democracy
Debate” on page 109. Democracy Debate” on Debate” on page 109.
P O
F
Define difficult words page 109. Ask: What is Elicit from students why
or phrases such as democracy? (It’s a form this text is challenging.
government by the people, of government in which Ask: What do you know
democracy, arose, put into citizens have input into about how democracy is
practice, and debated. how they are governed.) put into practice? Turn to a
Work with students to How should democracy partner and explain.
identify the key question: work? (That has been
But how should democracy debated.)
be put into practice?
pp. 63–64 pp. 63–64 pp. 63–64

Comprehension Skill
LESS O
IN I
M
N
10 Text Structure: Compare and Contrast
Mins
Go
1 Explain Digital
Explain that when you compare items, you tell how they are alike.
When you contrast, you tell how items are different. Authors use Born and Raised in Greece
a
democracy. Socrates
was one of the
compare-and-contrast text structure to organize ideas as they

p
phrase “government by the principal critics
p
people?” That is the meaning of government run
focus on what is similar or different about two or more ideas, events,

re
Students of
Philosophy
a
Read about the ideas that make good and fair decisions. aabout
b democracy. In
people, or situations.
Plato
Ocean/Corbis
108 109
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Workshop ‡ Students should look carefully at what details an author includes. Lesson
They should ask themselves: Why might the author want to
OBJECTIVES compare or contrast these items, ideas, or events? Is there a larger
Analyze in detail purpose or idea the author is suggesting?
how a key individual,
event, or idea is
‡ Students should look for signal words such as like, same, or too
introduced, illustrated, to find items being compared. They should look for signal
and elaborated in a words such as yet, but, and unlike to find items contrasted.
text (e.g., through
examples or
‡ Authors often put together two unlike items or ideas to make
anecdotes) RI.6.3 each more distinct. They may also compare or contrast an
unfamiliar item with something familiar to help readers better
Describe how a text
presents information
understand the unfamiliar item.
(e.g., sequentially,
comparatively, 2 Model Close Reading: Text Evidence
causally). RH.6.5
Identify the views held by Socrates and Plato in “The Democracy
Compare and contrast Debate.” Model how to organize their views using the Venn diagram.
ideas about a topic.
Ana
Analytical Write About Reading: Analysis Model using the information on
Writing
W
the Venn diagram to write an analysis that compares and contrasts
ACADEMIC Socrates’ and Plato’s beliefs about democracy.
LANGUAGE
• compare, contrast
• Cognates: comparar,
contrastar Have partners compare the views of Plato and Aristotle in “The
COLLABORATE Democracy Debate.” Ask them to use a Venn diagram and to look for
SKILLS TRACE
signal words as they reread the text.
TEXT STRUCTURE
Ana
Analytical Write About Reading: Analysis Ask pairs to work together to write
Writing
W
Introduce U2W1 an analysis that compares and contrasts Plato’s and Aristotle’s beliefs
Review U2W2, U2W6, about democracy. Invite students to share their writing.
U3W3, U3W4, U3W6,U5W3,
U5W4, U5W6, U6W2, U6W4
Assess U2, U3, U5, U6
T84 UNIT 2 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
As students complete the graphic
organizer on Plato and Aristotle, do
they determine how the philosophers’
views are alike and different?

ELL Develop p. T121

SCAFFOLD
Recognize Reread Compare and Constrast Explain Have students
the sections “Great Reread “Students of compare and contrast the
Minds” and “Students Philosophy.” After finishing views held by Socrates
of Philosophy.” Help the first paragraph, ask: and Plato. Then have
students recognize What ideas did Plato have them explain to a partner
the contrasting views that were like the ideas how they identified what
of Socrates and Plato. of Socrates’? What ideas was alike and what was
Use the frames: Socrates did Plato have that were different about the two
believed should different from the ideas of philosophers’ views.
rule. Plato believed Socrates? Like Socrates, Encourage them to use
should rule. Plato believed . vocabulary words as they
Unlike Socrates, Plato speak.
believed .
pp. 63–65 pp. 63–65 pp. 63–65

Genre: Informational Text

LESS O
IN I
M
N
10 Expository Text
Mins
Go
1 Explain Digital
Review the following key characteristics of expository text.
‡ Review that authors write expository text to explain something Born and Raised in Greece
a
p
p
of the word democracy. The United
democracy. Socrates
was one of the
principal critics
of government run
by the people. He
or to inform readers about a topic.

re
Remind students that expository text gives important factual
Students of
Philosophy
‡
a
Read about the ideas that make good and fair decisions. Plato aabout
b democracy. In
Ocean/Corbis
108 109
details about a topic. Topics from history might include details

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Workshop about real people and actual events. Lesson
‡ Review that expository text may include text features such as

OBJECTIVES
headings, captions, charts, diagrams, timelines, and maps.
Integrate visual
information (e.g., ‡ Explain to students that it is important to look carefully at text
in charts, graphs, features in expository text. Students should read carefully the
labels on graphic information such as charts and diagrams to
or maps) with
other information understand precisely what factual information is presented.
in print and digital Sometimes authors use text features to provide key information not
texts. RH.6.7
included in the selection. At other times, they clarify and expand
By the end of grade 8 , complex information in the text. Understanding visual information
read and comprehend in expository text helps readers understand the topic more fully.
history/social studies
texts in the grades 6–8
text complexity band 2 Model Close Reading: Text Evidence
independently and
Model identifying and using the text features on pages 110 and 111
proficiently. RH.6.10
of “The Democracy Debate.”
Recognize the ‡ Charts Point out the chart on page 111. Explain that the chart
characteristics and summarizes information and compares key details in the text.
text features of
expository text.
Read the chart labels together. Ask: How does the chart show the
development of ideas about democracy?
‡ Diagrams Point out the diagram on page 110. Explain that
ACADEMIC
LANGUAGE diagrams often take information from a text and put it in visual
• expository text, form to make it easier to understand.
charts, diagrams
• Cognates: texto 3 Guided Practice of Close Reading
expositivo, diagramas
Have partners find and list two text features in “The Democracy
COLLABORATE Debate.” Remind them that headings, photographs, and captions
are text features as are charts and diagrams. Tell partners to talk
about what information each of their two features presents. Then
have them share what they learned with the class.
T86 UNIT 2 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Are students able to identify two text
features in “The Democracy Debate”?
Can they explain what they learned
from each feature?

ELL Develop p. T123

Genre
Students may need help seeing how the
visual details in the text features relate to the
printed information about democracy.
P O
‡ How does the diagram on page 110 connect
to the text in “Students of Philosophy”?
(It visually shows Plato’s idea of how
F
government should work.)
‡ How does the diagram make the ideas
clearer? (It shows fewer Philosopher Kings
at the top and more producers at the
bottom.) APPROACHING BEYOND ELL
p. 66 p. 66 p. 66
GENRE T87
Vocabulary Strategy
LESS O
IN I
M
N
10 Greek and Latin Prefixes
Mins
Go
1 Explain Digital
Explain that one strategy for figuring out the meaning of an
unfamiliar word is to break the word into parts. Born and Raised in Greece
a
p
p
democracy. Socrates
was one of the
principal critics
of government run
Tell students that a word’s main part is called the root, and it
‡
carries the word’s basic meaning.

re
Students of
Philosophy
a
Read about the ideas that make good and fair decisions. Plato aabout
b democracy. In
Ocean/Corbis
108 109
Then explain that prefixes are parts of words added to the

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Reading/Writing ‡ Present the

Workshop beginning of the root. Prefixes change the word’s meaning. Lesson
‡ Explain that students can sometimes use familiar Greek and

OBJECTIVES
Latin prefixes to help figure out what a word means.
Determine or
clarify the meaning Students may also find it helpful to combine the strategies of using
of unknown and word parts, context clues, and a dictionary or other word reference
mulitple-meaning
materials as they work to determine the meanings of unfamiliar
words and phrases
based on grade 6 words.
reading and content,
choosing flexibly from 2 Model Close Reading: Text Evidence
a range of strategies.
Use common, grade- Review the meanings of the Greek and Latin prefixes shown on
appropriate Greek page 115. Model using the prefix en- to figure out the meaning of
or Latin affixes
the word encourage.
and roots as clues
to the meaning
of a word (e.g., 3 Guided Practice of Close Reading
audience, auditory,
audible). L.6.4b Have students work in pairs to determine the meanings of protected
COLLABORATE and reflect from “The Democracy Debate.” Remind them that pro-
means “in front of” and re- means “back again.” Encourage partners
ACADEMIC
LANGUAGE to use the prefix in each word along with their knowledge of what
• prefix each root means to figure out the meanings of the words. Once
• Cognate: prefijo students discuss preliminary meanings, ask them to verify the
meanings in a print or online dictionary. Students should check
pronunciations of words as well as their precise meanings.
SKILLS TRACE
GREEK AND LATIN
PREFIXES
Introduce U2W2
Review U2W2, U3W2
Assess U2
T88 UNIT 2 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students identify prefixes and use
the word parts to help figure out the
meanings of unfamiliar words?

ELL Develop p. T125

SCAFFOLD
Identify Help students Discuss Point out the Explain Point out the
identify the prefixes in the words protect and reflect words protect and reflect,
words protect and reflect, and work with students to and ask students to
and explain the words’ define them. Have pairs define each word. Have
meanings. Work with discuss how the prefix partners explain how
students to replace the in each word helped they used Greek and
words in sentences with determine its meaning. Latin roots to figure out
synonyms students know. Elicit from students the words’ meanings.
how the cognate reflejar Then ask students to find
helped them understand cognates and discuss
the word’s meaning. them with a partner.
p. 67 p. 67 p. 67

Develop
Comprehension
LEXILE
Who 930
Created
Democracy?
Grade
Gr
rad Band 6–8 Lexile Range
e
925
5 1185
185
930 Who Created Democracy?
930

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

Extended Complex Text. See pages T356–T361.
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Purpose
Purpose Discuss with students that the purpose of the
selection is to tell how the concept of democracy
Organization
developed through history.
Connection of Ideas ‡ What key details does the first paragraph give
Specific Vocabulary about democracy? (Democracy is a form of
government in which people take part in
governing themselves.)
T89A UNIT 2 WEEK 2

WEEK 2
Predictive Writing
Have students read the title and headings,
preview the illustrations, and write their
predictions about what this selection will
By Connie Nordhielm Wooldridge
be about.
Illustrated by Jamil Dar
Before we ask the question Who created democracy?

ESSENTIAL QUESTION
perhaps we should ask another question first. Just Ask a student to read aloud the Essential
1 what exactly is democracy? A democracy is a form
Question. Have students discuss what
of government in which the people take part in
governing themselves. The word democracy comes information they expect to learn.
from two Greek words: “demos” meaning “people”
and “kratos” meaning “power” or “authority.” When
Note Taking:
you put these two words together, democracy can be
translated to literally mean “people power,” or “rule Use the Graphic Organizer
by the people.”
As students read, ask them to take notes by
Thousands of years ago, when people first began
to live in communities and cities, they looked for ways
filling in the graphic organizer on Your Turn
to create rules and laws for everyone to follow. Many Practice Book page 62 to compare and
of these early cities and civilizations had autocratic contrast democracy in ancient Greece and
governments. The word autocracy, the opposite of
Rome with democracy in the United States.
democracy, comes from the Greek words “kratos” and
“autos,” meaning “self.” In an autocratic government,
one person holds all the power. Sometimes he or she 1 Strategy: Ask and Answer Questions
governs without the consent of the people.
So how did people win the right to govern
Teacher Think Aloud I can form a
themselves? In other words, who created democracy? question to set a purpose for reading. For
To find the answer to this question we must journey example, I could ask, “What is democracy?” I
back in time, to the city-state of Athens in the fifth
and fourth centuries B.C.
can answer this question as I read page 117,
which tells me that democracy is a form of
government run by a country’s own people.
117
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‡ What do the key details on this page tell about the

governments that existed before democracy? (Many
governments were autocracies. In an autocracy,
one person holds all the power.)

Develop In 700 B.C., there was no Greek word for “democracy.”

3
Comprehension
It didn’t exist for the same reason that the Greek word
for “computer” didn’t exist. It had not yet been imagined. Thousands of years ago, when
For the wealthy citizens of Athens, there was no reason to people who had been nomads
imagine it. The social system of the city was based on wealth and wanderers began to settle
in particular places, they had
rather than aristocratic birth. Rich landowners relaxed on
to figure out how they would
enormous estates. They grew olives, grapes, and other crops,
2 Skill: Compare and Contrast their fields attended to by slaves. And they made the laws for
live with one another and
who would be in charge of
the government. In ancient
Reread pages 118 and 119. How were the everyone else.
Greece, several hundred
Only the rich were part of the oligarchy that ruled
concerns of poor ancient Greeks similar Athens. An oligarchy is a government that is ruled by only
small city-states formed, each
one called a polis (“city”). The
to those of American colonists over a a few people. Yet most Athenians were not rich. Many word politics comes from this
Greek word. Each polis had
thousand years later? (Both groups were struggled to grow crops on their tiny farms and plots of land. its own army, government,
angry over taxes.) How were they different? 2 If they could not pay their taxes they were forced to borrow and culture.
the money. If they couldn’t pay back their debts, family
(Greeks were angry because they had to members were often sold into slavery.
borrow money if they couldn’t pay their By 630 B.C. the poor of Athens were becoming angry
taxes. If they couldn’t pay back their debts, and frustrated. In the weekly marketplace they met and
4
traded not only food but stories of broken families. They
they often had to sell family members into grumbled about debts that could never be repaid. In time,
slavery. Colonists were angry that they had the conversation turned into action.
to pay taxes without having representation The wealthy members of the oligarchy knew they could
in Parliament.) Compare and contrast the not fight the poor. They were outnumbered. They had to
make changes before Athens headed straight for a civil war.
two groups in your organizer.
Taxation Without Representation
Ancient American Over a thousand years later, in 1765, debt was also on the
Greece Both Colonies
mind of Britain’s King George III. He had just fought an
Tax debt
They were expensive war to defend his American colonies in the French
could lead They had no
angry over
to family representation and Indian War. Instead of being grateful, however, the
taxes.
members in Parliament. colonists were aspiring to rule themselves. They began by
being sold forming assemblies that hadn’t been approved by the British
into slavery.
Parliament. So Parliament passed the Stamp Act. This
required colonists to buy a stamp and attach it to every piece
of paper they used, from newspapers to magazines to playing
cards. The king believed this would refill the British treasury.
It would also remind the colonists who was in charge.
118

Organization
Point out to students that the author is comparing ‡ How does the author’s organization help you
and contrasting two societies, ancient Greece and understand the text? (The author’s organization
colonial America, and how they came to develop helps me learn that people in both societies were
democracy. upset with government. It also helps me see
differences; for example, Greece was ruled by an
oligarchy, while American colonies were ruled by
the British king.)
T89C UNIT 2 WEEK 2

WEEK 2
The colonists, however, became furious. Not over the amount of

the tax but over the idea that Britain thought it had the right to tax
citizens who could not vote for their representatives in Parliament.
3 Text Features: Sidebars
The colonists withstood this assault on their freedom by Sidebars provide additional details related
demanding that the king repeal the Stamp Act. This was followed
by protests in the streets of Boston, Philadelphia, and New York. to the subject of the text. Reread the sidebar
Many people burned the hated stamps. Seeing the hostile reaction on page 118. Turn to a partner and discuss
in the colonies, the British government repealed the Stamp Act in how the meaning of polis relates to the
March 1766. But at the same time it passed the Declaratory Act,
which said that Great Britain was superior to the American colonies
subject of the text. (Polis is the Greek word
“in all cases whatsoever.” In other words, Britain could raise taxes for city-state, and the text is describing
on the colonies whenever it felt like it. the city-state of Athens. Polis is also the
Anger in the 13 American colonies began to bubble over. If the
root of the word politics, which relates to
colonists didn’t have a vote in Britain’s Parliament, why should
they follow the laws that it approved? government.)
STOP AND CHECK
Soon whispers of war were passed from
person to person in the shops and harbors Ask and Answer Questions In what
4 Genre: Expository Text
of America’s cities and villages. The way were taxes a part of the fight
situation was spinning out of control. for democracy in both the American Expository texts often include illustrations
colonies and ancient Athens?
to help readers understand the ideas
discussed in the text. How do the
illustrations on pages 118 and 119 support
the text? (The art shows that the American
colonists were angry and that they
protested the Stamp Act.)
STOP AND CHECK

Ask and Answer Questions In what way
were taxes a part of the fight for democracy
in both the American colonies and ancient
Athens? (Anger over taxes led to protests
and the threat of war if government policies
were not changed.)
119
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‡ What detail does the author write about to show Point out the following cognates on pages 118–119:
a relationship between ancient Athens to the democracy/democracia; aristocratic/aristocrático;
American colonies? (debt) civil/civil; parliament/parlamento; American/
Americano. Encourage students to find other
cognates. (colonies/colonias; protests/protestas;
superior/superior)

Develop A New Government for Athens
Comprehension
By 600 B.C. the situation in Athens was also spinning out of
control. The wealthy landowners knew they had to find a way
to calm the city and quiet the protests that erupted almost
daily. In 594 B.C., for reasons that remain obscure, they turned
to a man named Solon for help.
5 Skill: Compare and Contrast Solon was a landowner. He had built a fortune working for
many years as a trader. But he had also once been poor. For
What two topics are compared on pages this reason he was able to build a bridge between the classes.
120 and 121? (the crises in ancient Athens At first, there was great speculation about what Solon would
and colonial America) What did the two do with the power that had been given to him. But Solon surprised
everyone. First, he changed the debtor’s laws. Athenians would no
societies have in common? (People were longer have to sell family members into slavery to settle debts.
protesting the government.) How did they Then Solon began to change government and society. He
differ? (Solon changed the government’s divided citizens into four classes based on how much their farms
produced. Now people were able to move into another class by
laws. The British punished colonial growing more food. In the new system, people in the first three
resistance, which led to war.) As you read, classes were able to run for government office. The wealthy were no
note on your organizer more ways in which longer in charge of making laws for everybody.
the two are alike and different. Many people liked what Solon had done, but not everyone.
The wealthy were not happy about having to share power. The
Ancient American lowest class still could not participate in government and make laws.
Athens Both Colonies Would the new Athenian government survive?
The system
Solon created of government The British
The Revolutionary War Begins
a new system. punished the
was being 5 In contrast to the Athenian crisis of 594 B.C., the colonial crisis
questioned. colonies, which in September 1774 could not be solved by one person. In the
led to war.
months that had preceded the crisis, Britain had closed Boston
Harbor thinking it would teach the colonists a lesson. Without their
harbor, the people of Boston could not send or receive goods. But
instead of giving in to Britain the American colonies boldly sent
representatives to a general Continental Congress in Philadelphia.
The colonists fired off a letter to King George III asking for a
voice in Parliament. In April, 1775, the King sent British troops to
Massachusetts to seize colonial weapons that had been stored there.
120

Connection of Ideas
Point out that the first sentence on page 120 uses ‡ The author states that the situations in colonial
the word also to connect to the text on page 119, America and Athens were “spinning out of control.”
which described how difficult things had become What does she mean? (The author means that the
in colonial America. Prompt students to connect people in power could no longer keep order. In
these ideas. America, the colonists were thinking about going
to war against Britain. In Athens, poorer citizens
were protesting almost every day.)
T89E UNIT 2 WEEK 2

WEEK 2
The colonists saw only one way forward: they began preparations 6
to wage war against the most powerful country in the world. It was
a war based on the principal idea that citizens should have a say in
6 Vocabulary: Greek and Latin Prefixes
their government. Thomas Jefferson argued the case elegantly when Recall the meaning of the prefix pre-.
he wrote the Declaration of Independence. Every man who signed
that document, on July 4, 1776, was guilty of treason in the eyes of (before) The context clues suggest that the
the British. colonists were getting ready for war. Based
As the British army marched toward Lexington, Massachusetts, on this information, what does preparations
a small band of colonists gathered to meet them. A British officer
mean? (Preparations means “the act of
ordered the colonists to drop their weapons and leave. Suddenly, as
the colonists turned to go, a shot rang out. The Revolutionary War getting ready beforehand.”)
had begun.
7
7 Author’s Craft: Text Structure
Authors sometimes use sequence, or time
order, to structure a text or a section of a
text. Reread “The Revolutionary War Begins”.
How does the author structure this section,
and how does this help you understand
the text? (The author uses sequence
to tell about the progress toward the
Revolutionary War. This structure tells about
details of why the colonists were unhappy
with and wanted to fight the British. This
sequence also tells me more about how
democracy started.)
121
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LITERATURE ANTHOLOGY, pp. 120 –121 1/13/12 4:15 PM
Specific Vocabulary
Point out the word treason on page 121, and Point out the phrase “teach the colonists a lesson.”
prompt students to understand the word. ‡ What is a lesson? (a type of instruction)
‡ Identify context clues to figure out what treason ‡ What kind of lesson does the author mean in this
means. (Every man who signed the Declaration phrase? (Closing Boston Harbor would be bad for
of Independence was guilty in the eyes of the the colonists. The British wanted to “teach” them
British. Treason means “acting against one’s that there were consequences for their actions.)
country.”)

Develop True Democracy for Athens
Comprehension
In 561 B.C. another powerful man sent troops, this
time to Athens. Peisistratus was rich and powerful,
and with the help of his soldiers he took control of
the city from Solon. A short 34 years after Solon’s
reforms, Athenian democracy stumbled. The people
8 Skill: Make Inferences had no control over what Peisistratus did, and he
began to restrict their rights. When his son Hippias
What can you infer about Cleisthenes if the took control after his death, the wealthy landowners of
Athens hired an army to remove Hippias from power.
people of Athens asked for his ideas for
8 Then they asked a man named Cleisthenes, who helped
a new government? (Since he helped to defeat Hippias, for his ideas about a new government.
defeat Hippias, he probably wanted what 9 Cleisthenes wanted a government run by the people, and he made
the rest of Athens wanted, a democracy.) sweeping changes. First, he formed what he called an Assembly, which
became the city’s lawmaking body. Every citizen, rich or poor, got a vote
there. Assembly meetings occurred on a hillside outside Athens every ten
9 Skill: Compare and Contrast days where laws and taxes were debated. No laws were passed in Athens
unless they were approved by the Assembly.
What form did the government take under
Cleisthenes? (an Assembly that made laws,
and the Council of the Five Hundred that
ran daily business.) What form did the
government take in Rome? (a government
with three branches: Senate, Assembly, and
Consuls.) Compare and contrast the two
developing governments in your graphic
organizer; place similarities in the middle.
Ancient Ancient
Athens Both Rome
assembly
had Council of and at had three
Five Hundred least one branches: the
lawmaking Senate, the
body Assembly, and
the Consuls
122

Connection of Ideas
Prompt students to connect ideas about the form of ‡ What does this and Cleisthenes’s ideas of
government established by Cleisthenes, detailed on government tell you about the laws made by the
page 122. Assembly? (The laws probably had the interest of
‡ How did the Assembly create laws? (The Assembly citizens in mind.)
debated taxes and laws every ten days; no laws
passed until the Assembly approved them.)
T89G UNIT 2 WEEK 2

WEEK 2
In 507 B.C. Cleisthenes also formed the Council of the Five Hundred to
run the daily business of Athens. Ideas for laws and taxes started in the
Council and were then brought to the Assembly for a vote.
10 Strategy:
After almost fifty years, the people of Athens had a true democracy – Ask and Answer Questions
government run by the people.
Teacher Think Aloud Before I began
A Republic for Rome reading, I asked myself how democracy
While Cleisthenes was hard at work forming the Council of Five developed in Athens, Rome, and America.
Hundred, across the Mediterranean Sea the Romans were busy establishing
their own republic. In 509 B.C., King Lucius Tarquinius Superbus was
This helped me set a purpose for reading.
driven from Rome and the Roman government was eventually divided Prompt students to apply the strategy in
among three separate branches: the Senate, the Assembly, and the Consuls:
a Think Aloud by asking and answering
questions to better understand the text.
Senate - The Aristocratic or Patrician Branch of Government
Have them discuss findings with a partner.
Roman Senators (from the Latin word senex meaning “old man”) were
patricians (or aristocrats) chosen by the Consuls as advisors. Their number
started at 300 but grew over the years of the republic. The Senate controlled
Student Think Aloud I wonder whether
how much money the government spent and because its members served for people who weren’t part of the aristocracy
life, it became more powerful over time.
Assembly - The Democratic Branch of Government
were part of the government of ancient
10 The earliest Roman Assembly was made up only of patricians so the plebeians, Rome. I can reread page 123, where I learn
or working class, established an assembly of their own. They were tired of
having only a limited say in government. By 287 B.C. the plebeian Assembly
that the working class of Rome started their
included a few patricians and created laws for all Roman citizens. Since the own Assembly. One of the Consuls also had
Assembly elected the Consuls and all Consuls became Senators, the Assembly
became a powerful branch of the government over the years. to be from the working class.
Consuls - The Monarchical or King-like Branch of Government
Two men were nominated by the Senate and elected by the Assembly
each year to rule Rome. They had veto power over one another, they took STOP AND CHECK
monthly turns ruling over the Senate, and they commanded the Roman army.
After 367 B.C., at least one of the two had to be a “plebeian” or common Ask and Answer Questions How did
person. Consuls automatically became Senators at the end of their terms.
the reforms of Cleisthenes change the
concept of Greek democracy developed
STOP AND CHECK
under Solon? (Under Solon, the lowest
Ask and Answer Questions
How did the reforms of Cleisthenes class citizens still could not participate in
change the concept of Greek government. Cleisthenes’s reforms allowed
democracy developed under Solon? every citizen “rich or poor” to vote in the
Assembly. )
123
116_125_CR14_SA6_U2W2_SEL_118712.indd 123
IA
L STU
CONNEC T TO CONTENT
DI
SOC
ES
DEVELOPING DEMOCRACY
Read from the second paragraph on page 122: First, American democracy has foundations
he formed what he called an Assembly, which became in ancient Greece and Rome. Influences
the city’s lawmaking body. include the polis (see page 118), civic
‡ What does the word body mean here? (group) How participation, voting rights, legislative
can you tell? (It refers to a group of people who bodies, separation of powers, a
make laws.) constitution, and the rule of law.

Develop
Comprehension
11 Strategy: Ask and Answer Questions
What questions can you ask to help
understand how democracy developed in
America?
Student Think Aloud I know democracy
began in ancient Athens and Rome. I could
ask, “How were the men at the Constitutional
Convention influenced by Athens and Rome”?
We the People
Then I could reread page 124 and see that the
In 1783, after eight years of fighting, the British surrendered
men had read about Solon, Cleisthenes, the and a government ruled by the people finally became a reality
government of ancient Athens, and Rome’s in America. But for a few years following the peace treaty with
three-branch model of government. Great Britain the very foundation of the newborn United States of
America was threatened. As some powerful state governments tried
to promote their ideas and force their wills on the nation, many
12 Author’s Craft: Transitional Devices people realized that a compromise between state governments and a
new federal government would be necessary.
Authors use transitional devices, or words
When a delegation of men finally gathered in Philadelphia for
or phrases that help a text move smoothly a Constitutional Convention in May 1787 to address the problem,
from one paragraph, page, or idea to the 11 they had done their homework well. They had studied Solon,
next. For example, an author might use the Cleisthenes, and the government of ancient Athens. They were
familiar with Rome’s three-branch model of government.
words then or after to transition in time or
12 But if they agreed on the three-branch plan, they disagreed on
the word but to contrast ideas. What are how the two houses of the legislative branch ought to look: should
some transitional devices on page 124? (“In each state send an equal number of representatives as the New
Jersey Plan urged? Or should the Virginia Plan, which proposed
1783, after eight years of fighting”; “When a
representation based on a state’s population, be adopted?
delegation of men finally gathered”; “But if
they agreed on the three-branch plan”) 124

Specific Vocabulary
Point out the words federal government and ‡ What context clues tell you what federal
delegation. Prompt students to find context clues to government means? (The author mentions state
define these words that are related to government governments compromising with “a new federal
and democracy. government,” so federal government must refer
to a larger, more centralized government that
oversees the entire country rather than a single
state.)
T89I UNIT 2 WEEK 2

WEEK 2
The Convention was near collapse when a solution was 13

proposed: The Senate would have the same number of
representatives from each state while the members of the House
13 Skill: Compare and Contrast
of Representatives would be chosen based on the population of Reread the end of page 124 and page 125.
their state. So today Texas would have more representatives than a
state such as Rhode Island. With the crisis averted, the Convention How was the conflict between the two
produced a government much like the Republic of ancient Rome: plans resolved? (States would have an equal
number of senators, while the number of
The executive branch is headed by the president who executes, or representatives in the House would be
carries out, laws and directs national defense and foreign policy.
based on each state’s population.) Use your
The legislative branch is headed by the two houses of Congress,
the House of Representatives and the Senate. Congress passes laws, organizer to compare and contrast the
approves treaties, and creates spending bills.
Senate with the House of Representatives.
The judicial branch is headed by the Supreme Court which
interprets the Constitution.
Senate House of
Representatives
Both
How did democracy develop? It began when the ancient Greeks each state legislative number of
and Romans tried to answer the question Who should be in charge of sends the same branch of representatives
government? Influenced by the Greeks and Romans, the writers of number of government from each state
the U.S. Constitution answered the question in the first three words representatives is based on
population
of the document they wrote in 1787: We the people.
Return to Prediction
for reading. Ask them to answer the
Essential Question.
(Democracy developed in Athens and
Rome as people demanded to participate
in government. Rome developed a republic
with three branches. Americans established
a three-branch government under the
charge of the people.)
125
116_125_CR14_SA6_U2W2_SEL_118712.indd 125
Encourage students to notice cognates on pages

124–125: ideas/ideas; state/estado. Ask students to
point out other cognates on these pages. (federal/
federal; Constitutional/constitucional; executive/
ejecutivo; legislative/legislativo; judicial/judicial)

About
the Author
Meet the Author
Connie Nordhielm Wooldridge
Have students read the biography of the
author. Ask: loves taking historical events and finding ways to “translate” them into
‡ What do Connie Nordhielm Wooldridge’s nonfiction stories that will engage readers. Sometimes she zeroes in on a
small event, but more often she reads stacks of books on a large, sweeping
interests tell you about why she wrote Who subject, searching for a factual storyline that will carry her readers on a
Created Democracy? journey through fifty or a hundred or even several thousand years of time.
Her book When Esther Morris Headed West tells the true story of a 55-year-
‡ How might Wooldridge’s study of Greek old woman who settled in the Wyoming territory in 1869, and almost single-
culture have helped her write this selection? handedly convinced the local government to allow women the right to vote.
Before she started writing, Connie studied Greek culture and archaeology
in Greece – a great introduction to the beginnings of Greek democracy!
Author’s Purpose Today she lives with her husband in Richmond, Indiana.
To Inform
Remind students that authors who write In writing Who Created Democracy?, Connie Nordhielm
to inform use text structure and features to Wooldridge wanted to help readers compare and contrast the
present information. Students may say that beginnings of democracy in ancient Greece, Rome, and colonial
America. What signal words and graphic devices did she use?
signal words and phrases such as while and
later help readers compare and contrast
democracy’s development in different time
periods. Text boxes like the one on page 125
organize information.
Author’s Craft 126

Figurative Language
Explain that authors sometimes use figurative
language, or language whose meaning is 126_127_CR14_SA6_U2W2_AICC_118712.indd 126 1/13/12 4:16 PM
intentionally different from the literal meaning

of the words, to emphasize a point or idea.
Discuss what this adds to writing.
‡ Authors compare one thing to another
implicitly when they use metaphors. For
example: Anger in the 13 American colonies
began to bubble over. The writer compares
the colonists’ anger to boiling water.
figurative language, such as, For this reason
he was able to build a bridge between the
classes. (p. 120)
T89K UNIT 2 WEEK 2

WEEK 2
Respond to
Different
Reading
Alike
Summarize
Use key details from Who Created Democracy? to summarize
the most important facts and events in the selection.
Information from your Venn diagram may help you.
Review information on students’ graphic
organizers. Model using the information to
1. Identify at least two text features that help you recognize Who summarize Who Created Democracy?
Created Democracy? as an example of expository text. GENRE
Ana
Analytical
W
Writing W
Write About Reading: Summarize Remind
2. In what ways were the Senate and Assembly of ancient Rome similar
to and different from the House of Representatives and the Senate students that a summary restates the
in the U.S. Congress? COMPARE AND CONTRAST important information in a text.
3. The Latin prefix re- means “anew.” How does knowing the meaning Have students write a summary of the
of this prefix help you to understand the meaning of reform, as in
“after Solon’s reforms, Athenian democracy stumbled”? GREEK AND
selection, comparing and contrasting
LATIN PREFIXES democracy in Athens, Rome, and America.
4. A compare and contrast text structure explains the similarities and Have them share summaries with a partner.
differences between two or more topics. Write about whether you
think this was an effective way for the author to present information
about the development of democracy. WRITE ABOUT READING Text Evidence
1. Genre Answer The selection uses
Make Connections headings and text boxes. Evidence The
How does studying the past help us to understand headings on pages 118, 120, 122, and
how concepts such as democracy developed over
time? ESSENTIAL QUESTION
124 give clues to important events in the
development of democracy. A textbox on
Describe the most interesting fact you learned
about the history of democracy. What does this fact page 125 explains the three branches of the
help you understand about why different forms of U.S. government.
government succeed or fail? TEXT TO WORLD
2. Compare and Contrast Answer Senators
in Rome were chosen. U.S. senators are
elected. Rome’s Assembly was mostly
127
working class and created laws. The U.S.
House also creates laws. Evidence Pages
126_127_CR14_SA6_U2W2_AICC_118712.indd 127 1/13/12 4:16 PM
123 and 125 state this information about
the different braches of each government.
3. Greek and Latin Prefixes Answer
Make Connections By replacing re- with “anew”, I get “a new
Essential Question Have pairs list examples that or changed form.” Evidence This helps
help them understand democracy’s development. me understand that Solon’s reforms were
Have them discuss how the ideas of Solon, Cleisthenes, something new, or changes.
and the Constitutional Convention influence our Ana
Analytical
W
Writing 4
4. Write About Reading: Compare and
government today. Contrast By comparing and contrasting
Text to World After students describe the most interesting the information, the author shows the
fact, discuss what parts of each type of democracy were similarities and differences that evolved
popular with different groups of people and why. from each type of democracy that
developed in Athens, Rome, and the U.S.

Develop
Comprehension
LEXILE
“How Ideas 940
Become Laws”
Grade
Gr
rrade Band 6–8 Lexile Range
e
925
5 1185
185
940 “How Ideas Become Laws”

‡ Whole Class
‡ Small Group
‡ Independent
Compare Text
Students will read a narrative nonfiction
text focusing on laws. Ask students to do a
close reading of the text, using the ask and
answer questions strategy as they read. Then
students will use text evidence to compare
this text with Who Created Democracy?
A C T Access
ccess Complex
omplex Text
ex t
Purpose Point out to students that the purpose of the text is
to explain how laws are made in the United States.
‡ Why does the story begin with Steve Kresky’s bicycle
accident? (It focuses the reader on how the idea
for a law can start, and how an ordinary citizen
makes a difference.)
T89M UNIT 2 WEEK 2

WEEK 2
A Law Takes Shape

Democracy in Action Ms. Ortiz displayed the following
chart to show Steve the process a bill
National laws apply to everyone in the United takes to become a law in their state. 1 Ask and Answer Questions
States, while state and local laws are for people who
live in a particular state or city. Almost anyone can Step 1: The bill goes to a clerk, who
reads the bill to the state assembly.
How are ordinary citizens able to affect the
suggest a law. lawmaking process in the United States?
Steve and his dad contacted Marta Ortiz, who was a
member of the state assembly. Along with representatives Step 2: The bill goes to a committee.
Ana
Analytical
W
Writing Write About Reading: Paraphrase With
W
in the state senate, assembly members make laws. After If the committee approves the bill, it
goes to the full state assembly.
a partner, paraphrase the information you
speaking with Steve, Ms. Ortiz agreed that bicycle
helmets were an important safety issue, so she said she
read about how an ordinary citizen like
would propose and sponsor a bill, or a plan for a law. Step 3: Representatives debate the
Steve can affect the lawmaking process.
bill then vote on it. If it passes in the Then, together, list what you learned. (A
citizen can suggest a law to a legislator, who
assembly, it goes to the state senate.
can choose to make a bill. A citizen can also

try to persuade legislators to vote for a bill.)
Step 4: A state senate committee
votes on the bill. If it passes, the full
senate debates the bill then votes
on it. If it is approved, it goes to the
Make Connections
governor.
An Idea Becomes a Law Step 5: The governor can sign the Essential Question Have students
During a committee hearing with assembly bill into law, do nothing so that it
automatically becomes law after 5 to
paraphrase and share information on the
members, Steve and Ms. Ortiz explained why they felt
the law was necessary. The committee rewrote the bill
14 days, or veto it. A veto means the role of democracy in making laws.
law is rejected. Most state assemblies
to include only people younger than 18 years of age, and senates can override a veto by a
Text to Text Have partners compare their
and then passed it on to the assembly. The assembly two-thirds majority vote.
and the senate approved it, and the governor signed it! response to the Ask and Answer Question
The process of transforming an idea into a prompt to what they learned in Who Created
law is nearly the same in our national government Make Connections Democracy? Ask students to discuss how
and in many states across the country. Cities and What role does democracy
towns also apply many of the same democratic lawmaking has changed since ancient times.
play in the lawmaking process?
ideas. When our country’s founders created ESSENTIAL QUESTION (In Greece, the Assembly voted on laws
the Constitution, they borrowed ideas from the
In what ways has lawmaking
and the Council of the Five Hundred came
ancient Greek and Roman systems of government.
The foundation of these systems was based on changed since ancient times? up with laws. Americans have the right to
the belief that ordinary citizens should not be TEXT TO TEXT propose laws to officials, who can then work
1
Credits TK
discouraged from aspiring to suggest laws. to pass proposed laws.)

129
128_129_CR14_SA6_U2W2_PP_118712.indd 129
‡ What steps does Steve go through in order to get ‡ What steps took place without Steve’s involvement?
his idea turned into a law? (First, he and his father (The assembly and senate approved the bill, and
convince a state representative to sponsor a bill. the governor signed it.)
Then he joins the representative to explain to Point out the cognates assembly/asamblea and
the legislative committee why they should pass democracy/democracia. Ask students to find other
the bill.) cognates. (bicycle/bicicleta; accident/accidente)

Word Study/Fluency
LESS O
IN I
M
N
10 Inflectional Endings
Mins
Go
Use combined
knowledge of Explain that adding an inflectional ending to most verbs changes
all letter-sound the tense of the verb. For example, when -ed is added to a verb,
correspondences, as in orbited, the action is in the past. When -ing is added to a verb, Inflectional
syllabication patterns, Endings
as in orbiting, the action is or was ongoing, depending on the
and morphology
(e.g., roots and helping verb.
Present the
affixes) to read Remind students that the spelling of a verb may change when Lesson
adding an inflectional ending.
multisyllabic words
context. RF.5.3a 2 Model
Use context to Write skip and slope on the board and read them aloud. Use these
word recognition
words to model the rules for adding inflectional endings. Explain
and understanding, each rule below and underline the inflectional endings. Model
rereading as reading the base word and the word with its inflected endings.
necessary. RF.5.4c
‡ For words ending in a short vowel followed by a consonant,
Rate: 117–137 WCPM double the final consonant before adding -ed and -ing.
skip, skipped, skipping
ACADEMIC ‡ For words ending in a consonant followed by the silent e,
LANGUAGE drop the e before adding -ed and -ing.
• rate, accuracy
slope, sloped, sloping
• Cognate: ritmo Born and Raised in Greece democracy. Socrates
Point out that the suffix -ed forms the final syllable of a word if a d
a was one of the
p principal critics
p of government run
for centuries.
or a t comes before it, as in dotted. If the -ed ending is not preceded

“fair and wise” people aspiring to
re
Students of
Philosophy
a
Read about the ideas that
by a d or a t, as in skip, it does not form a separate final syllable.

make good and fair decisions. Plato aabout
b democracy. In
Ocean/Corbis
108 109
108_111_CR14_SI6_U2W2_MR_118711.indd
108 111 CR14 SI6 U2W2 MR 118711 indd 108 11/4/11
108_111_CR14_SI6_U2W2_MR_118711.indd
12:29
111 CR14
PM SI6 U2W2 MR 118711 indd 109 11/4/11 12:31 PM
View “The
Democracy
3 Guided Practice Debate”
Write the following words on the board. Ask students to identify the
base word and underline all inflectional endings. Call attention to
words in which the final e was dropped or the final consonant was
Refer to the sound
doubled. Then have students chorally read each set of words.
Language Transfers play played playing
sounds that do not
sip sipped sipping
transfer in Spanish, skate skated skating
Hmong, and Korean. pat patted patting
T90 UNIT 2 WEEK 2

WEEK 2

Monitor and
Transition to Longer Words Have students use their
knowledge of inflectional endings to decode longer words.
Differentiate
Draw a three-column chart on the board. In the first column,
write laugh, refer, accuse, permit, arrange, stifle, and add. In the
middle column, write laughed, referred, accused, permitted, Quick Check
Q
arranged, stifled, and added. In the last column, write laughing,
Can students decode multisyllabic words
referring, accusing, permitting, arranging, stifling, and adding.
with inflectional endings? Can students
Model identifying the spelling change, if any, that occurred
read words with appropriate rate and
when the inflectional ending was added. When finished, have
accuracy? Can students read fluently?
students chorally read the base words, followed by the verbs
with each inflectional ending.

pp. T106, T110
ELL Develop
pp. T123, T126
pp. T112–T113
Rate and Accuracy Beyond Level Apply
Explain/Model Tell students that it is important to read at pp. T116–T117
a quick, consistent pace in order for the meaning of a text to
be clear and the words to sound smooth. Reading too fast,
however, can be a problem when there are unfamiliar words.
In an expository text, a good reader slows down to read new
terms and phrases. Using a slower rate means that you will
have greater control and will read with more accuracy. ONLEVEL PRACTICE BOOK p. 68
Turn to “The Democracy Debate,” Reading/Writing Workshop
pages 108–111. Model reading the two paragraphs under
the section “Born and Raised in Greece.” Read more slowly the
words that are in italic, as well as other challenging phrases, so
that your voice is clear and the pronunciation is accurate.
Practice/Apply Ask students to work in pairs to read the
passage. Have one pair read one paragraph chorally as another
pair listens. Then ask the second pair to echo-read. The pairs
can then switch roles. Check that students adjust their pace to
focus on accuracy. Offer feedback and support as needed.

passages.
p. 68 p. 68 p. 68
WORD STUDY/FLUENCY T91

Wrap Up the Week

Integrate Ideas
L STU

IA
DI
SOC
ES
Democracy
OBJECTIVES Write Interview Questions

Conduct short
research projects to Students will work in pairs to complete a short research project about
answer a question COLLABORATE a historical figure who was involved in the development of America’s
(including a self- republic. They will use their research to write interview questions they
generated question), would ask the person, as well as potential answers. Discuss the following:
drawing on several
sources and
generating additional 1 Choose a Topic Distribute the Unit 2 Week 2 Fact Sheet for students
related, focused to review. Have partners narrow their focus to one individual who
questions that allow was integral in developing democracy in early American history. Have
for multiple avenues
students brainstorm research questions.
of exploration.
WHST.6.7
2 Find Resources Guide students to choose historical materials, both
Write routinely over
print and online, that provide reliable information.
extended time frames
(time for research,
reflection, and 3 Guided Practice Have pairs make an Accordion Foldable® to note
revision) and shorter different facts about the historical figure’s life and accomplishments.
time frames (a single Each panel can be used for a different characteristic or event. Remind
sitting or a day or
two) for a range of students to record the author, title, and publication information.
discipline-specific
tasks, purposes, and 4 Create the Project: Interview Questions Tell students to complete
audiences. W.6.10 Research Process Checklist 1. Then have them use their research to
generate questions they would ask their chosen person. Discuss
• Choose a focus.
examples of appropriate questions and how the person might answer
• Conduct an
interview. them, taking into consideration the time period. Students can use the
Interview Form online PDF as they work.
ACADEMIC
LANGUAGE
Present the Interview Questions
• resources, historical Have each pair present their information to the class. Students should
Vanni/Art Resource, NY
• Cognates: recursos, divide the interview so one student asks and the other answers questions.
histórico After, students should post their interviews on the Shared Research Board.
T92 UNIT 2 WEEK 2

WEEK 2

Compare and
contrast one author’s Cite Evidence Explain to students that, using the texts they have read
presentation of events COLLABORATE this week, they will work in groups to compare information about how
with that of another democracy developed. Model how to compare this information by using
(e.g., a memoir written examples from“The Democracy Debate,” Reading/Writing Workshop
by and a biography
on the same
pages 108–111, and the week’s Leveled Readers. Review class notes and
person). RI.6.9 completed graphic organizers. You
Review the key
may also wish to model going back
ideas expressed into the text for more information.
and demonstrate You can use an Accordion Foldable®
understanding of to record comparisons. Groups
multiple perspectives
should then draw conclusions about
through reflection
and paraphrasing. how democracy developed.
SL.6.1d Students should cite at least three
examples from each text.
Present Information Ask groups of students to present their findings to
the class. Encourage students to ask questions and make comments on
the presentations.

Analytical
W

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts that
to support analysis, used text features to present information on the topic.
reflection, and
research. W.6.9 Discuss how to analyze text evidence by asking how and why questions
about the text features.
Write informative/
explanatory texts ‡ Why do you think the author included text features?
to examine a topic ‡ How did the text features that the author included help support or
and convey ideas,
concepts, and
clarify the text?
information through Use Your Turn Practice Book page 69 to read and discuss the student
the selection, model. Ask students to select a text and review its text features. Have
organization,
and analysis of
students write an analysis that explains the author’s use of text features.
content. W.6.2 Tell them that good explanatory writing develops the topic with concrete
details and examples and includes singular and plural nouns.
COLLABORATE how the evidence they cited from the text supports their ideas. Partners may
suggest additional text evidence if necessary.
INTEGRATE IDEAS T93

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Develop a Topic Digital
Expert Model Explain that writers of clear, effective expository text
choose a topic and then explain or develop it with relevant details.
Expert
Expe
p rt Model
The details help readers understand key ideas more fully. The details s
Changes in Rome
About 400 years after Aristotle, the influence
of Greek thinking was still felt by philosophers
are interesting, give important information, and relate clearly to the

in Rome. Cicero is the best known Roman
philosopher. Like Aristotle, he believed a balance
of power brought peace and prosperity. That was
because different types of people took part in
government.
topic. Relevant facts, definitions, concrete descriptions, examples, Cicero believed that the Roman republic was
the best model for government because it was
Reading/Writing and quotations are types of details that can help develop a topic in Expert
Workshop Model
expository text.
OBJECTIVES Read aloud the expert model from “The Democracy Debate.” Ask 116_117_CR14_SI6_U2W2_WRT_118711.indd 116
Editing Marks
11/4/11 12:44 PM
Write informative/ COLLABORATE students to listen for details that develop the topic: Cicero’s beliefs about
explanatory democracy. Have students discuss with partners the types of key details Grammar Handbook
texts, including in the passage. Student Model
Every Vote Counts

the narration of aspiring
Each week on “Rising Star,” singers
historical events, Student Model Remind students that adding relevant, well-chosen perform before a panel of superstar
judges. The audience then uses their
scientific procedures/ details helps readers understand important information about a topic. computers or phones to vote for their
The singer with the fewest votes leaves the show.
f it A th h ’ h t “If
experiments, or Read aloud the student draft “Every Vote Counts.” As students follow Student
technical processes. Model
along, have them listen to determine how the added details develop
Develop the topic
with relevant, the topic and add to readers’ understanding.
well-chosen facts, Invite partners to talk about the draft and what they learn from the
definitions, concrete COLLABORATE details that Kara added. Ask them to suggest places where Kara could 116_117_CR14_SI6_U2W2_WRT_118711.indd 117 3/14/12 10:57 AM
details, quotations,
or other information add relevant details to further develop the topic.
and examples.
WHST.6.2b
understand how
details develop a
topic.
• Develop a topic as
you write about
participating in a
voting process.
Genre Writing
G
ACADEMIC Informative Text
LANGUAGE
• expository text, topic, For full writing process lessons and rubrics, see:
develop, details,
examples
• Cognates: texto ‡ Formal Letter, pp. T350–T355
expositivo, detalles
T94 UNIT 2 WEEK 2

WEEK 2

SCAFFOLD

frames. The topic is . frames. Encourage What is the topic? What
Each week, singers . students to provide does the audience do?
The audience uses to details. The topic is . What happened to Mae
vote for . This week Each week, singers . Li? Discuss relevant details
Mae Li . The audience then . that help develop Kara’s
The with the fewest topic.
votes . This week Mae
Li .

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Develop a Topic Writing Entry:
Develop a Topic Use Your Turn Practice Book page Develop a Topic
Prewrite Provide students with 70 to model developing a topic. Revise Have students revise their
the prompt below. Last week, our class voted. Kids were writing from Day 1 by adding two
Describe a time when you on the ballot. Carla promised many or three details that further develop
participated in a voting process. things. I voted for her. She won! their topics.
Develop your topic by describing Model adding details to the first Use the Conferencing Routines.
what was at issue and what the sentence to develop the topic. Circulate among students and
outcome was. stop briefly to talk with individuals.
Last week, for the first time in our
Have partners list situations in Provide time for peer review.
school’s history, sixth-graders used
which sixth-graders might cast a computers to vote for a new class Edit Have students use Grammar
vote. Ask them to jot down details president. Handbook pages 454–455 in the
about possible issues and methods Reading/Writing Workshop to
Discuss how adding relevant details
of voting to include in their drafts. check for errors in using types of
helps explain the class vote. Guide
Draft Have students select a nouns.
students to develop the topic by
voting process to write about. As adding other details to the rest of
they draft, remind them to include the model.
details that develop their topics.
Teacher Conferences
Your writing is well organized; I have a pretty good idea what work on a specific assignment,
there’s a clear sense of the you’re writing about. It would such as those to the right, and
sequence of events. You’ve also help me if you added some then meet with you to review
done a good job of making each relevant details so I can better progress.
sentence flow smoothly into the understand why you voted as
next. you did.
T96 UNIT 2 WEEK 2

WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Develop a Topic Develop a Topic Discuss with the class what they
Prewrite Ask students to search Revise Have students revise the learned about developing a topic
their Writer’s Notebooks for draft writing from Day 3 by adding to help explain and clarify it. Invite
topics on which to write a draft. two or three details to further volunteers to read and compare
Or, provide a prompt such as the develop their topics. As students draft text with text that has been
following: are revising their drafts, hold revised. Have students discuss
Think about what democracy teacher conference with individual the writing by focusing on the
means. Explain how you know you students. You may also wish to have importance of relevant details
live in a democracy. Give details from students work with partners to peer that help clarify key ideas. Allow
the news or from what you have conference. time for individuals to reflect on
experienced in your daily life. Edit Invite students to review the their own writing progress
rules for singular and plural nouns and record observations
Draft Ask students to create a

on Grammar Handbook page 455 in in their Writer’s
word web with their topic in the
the Reading/Writing Workshop and Notebooks.
center. In outer circles, have them
record relevant examples or details. then edit their drafts for errors.
Students can use their word webs
as they begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on developing
Provide specific direction to help focus young writers. a topic to help readers better understand
key ideas. Provide this checklist to frame
Focus on a Sentence discussion.
sentence by adding a detail that helps develop .
Focus on a Section
Underline a section that needs to be revised. Provide specific
✓ Does the writing include details that
develop the topic?
suggestions. This section is interesting, but I’m a little unclear
about . Add some relevant details that clarify this idea. ✓ Do all details relate to the topic?
Focus on a Revision Strategy ✓ Do any details need to be more specific
Underline a section of the writing and ask students to use or more relevant?
a specific revision strategy, such as adding. I’m not sure I ✓ Does any unrelated information
understand the event you are describing. Try adding some specific need to be deleted?
details that help me picture what is happening.

Grammar: Singular and Plural Nouns

DAY
DAY DAY
DAY
1 2
My birthday is in april I would love Jeff moved here from miami. He
to get a Bicycle. said what the Beach their was great.
(1: April.; 2: bicycle.) (1: Miami.; 2: said that; 3: beach;
4: there)
Introduce Singular and Review Singular and

Reading/Writing Plural Nouns Plural Nouns
Workshop
‡ A singular noun names one Review nouns. Have students
person, place, thing, or idea. The explain how singular nouns differ
OBJECTIVES
car stopped. This is a heavy box. from plural nouns.
Demonstrate
‡ A plural noun names more than
command of the
conventions of one person, place, thing, or idea. Introduce Special Changes
standard English Most plural nouns are formed to Make Plurals
grammar and usage by adding -s or -es to a singular ‡ If a noun ends in -f, sometimes
when writing or noun. The cars stopped. These are
speaking. Form add -s, but sometimes change
and use regular heavy boxes. the f to v and add -es. The cliffs
and irregular plural ‡ If a word ends in a y and the are tall. The leaves are green.
nouns. L.3.1b letter in front of the y is a vowel, ‡ If a noun ends in -lf, change the
then add -s. The toys are new. f to v and add -es. I hear howling
• Distinguish singular ‡ If the letter in front of the y is a
and plural nouns. wolves.
consonant, then drop the y and ‡ For most nouns ending in -fe,
• Identify special
changes to make add -ies. I have four pennies. change the f to v and add -es. The
plurals. Have partners discuss singular and knives are clean.
• Use commas plural nouns using page 455 of the
correctly. Grammar Handbook.
COLLABORATE
TALK ABOUT IT
Go
Digital LISTEN FOR NOUNS
Ask partners to listen for nouns as
IDENTIFY THE NOUNS
Have students write three
they talk about how democracy sentences about democracy. Then
Singular developed. Students might have partners trade sentences.
and Plural discuss the influence of the Greek Students should underline the
Nouns
philosophers. Students should raise singular nouns once and the plural
Grammar their right hand when they hear a nouns twice. Then partners should
Activities singular noun and their left hand check each other’s work and
when they hear a plural noun. discuss the nouns.
T98 UNIT 2 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Govn. Jones is athletic. He even Dear Dr. Thomas— Dear Principal Xun…
mt. Everest. I like apples oranges and pears. Many, thanks:
(1: Gov.; 2: even climbed; 3: Mt.) (1: Dr. Thomas:; 2: apples, oranges, jesse
and pears.) (1: Xun:; 2: Many thanks, Jesse)
Mechanics and Usage: Using Proofread Assess

Commas in a Series and Have students correct errors in Use the Daily Language Activity and
Punctuating Letter Parts these items. Grammar Practice Reproducibles
‡ Use commas to separate three or 1. We ran jumped and swam. page 35 for assessment.
more words, phrases, or clauses (ran, jumped, and swam)
in a sentence. Reteach
2. He bought sponges soap and,
‡ Use commas after all elements a bucket. (sponges, soap, and) Use Grammar Practice
you are separating except the Reproducibles pages 31–34
3. Dear—Mr Rivera; (Dear Mr.
last one of the series. and selected pages from the
Rivera:)
‡ When writing a business letter, Grammar Handbook for additional
4. Respectfully! Mitch reteaching. Remind students that
follow the salutation with a
(Respectfully,) it is important to use singular and
colon. Follow the closing with a
comma. Have students check their work plural nouns correctly as they speak
using Grammar Handbook pages and write.
As students write, refer them to
Grammar Handbook pages 477 477 and 478. Check students’ writing for use of
and 478. the skill and listen for it in their
speaking. Assign Grammar Revision
Assignments in their Writer’s
FILL IN THE NOUN GUESS THE NOUN PARAPHRASE A SECTION

Have partners write context Have students write five nouns on Have students paraphrase a
sentences for six nouns, with a scrap paper. Then each student favorite section from one of the
blank space for each noun, and should describe the noun to a week’s readings. As students
then trade sentences with another partner, including whether the paraphrase, check their use of
pair. Students should complete the noun is singular or plural. Partners singular and plural nouns. Have
sentences. Then both pairs should should guess the noun. Have other students listen for the nouns.
discuss how to spell the nouns’ students discuss the correct nouns
singular and plural forms. as well as other appropriate nouns.
GRAMMAR T99
Spelling: Inflectional Endings

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review irregular plural spelling
command of the
conventions of emphasizing the inflectional patterns. Then read each sentence
standard English endings. below, repeat the review word, and
capitalization,
Point out the inflectional endings have students write the word.
punctuation, and
spelling when in marveled and surrounding. Draw 1. Do you hear those echoes?
writing. Spell a line between the base word and 2. I put books on the shelves.
correctly. L.6.2b the inflectional ending: marvel/ed,
3. There are many kinds of news
surround/ing. Say each base word
media.
and inflectional ending. Point out
Spelling Words that new verb forms are created by Have students trade papers and
sloped credited patrolling
stifling labored reviving
adding the endings -ed and -ing. check the spellings.
marveled uttered surrounding Demonstrate sorting the spelling Challenge Words Review this
sipped referred unraveling words by pattern, using the key week’s spelling patterns. Then read
encouraged hovered confiding
permitting totaled regretting
words marveled, orbiting, sipped, each sentence below, repeat the
orbiting accused regretting, sloped, and stifling. (Write challenge word, and have students
Review echoes, shelves, media
the words on index cards or the write the word.
Challenge interpreted, swiveling IWB.) Sort a few words, explaining 1. He interpreted the speech
your reasoning as you do so. for us.
Approaching Level
Then use the Dictation Sentences 2. This chair has swiveling wheels.
from Day 5. Say the underlined
sloped credited smiling Have students check and correct
caring labored glimmering
word, read the sentence, and
leveled running tasted repeat the word. Have students their spellings and write the words
sipped referred changing write the words and check their in their word study notebooks.
based clapping covered papers.
patting folding unpacking
orbiting wanted
Beyond Level
ravaged
stifling
reviving
patrolling
intersected
surrounding COLLABORATE
WORD SORTS
unwrapped referred eavesdropping
g
accelerated hovered reassuring
prevailed accused regretting
unraveling orbiting swiveling Have students cut apart the Complete the pattern sort using
enthralled uttered Spelling Word Cards in the Online the key words from Day 1. Point out
Resource Book and initial the back when and how the spelling of the
of each card. Have them read the base word changes. Have students
words aloud with a partner. Then use Spelling Word Cards to do their
have partners do an open sort. own pattern sort. A partner can
Have them record the sort in their compare and check their sorts.
word study notebooks.
T100 UNIT 2 WEEK 2
WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the three word Write these sentences on the board. Use the Dictation Sentences for
histories below into their word Have students circle and correct the posttest. Have students list
study notebooks. Say the sentences each misspelled word. Encourage misspelled words in their word
aloud; ask students to fill in each students to use a print or digital study notebooks. Look for students’
blank with a spelling word. dictionary to check their spellings. use of these words in their writings.
1. The word comes from 1. The workers laborred to pave
the Latin word accusar, which the slopeed road. (labored; Dictation Sentences
means “to call to account.” sloped) 1. The roof sloped on one side.
(accused) 2. Patroling the area 2. These fumes are stifling me!
2. The word comes from surroundding the bank was 3. We marveled at the stars.
the 14th-century French word easy. (patrolling; surrounding) 4. I sipped my apple juice.
estouffer, which means “to 3. Amy’s bill totalled $50 after
smother.” (stifling) 5. He encouraged me to stay.
she was creditted $10. (totaled;
3. The word comes from the credited) 6. She is permitting me to go.
Latin word totus, which means 4. The heat was stifleing Lee, so 7. The moon is orbiting Earth.
“whole, entire.” (totaled) he siped water to stay cool. 8. I credited him for the win.
Challenge students to create other (stifling; sipped) 9. We labored outside all day.
word histories for spelling, review, Error Correction Remind students 10. Ellen uttered her thanks.
or challenge words. Have students that if a word ends in e, it is almost 11. I referred her to you.
discuss their word histories with a always dropped before adding the 12. The butterfly hovered above us.
partner. word ending -ing, as in the word
13. Rob totaled the bill.
confiding. (confide)
14. Dan accused them of cheating.
15. They are patrolling the street.
16. Cal is reviving the fainter.
See Phonics/Spelling Reproducibles pp. 37–42. 17. They are surrounding us.
18. Your sweater is unraveling.
19. I am confiding in you.
20. Sam is regretting that loss.
Have partners do a speed sort Have partners do a blind sort. One
to see who is faster. Then have partner reads a Spelling Word Card; Have students self-correct the tests.
them do a word hunt in the week’s the other tells under which key
reading for words with inflectional word it belongs. Have them take
endings. Have them record the turns until all words are sorted.
words in their Day 2 pattern sort in Then have students explain how
their word study notebooks. they sorted the words.
SPELLING T101
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. What job are you aspiring to forms of this week’s words by
multiple-meaning have when you get older? adding, changing, or removing
based on grade 6 2. What is a helpful foundation
reading and content, for playing soccer? ‡ Draw a four-column chart on
choosing flexibly from the board. Write aspiring in the
3. What season preceded the
a range of strategies. last column. Then write aspire,
Use common, grade- beginning of this school year?
aspires, and aspired in the first
appropriate Greek 4. What are the principal duties
or Latin affixes three columns.
of a coach?
and roots as clues ‡ Have students share sentences
to the meaning 5. How would you promote the using each form of aspire.
of a word (e.g., importance of exercise?
audience, auditory, ‡ Students can add to the chart
audible). L.6.4b 6. How might you restrict a doing the same for preceded,
horse’s movement? promote, and restrict, and then
Expand vocabulary by
7. What causes speculation share sentences using the
adding and removing
inflectional endings. about the weather? different forms of each word.
8. How has democracy ‡ Have students copy the chart
withstood the test of time? into their word study notebooks.
Vocabulary Words
aspiring promote
foundation restrict
preceded speculation
COLLABORATE
principal withstood
vie
Re w
ACADEMIC VOCABULARY ROOT WORDS
Discuss important academic words. ‡ Ask: What is the root word of
‡ Display philosopher, promote, foundation?
and restrict. ‡ Have partners use a dictionary to
Go ‡ Define the words and discuss look up the meaning of found.
their meanings with students. Ask: How does knowing the
Digital ‡ Write philosopher and philosophy
‡
meaning of found, the root word,
on the board. Have partners help you understand the meaning
look up and define other related of foundation?
Vocabulary
words. Have partners ask and ‡ Have students write each word’s
answer questions using the meaning in their word study
Vocabulary words. notebooks.
Activities
‡ Repeat with promote and restrict.
T102 UNIT 2 WEEK 2

WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. The causes speculation. ‡ Tell them to write sentences the word (e.g., withstood).
2. The withstood the . that provide word information ‡ In the second square, students
they learned from this week’s write their own definition of the
3. Tom’s principal goal is to .
readings. word and any related words,
4. A preceded the concert.
‡ Provide the Day 3 such as synonyms (e.g., lasted,
5. Please try to restrict your . sentences stems 1–6 for students endured, stood up to).
6. It’s important to promote . needing extra support. ‡ In the third square, students
Display last week’s vocabulary: draw a simple illustration that
communal, derived, millenium, Write About Vocabulary Have will help them remember the
yields, inscription, stationery. Have students write about something word (e.g., a barn with wind lines
partners ask and answer questions they learned from this week’s words pushing against it).
using each of the words. in their word study notebooks. For
example, they might write about
what values democratic ideas
antonyms for the word (e.g.,
promote or how democracy has
disappeared, failed).
withstood the test of time.
Have partners discuss their squares.
GREEK AND LATIN PREFIXES SHADES OF MEANING MORPHOLOGY

Remind students to use Greek and Help students generate words Use democracy as a springboard for
Latin prefixes to figure out the related to restrict. Draw an students to learn more words. Draw
meaning of unfamiliar words. antonym-synonym scale. Write free, a Venn diagram. Write democracy in
‡ Display Your Turn Practice followed by four blank lines. and the overlapping area.
Book pages 63–64. Read the then write ban. ‡ Underline demo and cracy.
first paragraph to model how to ‡ Have partners place restrict just Discuss the meaning of each
figure out the meaning of the short of ban. Have them use a word part.
word democracy. thesaurus to generate words to ‡ Have students look up words
‡ Have students complete fill in the blanks, working down that contain these roots (e.g.,
page 67. the synonym scale from ban and demographic, aristocracy). Add
up the antonym scale to free. the words to the appropriate
‡ Students can confirm meanings
in a print or online dictionary. ‡ Ask students to copy the words circles.
into their word study notebooks.
VOCABULARY T103
Approaching Level
Expository
Text
EVERYBODY Leveled Reader:

COUNTS Go
Everybody Counts
BY KEN BENN
Digital
Before Reading
Expository
Preview and Predict

Text
EVERYBODY
PAIRED
The Men on the Hill
COUNTS
READ
Read the Essential Question with students: How did democracy BY KEN BENN
Leveled Reader
develop? Have students read the title and the table of contents in Leveled
LEXILE 830 Everybody Counts and predict what they will learn about the history of Readers
democracy.
OBJECTIVES
to support analysis
Review with students that an expository text is a short informational
explicitly as well as text that explains a topic using facts. It often includes text features
inferences drawn from such as headings, diagrams, photographs, and sidebars. Have students
the text. RI.6.1 identify features of expository text in Everybody Counts.
Analyze how a
Close Reading
text and contributes Note Taking: Ask students to use the graphic organizer on Your Turn
to the development of Practice Book page 62 as they read the selection.
the ideas. RI.6.5
Pages 2–3 Discuss why the voting system in the ancient world was not Use Graphic
Organizer
Read expository text. fully democratic. (Rights were limited; only certain members of society
had rights.) What questions do you want to answer as you read? (How did
different people gain the right to vote?)
ACADEMIC
LANGUAGE Pages 4–5 How does knowing the meaning of the Latin prefix en-, which
• expository text, ask, means “to put into,” help you understand the word enslaved? (Since en-
answer, compare,
means “to put into,” its meaning tells me that enslaved means to “put
contrast
into slavery.”)
• Cognates: texto
expositivo, comparar, Pages 6–7 How does the diagram help you understand the Roman
contrastar government? (It shows how the voting system in Rome worked at that
time.)
Pages 8–11 Identify words and phrases that signal the author is
comparing and contrasting. (however; by contrast) How were wealthy
citizens of Venice like those of Rome? (They both limited voting power of
common people and gave their ruler enormous power.)
T104 UNIT 2 WEEK 2

WEEK 2
Pages 12–15 What are important milestones in the growth of American

democracy? Reread to find your answer and share it with a partner. (The Literature
government peacefully chose a president in an election tie; slaves were Circles
freed; women won the right to vote.)
Pages 16–17 How does the chart on page 17 help you understand the literature circle using the
text? (It compares five different characteristics of democracy in three Thinkmark questions to guide
different places and eras.) the discussion. You may wish to
After Reading regarding democracy from both
Respond to Reading
Level
Ana
Analytical
W
Writing
compared rule by the people to rule by king and cited appropriate

details from the text to support their comparisons.
Up
Expository
Text
EVERYBODY
COUNTS
BY KEN BENN
Fluency: Rate and Accuracy Expository

Text
Model Model reading page 4 with proper rate and accuracy. Next, EVERYBODY
COUNTS
reread the page aloud and have students read along with you. BY KEN BENN
PAIRED
ED
The Men on the Hill
Hil
READ

Expository
E y
T
Te
Text
PAIRED
EVVEEERRYB
The Men on the Hill
READ
Compare Texts
Y ODY
Read about voting in ancient Greece.
The Men on the Hill C

COOUNU TS
PA I R E D R E A D BY
Y KEN
K E BENN

How did the Athenians practice democracy? Follow this
story of a farming family who were part of the city-state
Dorotheos tried to roll over. He wanted more sleep, but

his father rumbled, “The cart’s loaded and ready to go!”
The sun was still hiding behind the hills of Attica as

the family left. The clatter of cart wheels on the rocky
track nearly drowned out the early morning birdsong.
“Look at that idiot!”
“The Men on the Hill” Dorotheos’s father pointed to a Who Doesn’t Vote?
man in the fields hitching up

his plow. “Even today he sticks
his head in the sand and leaves
Everybody is allowed to
vote in a democracy, but
some people choose not
to vote. Today we say
that those people abstain,
proficiently read the On Level and have
us to make the decisions.”
but the Athenians
After traveling for three referred to such people
as idiotes. Dorotheos’s
days, the family reached Athens. father calls the man
Dorotheos’s mother went to working in the field an
the market to shop. “I won’t idiot because the man is
students
not taking the trouble
PA
PAIRE
AIREDD
Make Connections: Write About It

go to the Pnyx,” she said. “It’s
pointless because I can’t vote.”
to vote.
REEAD
REA The Men on the
Hill
19
• echo-read the On Level main selection.

&9B&5B/5B*B8:
/ $
LQGG
Before reading, ask students to note Leveled Reader

that “The Men on the Hill” is narrative • use self-stick notes to mark at least one
nonfiction, which tells a story about a real event. Then discuss the new detail they would like to discuss in
Essential Question. After reading, ask students to make connections each section.
between the information they learned in Everybody Counts and “The
Men on the Hill.”

F The On Level challenges students by
S
Students can extend their knowledge of how different including more domain-specific words
forms of government affect people’s lives by completing and complex sentence structures.
the social studies activity on page 24.

Approaching Level
Word Study/Decoding
TIER
D E CO D E W O R D S W I T H I N F L E C T I O N A L E N D I N G S
2
OBJECTIVES Explain that adding the ending -ed changes a verb from the present tense
I Do
Know and apply to the past tense. Write poked on the board and read it aloud. Underline
grade-level phonics ed, and explain that poked is the past tense of poke. Point out that when a
and word analysis
skills in decoding word ends in a consonant followed by the silent -e, you have to drop the
words. RF.5.3 -e before adding -ed. Repeat with baked, hoped, saved, and craved. Remind
students that the spelling of a verb may change when adding -ed.
Decode words with
inflectional ending -ed. We Do
Write stroked, danced, coped, and rated on the board. Model how to
decode the first word. Have students identify the inflectional endings and
spelling changes. Students can read the rest of the words aloud.
You Do
Add closed, hired, cared, and tuned to the board. Have students read each
word aloud and identify inflectional endings and spelling changes. Point
to the words randomly for students to read chorally. Repeat several times.
TIER
BUILD WORDS WITH INFLECTIONAL ENDINGS
2
OBJECTIVES Remind students that multisyllabic words are made up of smaller word
I Do
Use combined parts, or syllables. Tell them they will be building longer words with the
knowledge of inflectional endings -ed and -ing. Explain that for verbs ending in a short
all letter-sound
correspondences, vowel followed by a consonant, they double the final consonant before
syllabication patterns, adding -ed. Note that the -ed ending forms a new final syllable when it
and morphology follows -d or -t, as in molded and tested.
(e.g., roots and
affixes) to read
We Do
Display these Word-Building Cards one at a time: land, side, form, ship,
accurately unfamiliar point, ed, ing. Model sounding out each verb and inflectional ending. Have
multisyllabic words
students chorally read each. Repeat at varying speeds and in random
context. RF.5.3a order. Display all seven cards. With students, combine verbs and endings,
noting any spelling changes. Have students chorally read: landed, landing,
Build words with sided, siding, formed, forming, shipped, shipping, pointed, pointing.
inflectional endings.
You Do
Write ask, dare, list, and rip on the board. Have partners build words with
inflectional endings -ed and -ing and compile a class list.
T106 UNIT 2 WEEK 2

WEEK 2
P R AC T I C E I N F L E C T I O N A L E N D I N G S
OBJECTIVES
I Do
Remind students that adding the inflectional endings -ed or -ing to the
Use combined end of most verbs creates new verb forms and tenses. Write the word
knowledge of waved on the board and read it aloud, explaining that the final -e in wave
all letter-sound
correspondences,
was dropped before adding the ending -ed. Point out that if -ed follows
syllabication patterns, -d or -t, it forms the final syllable of the word, as in folded and rested. If
and morphology it follows any other consonant, it is blended with the final syllable and
(e.g., roots and pronounced /d/. Next, write the word grinning on the board and read it
affixes) to read
aloud. Explain that grin ends with a vowel and a consonant, so the final
multisyllabic words consonant is doubled before adding the ending -ing.
context. RF.5.3a We Do
Write the words clapped, clapping, pealed, pealing, shared, sharing, trusted,
and trusting on the board. Model how to decode the first word, pointing
Decode words with out that the final consonant was doubled before the -ed was added. Guide
inflectional endings students as they decode the remaining words. First help them divide each
-ed and -ing.
word into verbs and endings. Then help them identify spelling changes to
verbs and new final syllables.
You Do
read. Repeat several times.
WORD STUDY/DECODING T107

Approaching Level
Vocabulary
TIER
2
I Do
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
expression. L.6.6 speaking and writing. For example, provide sentence starters, such as
When I am thirsty, I like to drink . Ask students to write each word in
Review high-frequency their Writer’s Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T108 UNIT 2 WEEK 2

WEEK 2
I D E N T I F Y R E L AT E D W O R D S
OBJECTIVES
I Do
Display the aspiring Visual Vocabulary Card and say aloud the word set
Acquire and use aspiring, boasting, installing, striving.
accurately grade-
appropriate general Point out that the word striving is the only word that has a similar meaning
academic and to aspiring.
domain-specific
words and phrases; Display the vocabulary card for the word foundation. Say aloud the word
gather vocabulary We Do
set foundation, adjustment, basis, product. With students, identify the word
knowledge when
considering a word that means almost the same as foundation and discuss why.
or phrase important
to comprehension or You Do
Using the word sets below, display the remaining cards one at a time,
expression. L.6.6 saying aloud the word set. Ask students to identify the word that has a
similar meaning to the first word in each group and discuss why.
preceded, guarded, bought, led restrict, enlarge, confine, borrow
principal, least, main, forgotten speculation, pride, fortune, theory
promote, endorse, oppose, reply withstood, begged, rejected, endured
G R E E K A N D L AT I N P R E F I X E S
OBJECTIVES
I Do
Use common, grade- Reproducibles pages 63–64. Read aloud the section “In Search of Liberty.”
appropriate Greek Point to the word protect. Model how to use the meaning of the Latin
prefix pro- to better understand meaning of the word.
meaning of a word Think Aloud I recognize the prefix pro- in the word protect. It means “in
audible). L.6.4b front of.” This makes sense to me, because when you protect something,
you keep it away from, or “in front of,” harm. That helps me understand
Demonstrate that protect means “to keep safe and away from harm or injury.”
knowledge of common
Write the definition of the word using the Latin prefix.
Greek and Latin
prefixes. Read aloud the first paragraph under “Town-Hall Meetings” on page 63.
We Do
Ask students to point to the word telephones. With students, discuss
how to use the meaning of the Greek prefix tele- (“far off”) to discuss the
meaning of the word and write a definition.
You Do
Have students use Greek and Latin prefixes to determine the meanings of
legislation on page 63 and dialogue and system on page 64.
VOCABULARY T109
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain to students that if they read too slowly, listeners will lose track of
I Do
Use context to what they are saying. However, if they read too quickly or mispronounce
confirm or self-correct words, listeners will not be able to make sense of what they are saying.
word recognition
and understanding, Read the first paragraph of the Comprehension and Fluency passage on
rereading as Approaching Reproducibles pages 63–64. Tell students to listen for your
necessary. RF.5.4c rate and accuracy, particularly when reading multisyllabic words.
Read fluently with We Do

Read the rest of the page aloud. Have students repeat each sentence after
proper rate and you, using the same rate and accuracy. Point out that you slowed down
accuracy. to read new terms and annunciated your words properly, self-correcting
when necessary.
You Do
passage. Remind them to focus on their rate and accuracy. Listen in and,
as needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y CO M PA R E  A N D  CO N T R A S T S I G N A L W O R D S
2
OBJECTIVES
I Do
Write also, too, similarly, and both on the board. Explain that these words
Describe how a text signal a comparison, or a description of how two or more things are alike.
presents information Write unlike, but, however, and although on the board. Explain that these
(e.g., sequentially,
comparatively, words signal a contrast, or a description of how two or more things differ.
causally). RH.6.5
We Do
Read the section “Two Kinds of Democracy” from the Comprehension and
Analyze how a Fluency passage on Approaching Reproducibles page 64. Ask, What
paragraph, chapter,
signal word do you see in the second paragraph of this section? (however)
or section fits into the What does that word tell you? (It signals that the text will contrast, or
overall structure of a describe the differences, between two forms of democracy.)
to the development of You Do
Have students read the section “Democracy in the United States Today.”
the ideas. RI.6.5 Have them locate additional signal words in the section and explain to a
partner why the words and phrases signal a comparison or contrast.
Identify compare-and-
contrast signal words.
T110 UNIT 2 WEEK 2

WEEK 2
R E V I E W CO M PA R E A N D CO N T R A S T
OBJECTIVES
I Do
Remind students that to compare is to tell how things are alike, and to
Analyze in detail how contrast is to show how things are different. Explain that when writing
a key individual, event, about a historical topic, an author may organize ideas by comparing or
or idea is introduced,
illustrated, and
contrasting details about the topic, which can show changes over time.
elaborated in a text
(e.g., through examples We Do
Read aloud the section “In Search of Liberty” on page 63 of the
or anecdotes). RI.6.3 Approaching Reproducibles. Model comparing and contrasting the
Describe how a text
problem Puritans faced in America with the problem they faced in
presents information England. Note signal words that identify similarities and differences. With
(e.g., sequentially, students, compare and contrast details under “Town-Hall Meetings.”
comparatively,
causally). RH.6.5 You Do
Have students read “Two Kinds of Democracy” and “Democracy in the
United States Today.” Have partners compare and contrast details from
each section that tell how people participated in democracy in Puritan
times and how people participate in the United States today.

Analyze in detail how Have students choose an expository book for sustained silent reading.
a key individual, event,
illustrated, and ‡ asking questions about the text before they begin reading can help
elaborated in a text them set a purpose for their reading. Looking for the answers to their
(e.g., through examples
or anecdotes). RI.6.3
questions can help them better understand the information they read.
‡ they can compare and contrast details in order to better understand
Ask and answer ideas and viewpoints about a topic.
comprehension. Read Purposefully
Have students use Graphic Organizer 66 to compare and contrast details
as they read independently. After they finish, they can conduct a Book
Talk, each telling about the book that he or she read
‡ Students should share their organizers and answer these questions:
What do the two ideas have in common? How are they different?
‡ Students should share questions they asked themselves before they
began reading and explain if the text answered their questions.
COMPREHENSION T111
On Level
Expository
Text

COUNTS Go
Everybody Counts
BY KEN BENN
Digital
Before Reading
Expository
Preview and Predict

Text
EVERYBODY
PAIRED
The Men on the Hill
COUNTS
READ
‡ Read the Essential Question with students: How did democracy BY KEN BENN
Leveled Reader
develop? Leveled
LEXILE 1000 ‡ Have students read the title and the table of contents in Everybody Readers
Counts and predict what information the book will provide about the
OBJECTIVES development of democracy.
to support analysis
Review Genre: Expository Text
explicitly as well as Review with students that expository text explains a topic using
inferences drawn from facts and often includes text features such as headings, diagrams,
the text. RI.6.1
photographs, and sidebars. Have students identify features of
Analyze how a expository text in Everybody Counts.
paragraph, chapter,
or section fits into the During Reading
text and contributes Close Reading
the ideas. RI.6.5
Note Taking: Ask students to use the graphic organizer on Your Turn
Practice Book page 62 as they read the selection.
Read expository text. Pages 2–3 After reading the introduction on page 2, what question could Use Graphic
Organizer
you ask to set a purpose for reading? (How did common people gain the
ACADEMIC right to vote?) How can you find an answer to your question? (I can keep
LANGUAGE my question in mind as I read.)
• expository text, ask,
answer, compare,
Pages 4–7 How does knowing the Latin prefix pro- help you figure out
contrast the meaning of promote on page 4? (Pro- means forward; that helps
• Cognates: texto me figure out that promote means “to move forward.”) How does the
expositivo, comparar, information in the diagram support the text on page 6? (The diagram
contrastar provides information about how the Roman voting system worked.)
Pages 8–11 What does the author compare on page 9? (wealthy citizens
in ancient Rome and Venice) With a partner, discuss how the wealthy
citizens of Rome and Venice were similar. (Both wanted to limit voting
rights of the common people.) Paraphrase what you have read on page
11 about how the parliaments of Louis IX and Edward I differed. (Unlike
Louis IX, King Edward allowed common representatives.)
T112 UNIT 2 WEEK 2

WEEK 2
Pages 12–15 In what ways did the new democracy in America work
well? (Washington did not turn into a dictator; Jefferson became Literature
president peacefully after an election tie.) Circles
Pages 16–17 Contrast American democracy with the democracy of the Ask students to conduct a
ancient world. (Democracy created in the United States eventually freed literature circle using the
enslaved people and included women as full citizens.) Thinkmark questions to guide
the discussion. You may wish to
After Reading about what students learned
Respond to Reading regarding voting and democracy
from both selections in the
Revisit the Essential Question and ask students to complete the Text Leveled Reader.
Ana
Analytical
Write About Reading Check that students have correctly
W
Level
W
Writing

Up
Expository
Text
EVERYBODY
Fluency: Rate and Accuracy COUNTS
BY KEN BENN
Model Model reading page 9 with proper rate and accuracy. Next, Expository
Text
reread the page aloud and have students read along with you. EVERYBODY
COUNTS
Apply Have students practice reading with a partner. BY KEN BENN
PAIRED
ED
The Men on the HHill
READ
Expository
E ory
T
Te
Text
Compare Texts
Read on to learn more about voting in Ancient Greece.
EVVEEERRYB
Y ODY
PA I R E D R E A D The Men on the Hill CCOOUN
BY
U TS
Y KEN
PAIRED
READ The Men on the Hill
How did the Athenians practice democracy? Follow this K E BENN

hypothetical case of a farming family who were part of
that city-state.
Dorotheos tried to roll over. He wanted more sleep, but his

father growled, “The cart’s loaded and ready to go!”
The sun was still hiding behind the hills of Attica, and the
clatter of cart wheels on the rocky track nearly drowned out the
early morning birdsong.
“Look at that idiot!” Dorotheos’s father pointed to a man in
“The Men on the Hill”

the fields hitching up his plow. “Even today he sticks his head
in the sand and leaves us to make the decisions.”
They reached Athens after lunch on the third day of travel.
Dorotheos’s mother went to the
Who Doesn’t Vote?
answered the questions
market to shop. “It’s pointless
for me to go to the Pnyx hill,” The right to vote in a

she said. “I can’t vote, and it’s so democracy isn’t exercised
by everybody. Some
crowded.” people choose not to vote.
Today we say that those
people abstain, but the
proficiently read the Beyond Level and have

Athenians called them
PA
PAIRE
AIREDD

idiotes.
REEAD
REA The Men on the
Hill
19
students
&9B&5B/5B*B8:
/ 2
LQGG

that this narrative nonfiction selection • partner-read the Beyond Level main
presents a hypothetical account of democracy in practice in ancient selection.
Athens. Then discuss the Essential Question and ask students to make • list conflicts over voting rights.
connections between the information they learned about voting rights • select at least three conflicts over voting
and democracy in Everybody Counts and “The Men on the Hill.” rights to compare and contrast.

F The Beyond Level challenges students by
S
Students can extend their knowledge of the impact of assuming prior knowledge and using
different forms of government on an individual’s life by more complex sentence structures.
completing the social studies activity on page 24.
ON LEVEL T113
On Level
Vocabulary
I Do
Acquire and use preceded, principal, promote, restrict, speculation, and withstood. Point to
accurately grade- each word, read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask these questions and help students respond and explain their answers.
words and phrases; ‡ What preceded the signing of the Declaration of Independence?
gather vocabulary ‡ What is the principal reason you might open a savings account?
knowledge when
considering a word ‡ How might a musician promote his or her new album?
or phrase important
Have partners respond to these questions and explain their answers.
expression. L.6.6 ‡ Why should you restrict the number of hours you play video games?
‡ What speculation might you have when a new student enrolls in school?
‡ What is the most serious natural disaster your town has withstood?
OBJECTIVES
I Do
Remind students that knowing common Greek and Latin prefixes can help
Use common, grade- them figure out the meanings of new words. Use the Comprehension and
appropriate Greek Fluency passage on Your Turn Practice Book pages 63–64 to model.
roots as clues to the Think Aloud I want to better understand the word United in the
meaning of a word
introduction to “What is a Democracy?” I know the Latin prefix uni- means
audible). L.6.4b “as one.” So, this means the states are “as one”. That makes sense to me,
since the United States is one country that consists of many states.
We Do
Have students read the next paragraph, where they encounter protect.
Have students figure out the definition by using the meaning of the Latin
prefix pro- (“to put in front of”) and the Latin root -tect (“cover”).
You Do
Have partners determine the meanings of telephones on page 63 and
extended and system on page 64.
T114 UNIT 2 WEEK 2

WEEK 2
Comprehension
OBJECTIVES
I Do
Remind students that when an author compares or contrasts two or more
Analyze in detail how things, he or she is explaining how those things are similar or different.
a key individual, event, Explain that an author will often use signal words, such as both and alike
illustrated, and
or but and however, to indicate that ideas or details are similar or different.
elaborated in a text Point out that an author might compare how details or ideas about a topic
(e.g., through examples changed over time.
or anecdotes). RI.6.3
Describe how a text We Do
Have a volunteer read the section “The Pursuit of Liberty” on page 63
presents information of the Comprehension and Fluency passage in the Your Turn Practice
(e.g., sequentially, Book. Guide students in identifying the two ideas being compared and
comparatively, contrasted (the problem the Puritans faced in America and the problem
causally). RH.6.5
they faced in England). Then work with students to identify what is being
compared in the next three paragraphs. Remind students that an author
can extend a comparison or contrast over several paragraphs.
You Do
Have partners compare and contrast ideas in “Two Kinds of Democracy”
and “Democracy in the United States Today” on page 64. Have them
consider the similarities and differences as they discuss how participation
in democracy in the United States changed over time.

Analyze in detail how Have students choose an expository book for sustained silent reading.
a key individual, event,
or idea is introduced, ‡ Before they read, have students preview the book, reading the title
illustrated, and and viewing the front and back cover, and set a purpose for reading by
elaborated in a text asking questions about the text.
or anecdotes). RI.6.3 ‡ As students read, remind them to keep their questions in mind and look
for answers in the text.
Ask and answer
questions to increase Read Purposefully
comprehension.
Encourage students to read different books in order to learn about a
variety of subjects.
‡ As students read, have them use Graphic Organizer 66 to compare and
contrast key ideas and details.
‡ They can use the organizer to help them write a summary of the book.
Beyond Level
Expository
Text

COUNTS Go
Everybody Counts
BY KEN BENN
Digital
Before Reading
Expository
Preview and Predict

Text
EVERYBODY
PAIRED
The Men on the Hill
COUNTS
READ
‡ Read the Essential Question with students: How did democracy BY KEN BENN
Leveled Reader
develop? Leveled
LEXILE 1100 ‡ Have students read the title and the table of contents in Everybody Readers
Counts and predict what they will learn about the development of
OBJECTIVES democracy.
to support analysis
Review Genre: Expository Text
explicitly as well as Review with students that an expository text explains a topic using
inferences drawn from facts. It often includes text features such as headings, diagrams,
the text. RI.6.1
photographs, and sidebars. Have students identify features of
Analyze how a expository text in Everybody Counts.
paragraph, chapter,
or section fits into the During Reading
text and contributes Close Reading
the ideas. RI.6.5
Read expository text. Pages 2–3 After reading these pages, what question can you ask yourself Use Graphic
Organizer
that will help you set a purpose for reading the rest of the book? (How did
ACADEMIC the democracy we have today in the United States develop?)
LANGUAGE Pages 4–7 How did Athens lose its democratic system of government?
• expository, ask,
answer, compare,
(Wealthy people who didn’t want common people to have a say in
contrast government replaced democratic leaders with autocratic leaders.)
• Cognates: texto Study the diagram on page 6. Turn to a partner and discuss what it tells
expositivo, comparar, you about the power rich citizens had in Roman government. (Each tribe
contrastar had one vote, and citizens could only vote within their tribe. The tribal
system prevented the plebeians from having effect on government.)
Pages 8–11 How were the Venetians similar to Romans? (Wealthy
citizens wanted to limit the people’s voting rights, so they placed power
in the hands of a government ruler.) Paraphrase how the French and
English governments were alike and different. (Both held parliaments;
only England invited both noble and common representatives.)
T116 UNIT 2 WEEK 2

WEEK 2
Pages 12–17 Discuss American democracy and how it differed from

ancient Rome. (The government peacefully resolved an election tie; Literature
all adult citizens eventually gained rights) How does knowing the Latin Circles
prefix pre- help you understand what the author means by “the Wyoming
Territory preceded the rest of the world.” (Pre- means “before”; Wyoming
gave women the right to vote before other places in the world.) Thinkmark questions to guide
After Reading have a whole class discussion
Respond to Reading about democracy from both
Ana
Analytical
W
Writing


Model Model reading page 9 with appropriate rate and accuracy.
Compare Texts
EVVEEERRYB
Y ODY
Read about voting in ancient Greece.
Expository
E
T
Te
Text
y
Gifted and Talented

The Men on the Hill C
COOUNU TS
PA I R E D R E A D How did the Athenians practice democracy? Follow this
BY
Y KEN
K E BENN
that city-state.
Dorotheos tried to roll over. He wanted more sleep, but

his father pulled his toes and growled, “The cart’s loaded and
to think of what might happen if
ready to go!”
The sun was still hiding behind the hills of Attica as the
family left, and the clatter of cart wheels on the rocky track
nearly drowned out the early morning birdsong. Dorotheos’s government leaders in the United
“The Men on the Hill” mother handed him a chunk of bread and a bowl of olives.
“Look at that idiot!” Dorotheos’s father pointed to a man
in the fields hitching up his plow.
“Even today he sticks his head in
the sand and leaves us to make
the decisions.”
Who Doesn’t Vote?
The right to vote in a
democracy isn’t exercised
by everybody. Some
States decided to limit the voting
When they reached Athens
power of the people. Students

people choose not to
after three days of traveling, vote. Today we say that
Dorotheos’ mother went straight those people abstain, but
the Athenians referred to
to the market to shop. “It’s
such people as idiotes.
pointless for me to go to the Pnyx PA
PAIRE
AIREDD

The word idiot has a quite
REEAD
REA The Men on the
Hill
should make a prediction and
hill since I can’t vote.” different meaning today.
19
&9B&5B/5B*B8:
/ %
LQGG

write about the impact this would
that this narrative nonfiction selection have on the American people.
presents a hypothetical account of democracy in practice in ancient Have them use facts they learned
Athens. Then discuss the Essential Question. Then ask students to make from the week or do additional
connections between the information they learned about voting rights research.
and democracy in Everybody Counts and “The Men on the Hill.”

F
Students can extend their knowledge of the impact of
different forms of government on an individual’s life by
completing the social studies activity on page 24.
BEYOND LEVEL T117

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Acquire and use foundation and aspiring. Write social studies-related sentences on the
accurately grade- board using the words.
appropriate general
academic and Write legislation and engage on the board and discuss their meanings with
domain-specific
words and phrases;
students. Then help students use the words to write sentences describing
gather vocabulary laws or government within their own community.
knowledge when
considering a word Apply
Have students work in pairs to review the meanings of the words
or phrase important representative and equality. Then have partners write a paragraph that
to comprehension or explains the importance of the words to the reading they’ve done
expression. L.6.6 this week.
OBJECTIVES
Model
Read aloud the section “Town-Hall Meetings” in the Comprehension and
Use common, grade- Fluency passage on Beyond Reproducibles page 63.
appropriate Greek
or Latin affixes and Think Aloud I see the word telephones in the second paragraph of
roots as clues to the “Town-Hall Meetings.” I recognize the Greek prefix tele-, which means “far
meaning of a word
off.” The word is followed by the phrase “or other ways to keep connected.”
audible). L.6.4b I can combine those clues to better understand that telephones are
devices that help people communicate from far away.
Help students figure out the meaning of legislation in the next paragraph.
Apply
Have pairs of students read the rest of the passage. Ask them to use
their knowledge of common Greek and Latin prefixes to determine the
meanings of referred, impractical, and system on page 64.
Gifted and Analyze Have students write an explanation of how the idea of equality
Talented
has changed as democracy has evolved over time. Encourage students to
use a text feature, such as a timeline, map, or diagram, in their analysis.
T118 UNIT 2 WEEK 2

WEEK 2
Comprehension
OBJECTIVES Explain that authors can organize information by looking at how two or
Model
Analyze in detail how more things are alike or different. Explain that an author may use words
a key individual, event, such as similarly or however to signal when ideas are being compared
illustrated, and
or contrasted. Point out that an author can compare information in one
elaborated in a text paragraph or section to information presented in another part of the text.
or anecdotes). RI.6.3 Have students read “The Pursuit of Liberty” and “Town-Hall Meetings”
Describe how a text
on pages 63–64 of the Comprehension and Fluency passage in Beyond
presents information Reproducibles. Ask open-ended questions to facilitate discussion, such
(e.g., sequentially, as How were town hall meetings similar from one town to the next? Describe
comparatively, similarities among people who settled in the same small town. Students
causally). RH.6.5
should use details in the text to support their responses.
Apply
Have students compare and contrast details in the rest of the passage as
they fill in Graphic Organizer 66. Have partners use this work to explain
how democratic participation in our nation has changed over time.

Analyze in detail Have students choose an expository book for sustained silent reading.
how a key individual,
event, or idea is ‡ As students read, have them complete Graphic Organizer 66.
introduced, illustrated,
‡ Remind students to ask questions to set a purpose for reading.
and elaborated in a
text (e.g., through Read Purposefully
examples and
anecdotes). RI.6.3 Encourage students to keep a reading journal. Ask them to read
different books that describe the development of democracy in different
Ask and answer civilizations and cultures.
comprehension. ‡ Students can write summaries of the books in their journals.
Gifted and Independent Study Challenge students to brainstorm five questions

Talented
they would ask the author of one of the books they selected about how
democracy developed. Have students choose 2–3 of the questions and
research the answers at the library or online. Have them report their
findings to the class.
Shared Read Go
The Democracy Debate Digital
Before Reading
Build Background
Born and Raised in Greece democracy. Socrates
a was one of the
p principal critics
p of government run
Read the Essential Question: How did democracy develop?

re
Students of
Philosophy
seeks knowledge and is able to aalso thought seriously
Read about the ideas that make good and fair decisions. Plato about
a b democracy. In
philosophers in ancient Greece One of the best-known Greek 3 80 B.C., Plato shared his
380
Ocean/Corbis
108 109
Reading/Writing ‡ Explain the meaning of the Essential Question, including the

108_111_CR14_SI6_U2W2_MR_118711.indd
108 111 CR14 SI6 U2W2 MR 118711 indd 108 11/4/11
108_111_CR14_SI6_U2W2_MR_118711.indd
12:29
111 CR14
PM SI6 U2W2 MR 118711 indd 109 11/4/11 12:31 PM
Workshop View “The

vocabulary in the question: In a democracy, people vote to choose the Democracy
Debate”
government they want. Develop means “to change and grow over time.”
OBJECTIVES
‡ Model an answer: The people of the ancient city of Priene governed
Analyze in detail
how a key individual, themselves. They elected a council of 640 people. The council met to
event, or idea is decide on important issues. The influence of early democracies like
introduced, illustrated, this can be seen today in the U.S. Senate, which meets to decide on
and elaborated in a
important issues.
text. RI.6.3
‡ Ask students a question that ties the Essential Question to their
Use common, grade-
own background knowledge: Think about a group that you are a part
appropriate Greek
or Latin affixes of, such as a school club. How does the group make decisions? Do all
and roots as clues members have a vote? Or does a leader tell the group what to do? Turn
to the meaning to a partner and share your thinking. Call on several pairs to share.
of a word (e.g.,
audience, auditory,
audible) L.6.4b During Reading
LANGUAGE
OBJECTIVE ‡ Ask questions that help students understand the meaning of the text
Identify how details in after each paragraph.
a text are compared ‡ Reinforce the meanings of key vocabulary.
and contrasted.
‡ Reinforce strategies and skills of the week by modeling.
ACADEMIC
LANGUAGE
• purpose, compare,
contrast
• Cognates: comparar,
contrastar
T120 UNIT 2 WEEK 2

WEEK 2
Page 109 Changes in Rome

Paragraph 1
Born and Raised in Greece How were Cicero and Aristotle alike? (Both
Paragraph 1 philosophers believed in a balance of power.)
What is the meaning of the word democracy?
(Democracy means “government by the people.”) Paragraph 2
What does the author mean in the last sentence? Explain and Model Greek and Latin Prefixes
(People have argued about how democracy Read aloud monarchy and have students repeat
should be put into practice.) after you. Show how knowing the Greek prefix
mon- meaning “one” and using context clues can
Paragraph 2 help determine the meaning of monarchy.
Explain and Model the Strategy Asking a
question helps me set a purpose for reading. I read Page 111
that ancient Greek philosophers were among the
first to think about how democracy should work. The Debate Continues
I wonder, what were their ideas? I will try to answer Paragraph 1
this question as I continue to read. Elicit other
purpose-setting questions from students. Discuss the ways in which the founders of
the United States were similar to the ancient Greek
Great Minds philosophers. (Both debated how a democracy
Paragraph 1 should be organized.)
Who did Socrates think should run the government?
(only fair and wise individuals) Paragraph 2
How did James Madison and Alexander Hamilton’s
Pages 109–110 ideas reflect those discussed by early Romans?
(Madison and Hamilton proposed having two
Students of Philosophy law-making groups similar to those proposed by
Paragraph 1 ancient Romans.)
Model Compare and Contrast The word
agreed signals that the author will compare, or tell After Reading
how Plato and Socrates are alike. How were the
philosophers alike? (Plato and Socrates thought Make Connections
that rule by the people would bring poor ‡ Review the Essential Question.
decisions and a weak government.) Now locate a ‡ Make text connections.
word that signals a contrast (unlike) and describe
‡ Have students complete the ELL
the difference between Plato and Socrates. (Socrates
Reproducibles pages 63–65.
thought three different groups could share the
responsibility of governing.)


Expository
Text
EVERYBODY
COUNTS
BY KEN BENN
Leveled Reader: Go
Everybody Counts Digital
Before Reading
Expository
Preview
Text
EVERYBODY
PAIRED
COUNTS
The Men on the Hill
READ
Read the Essential Question: How did democracy develop?
BY KEN BENN
Leveled Reader ‡ Refer to Democratic Concepts: How did ancient people govern Leveled
LEXILE 820 themselves? Readers
‡ Preview Everybody Counts and “The Men on the Hill.” Our purpose for
OBJECTIVES
Analyze how a reading is to find out how early democracy developed.
paragraph, chapter, Vocabulary
text and contributes citizens, power, prosper. Use the routine found on the cards. Point out
to the development of the cognate: prosperar.
the ideas. RI.6.5
Use context to
During Reading
word recognition
and understanding, Interactive Question-Response
rereading as Note Taking: Have students use the graphic organizer on ELL
necessary. RF.5.4c
Reproducibles page 62. Use the questions below after each page is
read with students. As you read, use the glossary definitions to define Use Graphic
Organizer
ACADEMIC vocabulary in context and visuals to help students understand key
LANGUAGE
vocabulary.
• expository text,
compare, contrast Pages 2–3 Let’s read the first paragraph on page 3 aloud. Who was
• Cognates: texto allowed to vote in ancient Greece and Rome? (only men who owned land)
expositivo, comparar,
contrastar
Pages 4–7 Looking at the sidebar on page 4, how could Greek
commoners gain the right to vote? (by serving in the navy) Let’s read
together the paragraph on page 6. How did the Romans limit the political
power of common people? (by letting them only vote in their tribes) Ask
students to use the sidebar to explain how tribes limited power.
Pages 8–11 Compare and contrast democracy in Rome and in Venice. (In
both cities, wealthy men limited the power of common people.) Were
these true democracies? (no) Look at the sidebar on page 10. How did the
Magna Carta increase democracy? (by limiting the power of the king)
T122 UNIT 2 WEEK 2

WEEK 2
Pages 12–13 What document begins with the words “We the Literature
people...”? (the Constitution of the United States of America) To whom
does this document give the power? (It gives power to the people.)
Circles
Pages 14–17 Which amendment abolished slavery in the United States?
(13th Amendment) When did women gain the right to vote? (1920) Thinkmark questions to guide
After Reading have a whole-class discussion
Respond to Reading Help students complete the graphic organizer about the development of
on ELL Reproducibles page 62. Revisit the Essential Question. Ask democracy from both selections
students to work with partners to summarize and answer the Text
Evidence Questions. Support students as necessary and review all
Level
responses as a group.
Ana
Analytical
W W
Write About Reading Have partners write a paragraph about
Writing
Up
d
democracy in the ancient world and in the United States. Ask them to Expository
Text
include two or three details that compare and contrast democracy in EVERYBODY
COUNTS
the past and today. Students can refer to the chart on page 17 for help. BY KEN BENN
Expository
Text
EVERYBODY
Fluency: Rate and Accuracy COUNTS
BY KEN BENN
Model Model reading page 13 with appropriate rate and accuracy. PAIRED
READ
D
The Men on the HHill
Apply Have students practice reading with a partner. PAIRED
The Men on the Hill
READ
Expository
E y
T
Te
Text
Compare Texts
Read on to learn more about voting in Ancient Greece.
EVVEEERRYB
Y ODY IF students read the ELL Level fluently and
PA I R E D R E A D The Men on the Hill CCOOUN
BY
U TS
Y KEN
How did the Athenians practice democracy? Follow this K E BENN
that city-state.
Dorotheos tried to roll over. He wanted more sleep, but his

father growled, “The cart’s loaded and ready to go!”
The sun was still hiding behind the hills of Attica, and the
proficiently read the On Level and have ELL
clatter of cart wheels on the rocky track nearly drowned out the
early morning birdsong.
“Look at that idiot!” Dorotheos’s father pointed to a man in
“The Men on the Hill”

the fields hitching up his plow. “Even today he sticks his head
in the sand and leaves us to make the decisions.”
They reached Athens after lunch on the third day of travel.
Dorotheos’s mother went to the
market to shop. “It’s pointless
for me to go to the Pnyx hill,”
Who Doesn’t Vote?
The right to vote in a
democracy isn’t exercised
students
she said. “I can’t vote, and it’s so
by everybody. Some
crowded.”
• echo-read the On Level main selection

people choose not to vote.
Today we say that those
people abstain, but the
Athenians called them
idiotes. PA
PAIRE
AIREDD
REEAD
REA
Make Connections: Write About It &9B&5B/5B*B8:
/ 2
LQGG
19
The Men on the
Hill
with their partners.

Before reading, ask students to note Leveled Reader • list words with which they have difficulty.
that “The Men on the Hill” is narrative • discuss these words with their partners.
nonfiction. Then discuss the Essential Question. After reading, ask
students to make connections between the description of democracy
in Everybody Counts and “The Men on the Hill.”
The On Level challenges students by
F including more domain-specific words
S
Students can extend their knowledge of different forms and complex sentence structures.
of government by completing the activity on page 24.


Vocabulary
OBJECTIVES Preteach vocabulary from “The Democracy Debate,” following the

I Do
Acquire and use Vocabulary Routine found on the Visual Vocabulary Cards for aspiring,
accurately grade- foundation, preceded, principal, promote, restrict, speculation, and withstood.
appropriate general
words and phrases;
knowledge when
Have partners name a related word for two or more vocabulary words
or phrase important using this frame: The word is related to the word .
to comprehension or
Help students copy and For four words, have pairs For each word, have pairs
LANGUAGE complete the frames and name a related word and name a related word and
OBJECTIVE read them aloud. explain the relationship. explain how it is related.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words. The words can be reviewed
I Do
Acquire and use over a few days. Read each word aloud pointing to the word on the
accurately grade- Visual Vocabulary Card. Have students repeat after you. Then follow the
appropriate general
academic and Vocabulary Routine on the back of each card.
domain-specific
Display the card for utilize. Say the word and have students repeat. Then
gather vocabulary ask, Which would you utilize to eat soup, a fork or a spoon? Have students
knowledge when answer and explain their choice using the vocabulary word.
considering a word
Have pairs write similar questions for two or more additional words. Ask
to comprehension or them to read their questions aloud for another pair to answer. Then have
expression. L.6.6 the class define each vocabulary word.

OBJECTIVE Help pairs complete the Have students identify the Have students identify the
Use vocabulary words. activity and copy the correct answer, using the correct answer and explain
questions to read aloud. word in a sentence. their choice.
T124 UNIT 2 WEEK 2

WEEK 2
OBJECTIVES Read aloud the first two paragraphs of the Comprehension and Fluency
I Do
Use common, grade- passage on ELL Reproducibles pages 63-64. Summarize the text. Point
appropriate Greek to the word protect. Model using the meaning of the Latin prefix and root
or Latin affixes
and roots as clues
to better understand the word. Explain that knowing Greek and Latin
to the meaning prefixes can help you figure out its meaning.
of a word (e.g.,
audience, auditory, Think Aloud I can use what I know about the Latin prefix pro- to
audible). L.6.4b understand the meaning of protect. Pro- means “in front of,” while the root
-tect means “cover.” When you cover or get in front of something you keep
LANGUAGE it safe. Therefore, protect must mean “to keep safe.”
OBJECTIVE
Use Greek and Latin We Do
With students, identify the Greek prefix and root in the word telephones in
prefixes to determine paragraph three. Write the definition of the word on the board using the
word meaning. meaning of the Latin prefix tele- (far off ).
You Do
In pairs, have students write a definition for legislation in the fourth
paragraph using the meaning of the Latin prefix legis- (law).

Tell students the meaning Provide students with the Have students explain
of the root word and the definition of the prefix, if how the prefix helped
prefix. necessary. them define the word.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “The Democracy
Acquire and use Debate”: balance, ideas, society; and Everybody Counts: conquered, elected,
accurately grade- system. Define each word aloud: Ideas are thoughts about something.
appropriate general
academic and Model using the words for students in a sentence: My ideas for raising
money for the class trip include a car wash. Socrates was a philosopher who
words and phrases;
gather vocabulary had ideas about democracy. Then provide sentence frames and complete
knowledge when them with students: My ideas for include .
considering a word
Have pairs make other sentence frames and share them with the class.
to comprehension or
Help students copy and Provide sentence starters Have students define the
LANGUAGE complete the sentence for students, if necessary. words they used.
OBJECTIVE frames correctly.
Use academic vocabulary
VOCABULARY T125

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that writers of expository text use key details to tell about their
I Do
Develop the topic topic. Details can include facts, quotes, examples, and other information
with relevant facts, that relates to the topic. Mention that well developed topics are easier for
details, quotations, or readers to understand. Read the Expert Model passage aloud as students
other information and follow along and identify details that develop the topic.
examples. W.6.2b
We Do
Read aloud another section from “The Democracy Debate” as students
follow along. Use a concept web to capture the topic and key details.
LANGUAGE
Model using the web to identify how the details develop the topic.
OBJECTIVE
Develop a topic with Have pairs use the concept web to write their own paragraph. They should
facts, examples and You Do
other key details. include the topic and details that develop it. Edit each pair’s writing.

Have students copy the Have students revise, Have students revise to
edited paragraph. adding details to develop develop clarity and edit
the topic. for errors.
SPELL WORDS WITH INFLECTIONAL ENDINGS
OBJECTIVES Read aloud the Spelling Words on page T100, breaking them into syllables,
I Do
Demonstrate and spelling each syllable. Show how the inflectional ending -ed forms a
command of the new final syllable when it follows d or t. Have students repeat the words.
conventions of
punctuation, and
sentence, read the underlined word slowly, emphasizing the inflectional
spelling when writing. endings. Have students repeat after you and write the word.
L.6.2
You Do
Display the words. Have students exchange their lists with a partner to
check the spelling and write the words correctly.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced/High
Spell words with
inflectional endings. Have students copy the After students have After students have
correct spelling of words corrected their words, corrected their words,
they missed and say all the have pairs quiz each other, have pairs quiz each other,
words aloud. answering in writing. answering orally.
T126 UNIT 2 WEEK 2

WEEK 2
Grammar
S I N G U L A R A N D P LU R A L N O U N S
OBJECTIVES Remind students that a singular noun names one person, place, thing, or
I Do
Demonstrate idea, and that a plural noun names more than one person, place, thing,
command of the or idea. Write on the board: The cup is blue. The cups are blue. Read each
conventions of
standard English
sentence aloud and explain how the plural was formed. Underline the
grammar and usage plural ending. Repeat for the following sentences: The dish is cracked. The
when writing or dishes are cracked. The boy is ready. The boys are ready. The puppy is cute. The
speaking. L.6.1 puppies are cute.
Use singular and plural
We Do
Write the headings and sentence frame pairs below on the board. Review
nouns. how to form plural nouns. Ask volunteers to name a singular noun and
its plural form for each of the sentence frames. Fill in the sentence frames
LANGUAGE with students’ responses. Then read the completed sentences aloud for
OBJECTIVE students to repeat.
Write sentences.
SINGULAR PLURAL
Grades K-6
The is small. The are small.

Language A is quick. Some are quick.
Transfers
Handbook This is cold. These are cold.
You Do
Brainstorm a list of nouns with students. Have students work in pairs to
write two sentences using a noun from the list. Have each pair write one
Language Transfers sentence using the singular form of the noun and one using the plural
Handbook
form of the noun.
Speakers of Cantonese,
Haitian Creole, Beginning Intermediate Advanced/High
Hmong, Korean, and
Vietnamese may have Provide students with Ask students to circle the Have students circle the
difficulties with plurals. sentence starters, and nouns in their sentences nouns in their sentences
Reinforce the use of then help them underline and indicate whether the and underline the plural
the plural marker -s the plural noun endings. noun is singular or plural. noun endings. Then ask
by helping students Read sentences aloud for them to explain how they
form sentences using students to repeat. chose each plural noun
plurals. ending.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Text Structure: Compare Greek and Latin Prefixes Writing About Text RI.6.3,
and Contrast RI.6.3, RH.6.5 L.6.4b RH.6.5, W.6.9b
Grade 6
Assessment Includes
Weekly
Assessment ‡ On-line administration
‡ Approaching-Level Weekly
State Standards
Assessment also available
Grades 1-6
Fluency
following schedule:
State Standards
T128 UNIT 2
WEEK 2
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 79–81 on Compare and
multiple-choice items Contrast from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 . . . assign Lessons 148–149 on Greek and

VOCABULARY multiple-choice items Latin Prefixes from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 79–81 on Compare

“3” on the constructed and Contrast and/or Write About Reading
WRITING responses . . . Lesson 200 from the Tier 2 Comprehension
Intervention Online PDFs.

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

alcove Shared Read “Yaskul’s Mighty Trade,” 122–129
commerce Genre Historical Fiction
Lexile 690L
domestic
exotic
fluent
stifling Comprehension Strategy ..................... Make Predictions, T146–T147
upheaval Comprehension Skill .............................. Point of View, T148–T149

Genre ............................................................. Historical Fiction, T150–T151
utmost
Vocabulary Strategy ............................... Connotations and Denotations,
T152–T153
Writing Traits .............................................. Organization, T158–T159
Grammar Handbook............................... More Plural Nouns, T162–T163
Go
Digital
T130 UNIT 2 WEEK 3

ANCIENT SOCIETIES
Essential Question
What was life like for people in
ancient cultures?
WEEK 3
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Roman Diary, 130–145 “The Genius of Roman Aqueducts,”
Genre Historical Fiction 148–151
Genre Expository Text
Lexile 940L
Lexile 1000L
Cover illustration copyright © 2000 by Joe Cepeda from ESPERANZA RISING by Pam Munoz Ryan. Scholastic Inc./Scholastic Press. Reprinted by permission.
Differentiated Text


Esperanza Rising A Single Shard
Genre Genre
Historical Fiction Historical Fiction
Classroom Library
WEEKLY OVERVIEW T131

TEACH AND MANAGE
How You Teach

Ancient Societies “Yaskul’s Mighty Trade” Roman Diary
Minilessons “The Genius of Roman
Make Predictions, Point of View, Aqueducts”
Historical Fiction, Connotations and
Denotations, Writing Traits
Literature
Reading/Writing Anthology
Workshop 130–151
118–119


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Point of View Closed Syllables
Fluency

Strong Conclusions Daily Life in the Ancient World
Independent
Practice Go Digital

pp. 73–75
Comprehension
Genre, p. 76
Phonics/Word Study
Phonics, p. 78
Grammar
Spelling/Word Sorts
Listening Library
Contracts Unit 2 • Week 3 • Ancient Societies 9
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 3
Leveled Readers Write a Description, T156
Text Connections
Compare Ancient Societies,
T157
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
85–96


9
( More
8 Activities
on back
5
7

Write to Sources
and Research
Point of View, T148–T149
Summarize, T153R
Point of View, T153R
Research and Inquiry, T156
Analyze to Inform/Explain, T157
Summarize, p. 147
Comparing Texts, T169, T177, T181, Point of View, p. 147
T187
Go Point of View, pp. 73–75

Digital
Genre, p. 76
Whiteboard Point of View Your Turn Practice Book

25
Go
Explanatory Essay,
T344–T349
Pee
Go
Digital
Informative Text:
h Edition

WEEK 3
Writing Trait: Organization
Strong Conclusions, T158–T159
Organization:
Strong Conclusions,
pp. 130–131
Organization:
Go Strong
Digital Conclusions, Organization: Strong
Card 9 Conclusions, p. 80
Interactive

Go
Digital
Grammar
More Plural Nouns, More Plural Nouns
T162–T163
Spelling
Closed Syllables, T164–T165
Closed Syllables
C
Go
Digital
Interactive

READING
Build Background Ancient Societies, T138– Comprehension
T139 • Strategy: Make Predictions, T146–T147
Teach, Listening Comprehension Interactive Read Write About Reading Ana
8 T149
• Skill: Point of View, T148–T149
Analytical
A
Writing
W
Model Aloud: “The Special Guest,” T140–T141 • Genre: Historical Fiction, T150–T151
Whole Group
Comprehension Practice Your Turn 72–77

and • Preview Genre: Historical Fiction, T150–T151
Vocabulary Strategy: Connotations and
Apply • Preview Strategy: Make Predictions, T146–T147
Denotations, T152–T153
Vocabulary Words in Context, T142–T143
Reading/Writing Workshop Practice Your Turn 71
Close Reading of Complex Text “Yaskul’s
Mighty Trade”, 122–125
Leveled Reader The Toolmaker, T168–T169 Leveled Reader The Toolmaker, T168–T169
Phonics/Decoding
coding Decode Words with Short Vocabulary
Approaching Vowels, T170 0 2
TIER
T172 2 2
TIER
Level Vocabulary
2 2
TIER
Comprehension
• Identify First-Person Pronouns, T174
4 2
TIER
• Identify Related Words, T173 • Review Point of View, T175
Leveled Reader The Ambassador, T176–T177 Leveled Reader The Ambassador,

Vocabulary Review Vocabulary Words, T178 T176–T177
On Level
Small Group
Comprehension Review Point of View,

T179
Leveled Reader Chihul’s Secret, T180–T181 Leveled Reader Chihul’s Secret, T180–T181
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Point of View,
T182 T183
Level
Shared Read “Yaskul’s Mighty Trade”, Leveled Reader The Ambassador,

T184–T185 T186–T187
English Phonics/Decoding Decode Words with Short Vocabulary Review Vocabulary, T188
Language Vowels, T170 Writing Writing Trait: Organization, T190
Learners Vocabulary
• Preteach Vocabulary, T188
Grammar More Plural Nouns, T191

Writing • Writing Trait: Organization/Conclusions, • Writing Trait: Organization/Conclusions,
Whole Group
T158–T159 T158–T159
Grammar Grammar More Plural Nouns, T162 Grammar More Plural Nouns, T162
Spelling Spelling Closed Syllables, T164 Spelling Closed Syllables, T164
Build Vocabulary • Connect to Words, T166
• Academic Vocabulary, T166
• Expand Vocabulary, T166
• Review Root Words, T166
T134 UNIT 2 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Closed Syllables, Fluency Expression, T155 Integrate Ideas
Integrate Ideas
Close Reading Roman Diary,
130–147 Close Reading “The Genius of Roman
Aqueducts”, 148–151
Literature
Anthology
Leveled Reader The Toolmaker, T168–T169 Leveled Reader Paired Read: “Mayan Leveled Reader Literature Circle, T169
Phonics/Decoding
oding Build Words with Closed Symbols,” T169 Comprehension Self-Selected Reading,
TIER
Syllables, T170
0 2 Phonics/Decoding Practice Closed Syllables, T175
Fluency Expression, T1744 2
TIER
T171
Vocabulary Connotations and Denotations,
T173
Leveled Reader The Ambassador, T176–T177 Leveled Reader Paired Read: “The Best Leveled Reader Literature Circle, T177
Vocabulary Connotations and Denotations, Pyramid,” T177 Comprehension Self-Selected Reading,
T178 T179
Leveled Reader Chihul’s Secret, Leveled Reader Paired Read: “Books Made Leveled Reader Literature Circle, T181
T180–T181 from Bark,” T181 Comprehension
Vocabulary • Self-Selected Reading, T183
• Connotations and Denotations, T182 Gifted and • Independent Study: Ancient Societies, T183
• Synthesize, T182 Talented
Leveled Reader The Ambassador, T186–T187 Leveled Reader Paired Read: “The Best Leveled Reader Literature Circle, T187
Phonics/Decoding Build Words with Closed Pyramid,” T187
Syllables, T170 Vocabulary Additional Vocabulary, T189
Vocabulary Connotations and Denotations, Phonics/Decoding Practice Closed Syllables,
T189 T171
Spelling Words with Closed Syllables, T190
LANGUAGE ARTS
• Writing Trait: Organization/Conclusions, T158–T159 • Writing Trait: Organization/Conclusions, T158–T159 • Writing Trait: Organization/Conclusions, T158–T159
Grammar Mechanics and Usage, T163 Grammar More Plural Nouns, T163 Grammar More Plural Nouns, T163
Spelling Closed Syllables, T165 Spelling Closed Syllables, T165 Spelling Closed Syllables, T165
• Connotations and Denotations, T167 • Shades of Meaning, T167 • Morphology, T167

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

instruction.

Specific Vocabulary Context Clues T145
Prior Knowledge Zhang Qian T151

"Yaskul’s Mighty Trade"
Lexile 690L Genre
Historical Fiction T153A, T153M
Organization
Time Sequence T153C
Foreshadowing T153O
Comparison T153S
Purpose
Entertain and Inform T153E, T153G
Tone T153K
Specific Vocabulary
Historical Terms T153F, T153U
Roman Diary Lexile 940L
"The Genius of Roman Aqueducts" Lexile 1000L
Context Clues T153H, T153I

SCAFFOLD
support Workshop The Ambassador
"Yaskul’s Mighty T186–T187
THEN scaffold instruction using the small Trade" T184–T185 "The Best Pyramid" T187
group suggestions.

WEEK 3
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Make Predictions T147
Comprehension Skill Point of View T149
Genre Historical Fiction T151
Beyond
Vocabulary Strategy Connotations and
Denotations T153 T177
Phonics/Fluency Closed Syllables, Expression T155

ELL Develop T184–T191
If Yes On Level Review T176–T179 On Level
ing
Approach ELL
T169 T187
T 187
Additional Vocabulary T189 Connotations Writing Trait: Spelling Grammar

enslaved relief and Organization Closed Syllables More Plural
flatter shrewd Denotations T190 T190 Nouns
impressed timid T189 T191


LESS O
IN I
M
N
10 Build Background
Mins
Go
What was life like for people in ancient cultures?
Writing Workshop.
Discuss the painting. Focus on details (such as the clothing and the
harp) that result from commerce, or the buying and selling of goods.
Workshop ‡ This is a domestic scene, which is a scene that shows family or life at Concept
home. The girl could be a relative of the woman—or her servant.
OBJECTIVES ‡ The woman’s jewelry may suggest that she is a wealthy Roman.
Integrate visual
information (e.g., ‡ Instead of performing for others, the woman could be playing the
in charts, graphs, harp as a pastime, or for her own pleasure. Watch Video
or maps) with
other information Talk About It
in print and digital
Ask: If you were in this domestic scene, what would you be doing? What
texts. RH.6.7
COLLABORATE signs of commerce would you see around you? Have students discuss in
Review the key
pairs or groups.
ideas expressed
and demonstrate ‡ Model using the graphic organizer to generate words and phrases
understanding of related to the everyday lives of people from ancient times. Add
students’ suggestions. Use Graphic
through reflection
Organizer
and paraphrasing. ‡ Have partners complete the graphic organizer and then discuss what
SL.6.1d the painting reveals about ancient Romans.
Build background
knowledge on ancient
societies.
Collaborative Conversations
ACADEMIC Be Open to All Ideas As students engage in partner, small-
LANGUAGE
• commerce, domestic group, and whole-class discussions, encourage them to share
• Cognates: comercio, and listen openly in their conversations. Remind students
doméstico(a) ‡ that all ideas, questions, and comments are important and
should be heard and respected.
‡ not to be afraid to ask a question if something is unclear.
‡ not to be afraid to offer opinions, even if they are different
from others’ viewpoints.
T138 UNIT 2 WEEK 3

WEEK 3

SCAFFOLD
Ancient
Use Visuals Point to the Describe Have students Discuss Ask students Lives
woman. This woman plays describe the people in to describe how the
an instrument. It is an the painting. Ask: What painting shows elements
activity she does at home. are they doing? What of a domestic scene. What
This means it is a domestic can you learn about does the painting show
activity. Ask students to them from studying about domestic life in
tell you what the woman the picture? Encourage ancient cultures? Elaborate
in the painting is doing. students to use the word on students’ responses.
Repeat correct responses domestic. Clarify students’
for the class to hear. responses as needed.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Ancient Societies Digital
Tell students that they are going to hear a story about a boy from a
media and formats wealthy Chinese family living in the Eastern Han Empire during the
(e.g., visually, reign of Emperor Mingdi (c. 57–75). Explain that the story shows how
quantitatively, orally) one family in that ancient society prepared for a special day.
and explain how it
text, or issue under Preview Genre: Historical Fiction View
Illustrations
study. SL.6.2 Explain that the story you will read aloud is historical fiction. Discuss
Cite textual evidence features of historical fiction:
to support analysis
‡ has a fictional plot that takes place in a real time and place in history
explicitly as well as ‡ may refer to real people from the past
the text. RL.6.1
‡ includes details, such as foreign words, that reflect the setting
• Listen for a purpose. Preview Comprehension Strategy: Make Predictions

• Identify Explain that active readers use clues in a story to make predictions
characteristics of
about what might happen next. Pausing occasionally to make
historical fiction.
predictions can help readers set a purpose for reading and improve
their understanding of the story. As they read on, readers should use
ACADEMIC text evidence to confirm or revise their predictions.
LANGUAGE
• historical fiction, Use the Think Alouds on page T141 to model the strategy.
make predictions
• Cognates: ficción Respond to Reading
histórica, predicciones
Think Aloud Clouds Display Think Aloud Master 3: I predicted ____
because . . . to reinforce how you used the make predictions strategy to
Alouds
Genre Features
Aloud that let them know it is historical fiction. Ask them to think
about other texts that you have read or they have read independently
that were historical fiction.
Summarize Have students restate the most important events from Use Graphic
Organizer
“The Special Guest” in their own words.
T140 UNIT 2 WEEK 3

WEEK 3
The Special Guest

Ban Ying was eager to finish his poetry lessons The special guest was Ban Gu, a poet and historian
and figure out what was happening in his home. who had worked at the court of Emperor Mingdi.
Since early that morning, his home had been Ban Gu composed fu, a type of descriptive poetry.
stirring with activity. His relatives were dressed in Ban Ying desperately wanted to speak with him.
their best silk clothing and shoes. Musicians were However, he knew that even if he were allowed
gathering in the courtyard and delicious scents to attend the party, he would never be allowed to
were wafting out of the kitchen. 1 actually meet the man.
Ban Ying’s father was a merchant who exported But Ban Ying had an idea. Entertaining guests was
fine Han silk along the trade routes that stretched very important to his father, and his idea would
from China westward to the Roman Empire. He both help his father entertain and give Ban Ying the
was one of the wealthiest men in Luoyang, the chance to meet Ban Gu. 3
capital city of the Eastern Han Empire. If a special His father was busy examining silk wares and
guest were arriving, it was likely that his father giving instructions for the party, but Ban Ying
would arrange an impressive affair. pleaded for his attention. He explained that he
After his lessons, Ban Ying saw that his suspicions wanted to recite poetry for their guest.
were correct. A huge banquet was being prepared. His father considered the idea. “Will you be able
Ban Ying was burning with curiosity about who to recite without making any errors?” he asked.
was the guest of honor. Ban Ying sneaked into the Enthusiastically, Ban Ying nodded. “Yes, I think
kitchen to ask one of the cooks. The cook, who was that my guest would enjoy that,” his father said.
preparing a fragrant dish of wild game, whispered “Go along, and start preparing.” Filled with
the name into his ear and then quickly shooed the excitement, Ban Ying raced off to prepare.
boy away. 2
1 Think Aloud Making

Jamie Grill/Iconica/Getty Images
food and wearing special 2 Think Aloud A banquet, or

clothes are things people an important dinner party, is
do to get ready for a party. I being held to celebrate the
predict that there will be a arrival of a special guest. I can
party to celebrate a special confirm my prediction, since it
occasion. matched the story events.
3 Think Aloud Ban Ying likes

poetry, so I predict that he
will suggest reading poetry
at the party. I’ll keep reading
to see whether my prediction
matches the story. If it doesn’t,
I’ll revise my prediction based
on what I read in the text.

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

Workshop
Define: A person, place, or object that is exotic is unusual
and interesting.
OBJECTIVES
Example: In my city, owning an exotic pet, such as a dangerous
Acquire and use
snake, is illegal.
accurately grade- exotic
appropriate general Ask: What is an antonym for exotic?
academic and
domain-specific
words and phrases;
Use Visual
gather vocabulary Definitions Glossary
knowledge when ‡ alcove An alcove is a small space set back in a wall or room.
considering a word
or phrase important ‡ commerce Commerce is the buying and selling of products to
to comprehension or make money.
expression. L.6.6 Cognate: comercio
‡ domestic Anything that is domestic is related to family or life
ACADEMIC at home.
LANGUAGE
• commerce, domestic
Cognate: doméstico (a)
• Cognates: comerico, ‡ fluent Someone who is fluent in a language speaks or writes
doméstico (a) it well.
‡ stifling Stifling means suffocating or extremely close.
‡ upheaval Upheaval is a major or sudden change that often
creates problems or distress.
‡ utmost Utmost means of the greatest or highest degree
or amount.
Talk About It
Have students work with a partner and look at each photograph and
COLLABORATE the definition of each vocabulary word. Then ask students to choose
three words and write questions for their partner to answer.
T142 UNIT 2 WEEK 3

WEEK 3

SCAFFOLD
Use Visuals Let’s look Describe Have students Discuss Have students
at the photograph for describe the photograph. talk about other animals
the word exotic. Point Ask: Who can give an that might be considered
to the snake. Elicit that example of a type of food exotic pets. Elicit reasons
another word for exotic is that is exotic? Give ample to support students’
unusual. Ask: Why would time for students to responses. Ask: Why might
a dangerous snake be an answer. Ask students to someone want to own an
exotic pet? Elaborate on turn to a partner and talk exotic pet? Correct the
students’ answers. Point about other exotic things. meaning of students’
out that in Spanish, exotic Elicit reasons to support responses as needed.
is exótico (a). students’ responses.
p. 71 p. 71 p. 71
VOCABULARY T143
Located in what is now Afghanistan, the ancient

city of Bactra in the Kushan Empire was a key market for
merchants traveling the Silk Road trade route. In AD 110, lively
commerce attracted merchants from east and west to the famous
market in Bactra. In the following, Yaskul, the 12-year-old son of
a Bactrian merchant, is eager to make his first official trade.
I Make Plans
It is early, but I am awake. Though we are only in the
month of Hyperberetaios, it is a cold autumn day. As I quickly
dress, I think about how the Chinese caravan arrived last
night. If winter comes early, we may not see another caravan
for months, as snow will close the passes. My family must
have success at the market tomorrow.
Tomorrow I become a trader, I think. Father says I will be
there only to watch and learn, but Grandfather says that
Father is too cautious. He says Father makes timid trades and
does not obtain the best prices, especially for lapis lazuli.
Lapis lazuli! How I love the brilliant blue stone that comes
from the mines up north. Grandfather says that even the
Egyptians prized this stone. He has awarded me some beads
of my own and is instructing me on how to price them. “You
Essential Question listen, and you learn from me. Always watch the eyes of the
What was life like for people man you bargain with. The eyes say when he is willing to pay
in ancient cultures? more and when he will walk away.”
Read about the importance of Thieves!

trade along the Silk Road in the When Grandfather and I reach our storage room today,
ancient Kushan Empire. Father is already there. “Thieves!” he cries. “They took
everything!” Grandfather surveys the room and says it is not
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Shared Read
Connect to Concept: Yaskul says that a Chinese caravan has arrived, that
Ancient Societies winter may prevent others from coming, and that
Explain that “Yaskul’s Mighty Trade” his family must trade successfully at the market.
tells about an ancient society that These details tell me that Silk Road merchants
promoted commerce along the Silk traveled long distances to buy and sell goods and
Reading/Writing that harsh winter weather limited their success.
Workshop Road. Read “Yaskul’s Mighty Trade”
with students. Note previously Reread Paragraph 2: Model how to paraphrase
taught, highlighted vocabulary words in the text. the information from the second paragraph.
Remind students that paraphrasing, or restating
Close Reading text, helps you clarify ideas in a text.
Reread Paragraph 1: Reread together the first Yaskul says that he will become a trader tomorrow.
paragraph of the section “I Make Plans.” Ask: What The boy’s father wants Yaskul only to watch and
information does the paragraph tell about life in this learn, but Grandfather says Yaskul’s father is too
ancient society? Model how to cite text evidence to cautious a salesperson, so he doesn’t get the best
answer the question. price on precious stones.
T144 UNIT 2 WEEK 3

WEEK 3
Father points to a small alcove, a shelf we have carved in He called your people ‘shrewd traders.’”
the wall. “The thieves missed our wool rugs and sacks of salt. We smile. I tell him of the upheaval
But all our lazuli stones are gone!” I comprehend how little caused today by the theft of our goods.
is left for the market tomorrow. What remains are domestic “Your luck was hard. Even so, you will
items, and common home goods will not fetch many drachm trade well,” Zhang says. I hope he is right.
coins. The merchants from China will likely dismiss our wares.
Quickly, I remind Father that I still have my lazuli beads. Market Day
e ssays,
Grandfather peers at me, thinking. “Yes,” he ays, n odding.
nodding. I have strung my beads as a necklace, which shows the
“Your stones are now of the utmost importance, e, o ur o
our nly
only stones well. Father has guarded our remaining merchandise
hope for a successful trade. You must convince tthe
he all night. With Grandfather, we transport it to the marketplace.
ality,
Chinese that your stones are of the highest quality, Today’s bright sun will make the stalls grow hot and stifling.
or we will not get the best price.” I am amazed by all the goods for sale: tea, almonds, elegant
I swallow hard. Grandfather smiles and puts ts ceramics, carved ivory and jade, and the finest Chinese silk. We
(bkgd) Winson Trang; (tl) TAO Images/SuperStock; (tc) PASCAL PAVANI/Staff/AFP/Getty Images; (tr) Foodcollection/StockFood; (r) PjrStudio/Alamy
ou
his hand on my shoulder. “Don’t fret, Yaskul. You reach our stall as the Chinese traders arrive. Zhang nods to me
ne.”
possess the skill to make this trade a mighty one.” as Father begins bartering with the oldest Chinese merchant,
Fotosearch Value/Getty Images

but this elder does not seem impressed by our offerings.
I Make a Friend Then Zhang speaks. “Do you have any of the vivid blue
In the evening, I slip away to observe the Chinese traders stones your people are known for?” Grandfather gently pushes
before we meet them at market. I feel my eyes widen when the me forward. Nervously, I hold out my necklace. I notice the
traders draw close to their fire’s light. Their exotic robes truly oldest merchant’s eyes light up, and I
glow with color. They are so much finer than my clothes. hear myself tell him how particularly Make Connections
Suddenly, one man of perhaps 19 years walks toward me. fine these beads are. The trading
Talk about the importance of
I jump back, but he smiles and waves at me. “Do not be grows lively, and before I realize it,
trade in the lives of people
frightened.” His voice is friendly. “Is Bactra your home?” I am we agree on a high price. I hand him
living in the ancient city of
amazed that he is so fluent in my language. This young man has the necklace, and Father collects a
Bactra. ESSENTIAL QUESTION
traveled much already, I think. “Are you a trader?” he asks me. handful of drachms.
Zhang winks at me, but says not a Describe a time when you
“I am Yaskul,” I say. “My family are traders.” He introduces
word. After the Chinese traders depart, overcame nervousness
himself as Zhang. “I have heard that name,” I answer. “Did
Grandfather embraces me, and even to succeed at something
not a great man named Zhang come to Bactra long ago?”
Father thumps me on the back. Now I important to you. TEXT TO SELF
Zhang nods. “Zhang Qian was sent to find allies
can truly call myself a trader!
for us. But he found instead your marvelous marketplace.
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Make Connections
ESSENTIAL QUESTION
Specific Vocabulary
evidence as they talk about the ancient society in
Afghanistan, where Yaskul lives. Ask students to Remind students to figure out the meaning
use details from the text to explain how commerce of important vocabulary by using context
affects the characters’ lives. clues. Have students reread the section “I
Make Plans” on page 123.
Continue Close Reading ‡ The month of Hyperberetaios might be
Use the following lessons for focused rereadings. which of our months? How do you know?
(The month is likely October or November.
‡ Make Predictions, pp. T146–T147
Details describe a “cold autumn day.”)
‡ Point of View, pp. T148–T149
‡ What is lapis lazuli? How do you know?
‡ Historical Fiction, pp. T150–T151 (Lapis lazuli is described as a “brilliant blue
‡ Connotations and Denotations, pp. T152–T153 stone” that many people prize.)
SHARED READ T145

LESS O
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10 Make Predictions
Mins
Go
1 Explain Digital
Explain to students that pausing strategically when they read to
make predictions about what will happen in a story helps them set Located in what is now Afghanistan, the ancient
a purpose for reading and increases their understanding of the text.

I Make Plans
As they read further, students confirm or revise their predictions

based on new information.

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Workshop ‡ Active readers make predictions before and during reading. Lesson
Thinking about their predictions encourages them to find out
OBJECTIVES what will happen in a story.
Cite textual evidence ‡ To make predictions, students combine clues in the text—
to support analysis
characters’ words, descriptive details, pictures, and story
explicitly as well as events—together with what they already know about the story
inferences drawn from to predict plot events.
the text. RL.6.1
‡ As they read on, students look to see if their predictions match
Describe how a story events. If so, they confirm their predictions. If not, students
particular story’s or
drama’s plot unfolds
revise their predictions based on additional text evidence.
in a series of episodes
as well as how the 2 Model Close Reading: Text Evidence
characters respond
or change as the Model making predictions about what will happen in “Yaskul’s
plot moves toward a Mighty Trade.” As you reread the section entitled “Thieves” on
resolution. RL.6.3
pages 123–124, identify clues that helped you predict events you
Make, confirm, and thought would happen as the story went on.
revise predictions
to increase 3 Guided Practice of Close Reading
understanding.
Have students work in pairs to reread “I Make a Friend” on
COLLABORATE pages 124–125. Direct them to focus on what Zhang says after
ACADEMIC
LANGUAGE
he introduces himself to Yaskul. Ask them to think about what
• make, confirm, revise Zhang’s words show about his interest in the next day’s trade. After
predictions; historical partners talk about predictions they made, have them read on to
fiction note what details either confirmed their predictions or required
• Cognates: them to revise them.
predicciones, ficción
histórica
T146 UNIT 2 WEEK 3

WEEK 3
Make Predictions Monitor and

Differentiate
Pausing occasionally to predict what will happen next can help
you understand a story. As you read “Yaskul’s Mighty Trade,”
identify clues in the text that help you confirm or revise your
predictions.
Find Text Evidence

Quick Check
You may have wondered how Yaskul would be affected by the
theft of the lazuli stones. Reread “Thieves!” on pages 123. Do students make informed predictions
as they read? Do they confirm or revise
page 123
I read that Yaskul’s beads
their predictions as they read on?
Thieves!
When Grandfather and I reach our storage room today,
are the only lazuli stones
Father is already there. “Thieves!” he cries. “They took the family has left. From
everything. I too spot yarn and metal cups tossed on the floor.
this I predicted that Yaskul
Father points to a small alcove, a shelf we have carved in must help his family. When
the wall. “The thieves missed our wool rugs and sacks of salt. I read that Yaskul would
But all our lazuli stones are gone!” I comprehend how little
is left for the market tomorrow. What remains are domestic
items, and common home goods will not fetch many drachm
trade the beads himself, it Small Group Instruction
confirmed my prediction.
coins. The merchants from China will likely dismiss our wares.
Quickly, I remind Father that I still have my lazuli beads.
L ABOR ATE
CO L
Your Turn ELL Develop p. T185

Reread “I Make a Friend” on page 124. What clues did you
use to predict the role Zhang would play during Yaskul’s Beyond Level Extend p. T180
trade the next day? As you read, remember to use the
strategy Make Predictions.
126
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK pp. 73–74

SCAFFOLD
Recognize Help students Describe Reread Explain Have
reread “Thieves” on pages “Thieves” on pages students reread the
123–124. Point out the 123–124. Ask: What will section “Thieves” on
words surveys, carved, happen because of the pages 123–124. Elicit
fetch, and dismiss. Define theft? (Yaskul will trade from students why this
these words for students; his own lapus lazuli text might be confusing.
then have students stones.) Discuss why this Ask: How has the situation
provide definitions using text might be confusing: changed regarding the
their own words. Help At the beginning of the family’s plans for trading
students recognize the story, Yaskul’s father does at the market? Turn to a
challenges Yaskul and his not want Yaskul to trade, partner and explain.
family face because of the but because of the theft,
theft. Yaskul must trade his
stones.
pp. 73–74 pp. 73–74 pp. 73–74

Comprehension Skill
LESS O
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10 Point of View
Mins
Go
1 Explain Digital
Explain to students that, in fiction, a narrator tells the story. Who the
narrator is determines the story’s point of view. Located in what is now Afghanistan, the ancient
To identify point of view, students need to decide who is telling

‡
I Make Plans
the story. Pronouns in the story are an important clue.


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Workshop character in the story. Readers see how the character responds Lesson
and changes from that character’s own perspective. First-person
OBJECTIVES pronouns—for example, I, me, and my—are clues that the story
Describe how a is told from a first-person point of view.
drama’s plot unfolds ‡ In “Yaskul’s Mighty Trade,” Yaskul is both the main character and
in a series of episodes the narrator. He is the I in the story.
as well as how the
characters respond
or change as the 2 Model Close Reading: Text Evidence
plot moves toward a
Identify the pronouns that indicate point of view in the section
resolution. RL.6.3
“I Make Plans” on page 123. Then model using the details written
Explain how an
on the graphic organizer to determine the story’s point of view.
author develops the
point of view of the Ana
Analytical Write About Reading: Analysis Model for students how to
Writing
W
narrator or speaker in use the notes from the graphic organizer and other text evidence
a text. RL.6.6
to write an analysis of what readers learn in this section because the
main character is also the narrator.
ACADEMIC
LANGUAGE
• narrator, point of
view, first-person Have students work in pairs to create a graphic organizer for the
• Cognate: narrador COLLABORATE entire story “Yaskul’s Mighty Trade.” Ask partners what readers can
and cannot know about the characters in the story. Discuss how a
SKILLS TRACE first-person point of view affects each section of the story.
POINT OF VIEW Ana
Analytical Write About Reading: Analysis Ask pairs to work together
Writing
W
to analyze how the first-person point of view affects readers’
Introduce U2W3
understanding of the society in which “Yaskul’s Mighty Trade” takes
Review U2W4, U2W6,
U3W6, U4W5, U4W6, U6W6 place. Select pairs of students to share their analyses with the class.
Assess U2, U4
T148 UNIT 2 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students identify a first-person
point of view? Do they recognize how
point of view affects what they know
about characters in the story?

ELL Develop p. T185

SCAFFOLD
Recognize Reread Describe Reread. Ask: Explain Have students
the first paragraph of Who is telling the story? explain how a first-person
“I Make Plans.” After the What does he say about point of view affects
first sentence, ask: Who the time of day and time “Yaskul’s Mighty Trade.”
is telling the story? After of year? What do we learn Then have them tell a
the other sentences, ask: about Yaskul that we don’t partner what clues they
What does Yaskul tell us learn about the other used to determine the
in this sentence? Help characters? Work with first-person point of view
students recognize what students to complete the in the story. Encourage
readers learn about Yaskul frame. A first-person point students to use
and his society in this of view in “Yaskul’s Mighty vocabulary words where
paragraph. Trade” helps readers . appropriate.
pp. 73–75 pp. 73–75 pp. 73–75

Genre: Literature
LESS O
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10 Historical Fiction
Mins
Go
1 Explain Digital
Point out that “Yaskul’s Mighty Trade” is historical fiction. Remind
students of the characteristics of historical fiction. Located in what is now Afghanistan, the ancient
The story is made up, but it happens in a time and place that
‡
I Make Plans
existed in history.

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Workshop Lesson
‡ The story includes many details (foreign words, descriptions of
clothing, and ways of speaking) that reflect the historical time
OBJECTIVES
and place.
Analyze how a
particular sentence Explain that, like all fiction, historical fiction is written to entertain,
or scene fits into the but it also informs readers about times, places, and life in the past.
to the development of 2 Model Close Reading: Text Evidence
the theme, setting, or
Model identifying text evidence that classifies “Yaskul’s Mighty
plot. RL.6.5
Trade” as historical fiction.
By the end of the year,
read and comprehend Historical Setting Point out that the introduction (the headnote)
literature, including on page 123 places the story in the ancient city of Bactra, in what is
stories, dramas, and now Afghanistan, in A.D. 110. Ask: How does the fact that the events
poems, in the grades
happened such a long time ago affect your understanding of the story?
6–8 text complexity
band proficiently, with Foreign Language Words Point out the ancient and foreign words
scaffolding as needed used in the text: the name of the month, Hyperberetaios; lapis lazuli;
at the high end of the
drachm.
range. RL.6.10
Recognize the 3 Guided Practice of Close Reading

characteristics of
historical fiction. Have students work with partners to identify two passages in the
COLLABORATE story, other than the introductory paragraph, that provide evidence
that the story is historical fiction. Partners should discuss how
ACADEMIC
the passages contribute to the story’s setting or plot. Then have
LANGUAGE
• historical fiction, partners share with the class the passages they identified and the
setting information they learned.
• Cognate: ficción
histórica
T150 UNIT 2 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students identify characteristics
of historical fiction? Do they recognize
text evidence that identifies the story as
historical fiction?

ELL Develop p. T187

Prior Knowledge
Students may not recognize that Zhang Qian
is an actual historic character. Provide this
information before asking the question.
‡ Zhang Qian’s travels established the
famous trade route known as the Silk
Road.
‡ What does Zhang tell Yaskul about Zhang
Qian? (Zhang says that Zhang Qian was
sent from China long ago to find allies but
instead found a marketplace.) APPROACHING
p. 76
BEYOND
p. 76
ELL
p. 76
GENRE T151
Vocabulary Strategy
LESS O
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Mins
Go
1 Explain Digital
Point out that words can carry positive or negative emotional
meanings along with their dictionary meanings. Connotations are Located in what is now Afghanistan, the ancient
suggested or implied meanings associated with words. For example,

I Make Plans
dismiss, on page 124, has a less negative connotation than the word

reject.
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Workshop ‡ The dictionary meanings of words are called denotations. Lesson
‡ Some words have neutral connotations that are neither positive
OBJECTIVES nor negative.
Verify the preliminary
determination of the Explain that the connotations of words in a story can suggest the
meaning of a word narrator’s attitude toward story events and characters.
or phrase (e.g., by
checking the inferred
meaning in context or
in a dictionary). Model thinking about the connotation and denotation of two words
L.6.4d
used on page 123: cautious and timid. Explain how these two words
Distinguish among have similar denotations—both refer to a lack of boldness—but
the connotations
different connotations. Timid has a negative connotation (“always
(associations) of
words with similar fearful”); cautious has a more positive connotation (“being careful”).
denotations
(definitions). L.6.5c 3 Guided Practice of Close Reading
Have students work in pairs to decide whether the connotations of
ACADEMIC the words tossed, common, and shrewd in “Yaskul’s Mighty Trade” are
LANGUAGE
• connotation, negative or positive. Encourage partners to use the story context.
denotation
• Cognates:
connotación,
Use Reference Sources
denotación Online Dictionary and Print Thesaurus Have students verify
denotations for tossed, common, and shrewd in an online
SKILLS TRACE dictionary. Ask them also to review other parts of the words’
CONNOTATIONS AND dictionary entries, including parts of speech and pronunciations.
DENOTATIONS Then have them look up the words in a print thesaurus. Invite
Introduce U2W3 them to discuss the connotations of words with similar
Review U2W3, U2W5, meanings. Ask: What attitude, or tone, do the synomyms of the
U3W3, U5W3, U5W5 U6W5 story words suggest? How would they affect the tone of the text?
Assess U2, U5
T152 UNIT 2 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students use context to explain the
connotations as well as the denotations
of specific words used in a text?

ELL Develop p. T189

SCAFFOLD
Recognize Help students Describe Point out the Expand Point out the
find the words tossed, words tossed, common, words tossed, common,
common, and shrewd in and shrewd. Talk about and shrewd, and ask
the story. Read aloud the the dictionary meaning, what the words mean.
sentence in which each or denotation, of each Have students locate
word is found and define word. (You may wish to them in the text and
the word’s meaning. note that the cognate for decide whether their
Help students recognize common is común.) Have connotations are negative
whether the connotation partners locate each word or positive. Ask students
of each word is positive or and discuss whether it to suggest other words
negative. has a positive or negative that might change the
connotation. tone of the sentence.
p. 77 p. 77 p. 77

Develop
Comprehension
LEXILE
Roman 940
Diary
Grade
Gr
rrade Band 6–8 Lexile Range
e
925
5 1185
185
940 Roman Diary

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Genre
Genre Remind students that Roman Diary is an example
of historical fiction and that historical fiction
Organization
includes details that reflect the time and place.
Purpose One such detail is the word papyrus in the first
paragraph. Have students find the word and then
Specific Vocabulary
answer these questions.
T153A UNIT 2 WEEK 3

WEEK 3
1 When Iliona and her family sail to Egypt from their home on the Greek
iisland
l of Mytilini, their ship is attacked by pirates. Iliona’s parents are killed,
and she and her younger brother Apollo are taken to Rome where they are
Predictive Writing
sold as slaves. But Iliona still has in her possession the ink, pen, and papyrus Have students read the title, preview the
her mother gave her before they left on their trip. She uses them to keep a illustrations and their captions, and write
diary of her new life, with its hardships and adventures.
entures. But one question is their predictions about what will happen to
always on her mind: Will she ever be free again?? the main character.
MY THIRD DAY IN ROME ESSENTIAL QUESTION

We reached this strange and enormous city two days
ago—not directly, but by hopping like frogs, for we
Ask a student to read aloud the Essential
were bought and sold three times on the way. Question. Have students discuss what they
At each auction, Apollo and I clung to each other, expect to learn from Roman Diary.
in case we should be sold apart, but—praise be to
Zeus—it has not happened. Instead, other children
Note Taking:
have joined our miserable band. At each auction, our
price rises (though mine more than Apollo’s, for I
can speak fluent Latin and read a few words, but he As students read the selection, ask them to
struggles to write even in Greek). Finally we came intoo
take notes by filling in the graphic organizer
the port of Ostia on a stinking barge, which I think
must have carried rotten fish before us. on Your Turn Practice Book page 72 to
We were herded quickly through the streets to record how details reveal the story’s first-
some dark, cramped lodgings. We had food to eat— person point of view.
bread, oil, and olives—but we were all filthy from our
long journey. Creatures moved in my hair; my clothes
were like rags, and my eyes were red from crying.
1 Literary Elements: Setting
Today two women came to the room in which we Reread the opening paragraph on page 131.
were locked with the other children. They took us out
How does the story’s historical setting affect
and gave us water and oil to wash with. Then they
cleaned our hair with fine-toothed combs to remove your understanding of the story?
the lice and gave us new garments to wear. I could
not help but enjoy this, until one of my companions
snapped, “Idiot! Can’t you see that they are preparing
us for sale again?”
131
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‡ What did Iliona’s mother giver her before she left on

her trip? (ink, pen, and papyrus) How does she use
these items? (She uses them to record her diary.)
‡ What do you think papyrus is? (The ink and pen
are things to write with, so papyrus must be
something to write on, like paper.)

Develop 2 THE SIXTH DAY me. “I want you to know how welcome you
Comprehension My parting from Apollo came sooner than are,” she said, but didn’t smile.
I had dreamed possible, for, seeing me sob I asked if I could see Apollo. She looked
all the way from the auction, the overseer puzzled, then left the room. A moment
clearly decided he’d have no peace until we later, my little brother shuffled in.
were separated. I jumped up and threw my arms
2 Skill: Point of View When we reached the house, he pushed
around his neck. We sat for a moment on
the bed together, but before we had time
me into a little room and bolted the door.
The story is told as a diary. Who is the to say much, the woman came back. In her
I hammered with my fists but simply got
narrator? What is the point of view? (The bruised and splintered. I lay on the bed
arms was a sleeping child, about a year old.
The overseer followed her in, so I
narrator is Iliona; the diary entries have a and tried to forget I was a prisoner by
guessed what was to come. I screamed and
first-person point of view.) How does this writing everything that had happened that
begged him not to take Apollo, but it made
morning in this journal.
point of view influence what we know no difference. He pushed us roughly apart.
I must have slept afterward, for when I
about the characters? Use details from awoke, the door was open and a little lamp
Seeing my tears, the woman sat down
and put her arm around my shoulder. This
the text to support your answer. (We learn burned in an alcove in the wall, casting
started me sobbing again, and the child
about Iliona and her feelings, such as her shadows across the room. When one of
awoke. I thought she would cry too, but
them moved, I sat up quickly.
sadness that “parting from Apollo came instead she grabbed my hand and began
“Don’t be afraid,” the shadow said, and
sooner than I had dreamed possible.” We I saw its owner, a girl a couple of years
sucking on my little finger.
learn about other characters through what older than me. She told me she Apollllo’’s hand
Ap h ds were untitiedd
Iliona tells us. She describes a “puzzled” look was a slave too and that I would n w,
now, ssoo he ccou
ould
ould hug
hugg me
me.
e.
on the mistress’s face but isn’t able to tell be happy here, for the master was
a kind and generous man. “And
more about the mistress’s thoughts.) Add his wife doesn’t whip us unless we
this information to your graphic organizer. deserve it!” she added. I asked her
name, but before answering, she
Details Point of View leaned out of the door and bellowed,
Iliona is sad at Iliona’s diary “She is awake!”
being separated entries have a She had just told me she was
from Apollo first-person point called Cytheris when a tall and
Iliona sees of view.
finely dressed woman swept into
woman’s look, but
the room and shooed her out.
doesn’t know the
woman’s thoughts “Iliona—that is your name, isn’t
it?” the woman asked, turning to
132

Organization
Remind students that the text is written in the form ‡ What happened to Iliona and Apollo between the
of diary entries. third day in Rome and the sixth day? (They were
‡ What does this structure tell you about the way sold.) What details from the text tell you this? (At
in which events are organized? (The events are the end of the third day, a companion says, “Can’t
organized in the order in which they happened. you see that they are preparing us for sale again?”
In general, each diary entry records events that At the beginning of the sixth day, Iliona writes
happened on that day.) that she sobbed “all the way from the auction.”)
T153C UNIT 2 WEEK 3

WEEK 3
More gently this time, her mother—my I sleep in a room with Cytheris, and
new mistress—began talking to me again.
I was to be a companion and teacher for
in this I feel I am lucky. She keeps me
company and is teaching me much about
3 Literary Elements:
little Lydia, she said. I would also teach Rome. Last night I learned about the Description
Greek to Lydia’s half brothers, Marcus and calendar. Romans count the years from
Turn to a partner to discuss the ways the
Lucullus. “We wanted to buy you because the date Rome was founded. The months
you already knew some Latin,” are about thirty days long and are each author uses vivid descriptions to tell about
she explained.
sh differently named. The days are more the setting and Iliona’s feelings. (Iliona
3 Her arm around my shoulder, the difficult, and for now I will just make my mentions her mistress’s arm around her
warmth of the room, the child in her
w diary by counting up from the first day of
shoulder, “the warmth of the room,” and the
arms—all these things reminded me of each month.
home and my own mother—not in a sad
child in her mistress’s arms to convey that
way but (to my surprise) in a way that STOP AND CHECK she’s surprised by how comfortable her new
comforted me. And for a moment I forgot Make Predictions Do you think home feels. She mentions that her stomach
my sorrow and began to wonder if I might Iliona will be happy in her new
“never aches” to tell the reader that she is
be happy here. surroundings? Cite text evidence to
support your prediction. fed and treated well.)
DAY III OF THE MONTH
OF MAIUS* STOP AND CHECK
I had imagined that a slave’s life here in
Rome would be one of locks and chains, but
Make Predictions Do think Iliona will
there is nothing like that to keep me from be happy in her new surroundings?
running away. (Probably. Iliona has no place to go, and
Yet where would I run to, and why she realizes that “the poorest Roman
would I try? I am beginning to see that
citizens are worse off” than many slaves.
in Rome, slavery and freedom are not
opposites, like night and day or winter and
Iliona is also reminded of home and finds
summer. The poorest Roman citizens are companionship with Cytheris.)
worse off than many slaves. Here I have
clothes (though it’s true they are simple
linen), my stomach never aches with
hunger (though the food is plain),
and I can rest when I am tired.
It would
It ld be
b simpl
i le to t distra
t ctt tthhe
d or
do orma
man
ma n an
and
d sl
slip
ipp int
ntoo th
thee st
stre
reet
reet..
et
*Lati
*L tin for
f May
133
130_145_CR14_SA6_U2W3_SEL_118712.indd 133
Help students understand that the story is written ‡ How is the story Roman Diary organized? (in the
in the form of a diary, or a diario. order in which events happen, or sequential
‡ What is a diary? (A book someone writes in about order)
their life.)
‡ What order is a diary written in? (time order, or
sequence)

Develop DAY IV
Comprehension This day I began my studies. It was also the

first time I had set foot outside since the
auction. I had expected to study at home, as
girls always do in Greece. But instead I went
to school with Marcus and Lucullus. The
4 Genre: Historical Fiction three of us walked there through thee streets
with Cestius, the boys’ pedagogus*. 4
Recall that historical fiction may include
I was surprised at how humble thehe
foreign words. What Latin word does the school is. On Mytilini, Apollo studied in
author use on page 134? (pedagogus) How a grand building with a hundred other
do you know when the author is using a boys. This one was just a tiny room with a
few stools and an armchair for the teacher.
Latin word? (The word is followed by an
Cestius made fun of my surprise: “This is
asterisk.) How do you know what the Latin one of the better ones!” he told me. “Most
word means? (The definition or English boys sit in the street to study.”
word appears on the page with an asterisk Our class was not so different from
my brother’s school in Mytilini. Mostly
next to it.) Why do you think the author **C
*Cesti
Cestius
C tius iiss an old
ld sl
slave:
lave: pa
part
rtt
we write on the same wax-coated tablets,
uses Latin words? (They were common in though my stylus is shaped like the letter T.
t to
tutorr,
r, par
artt gu
g ar
ardi
dian
dian..
an
ancient Rome.) With its flat end I can smooth out the wax sell you back your own hide before you
when I make mistakes, which I think is a realize you’ve been robbed.”
5 Author’s Craft: Figurative Language fine idea, for I make many. We saw no thieves, but we did have to
We studied reading and writing from flatten ourselves against the wall as a huge
Find the idiom “keep your eyes peeled.” In early morning until noon, when Cestius cart rumbled past, carrying building stone
what context does Cestius use this idiom? came back. We walked home along and timber. Our limbs seemed to be more
Etruscan Street, which is lined with the at risk than our purses!
(Cestius says “keep your eyes peeled.” Then most exotic kinds of shops. In fact, my
he describes thieves in the city.) Using this nose found the street before my eyes did, Day XX
context clue, what does the idiom mean? because all the incense and perfume sellers A fortnight ago, I wrote a letter to Apollo
(be aware of your surroundings) Why did have their stalls here. and gave it to my mistress. She promised
The street is very busy, and Cestius that the overseer, who regularly travels
the author choose the idiom? (It is more
5 took my hand. “Keep your eyes peeled,” he between Rome and the farm, would take it
descriptive than “watch out” and better told us, “for there are thieves around every to him, but I have had no reply.
reflects how someone might talk.) corner here. They will skin you alive and
134

Purpose
Remind students that historical fiction is meant to ‡ On page 135, what do you learn about the Roman
entertain, but it also has another purpose. Senate? (It is the place where Rome’s greatest and
‡ What information is provided on page 134 about richest men meet to make laws.)
Roman schools? (They are not as grand as the ‡ So, in addition to entertaining, what purpose does
schools in Greece; a girl is allowed to attend; Roman Diary have? (to inform readers about life
children study reading and writing, each child in ancient Rome)
using a wax-coated tablet and a stylus.)
T153E UNIT 2 WEEK 3

WEEK 3
Day XXV work allows. I am glad, for he has

This morning I awoke with a thundercloud not replied to any of the letters I have
sent him.
6 Strategy: Make Predictions
around my head. I had dreamed that Apollo
and I were back on Mytilini, doing the Teacher Think Aloud Iliona is looking
things we used to do together before we DAY XXII forward to seeing her brother, but there
were captured—running on the open hills This day our master went
are some clues here that help me predict
and swimming in the sea. When I awoke, to sit in the Senate, which
the walls around me felt like a prison. always causes much
what she might discover when she sees him.
My master saw my long face, and I upheaval. He dreads Iliona has sent Apollo letters, but he hasn’t
told him about my dream. He tried to going but loves it replied. That suggests to me that he doesn’t
make me feel better about living here when he gets there.
have the time or the materials that he needs
Making Rome’s
in Rome, finishing by saying, “There
laws makes him feel
to write a letter; he may not even be getting
is always a chance of manumission.” I
didn’t understand this Latin word, so he important, and he sees all her letters. She also says that she can spend
explained that good and obedient slaves his friends. Most are very time with him “if his work allows.” When
may be freed through the kindness of their old, and I suspect that they I connect these details, I can predict that
take secret bets on which
masters or may buy their freedom with the
of them will die first.
when Iliona sees Apollo, she may discover
money they earn.
His words lifted my stifling gloom, It was halfway In th
In the Sen
S ate,
t my master t that his situation is very different from hers
and I began to hope that I might not live through the morning
w ar
we arss a pu
p rpple
le-e
-eedgged ttog
ogga.
a.
and that things are not well with him.
my whole life as a slave. when my mistress
let out a shriek. “He’s left his medicine
DAY XX OF IUNIUS* behind!” I looked around, and sure
I am soon to see my enough, in a niche by the door was my
brother again! As I master’s flask of sea-grape potion. “Iliona,
sat with Lydia this take it to him, or truly he will cough his
afternoon, Cytheris lungs up.”
came and told me that I dashed to the Forum and rushed
in one month we shall through the door of the Senate House
be traveling to my without stopping. Too late, I realized that
master’s estate in the the passageway led straight into the Senate
Sabine Hills. We shall chamber. I found myself surrounded by
stay there through the hottest weeks of Rome’s greatest, richest men.
the summer—and I shall have the chance
hance to The room fell silent.
spend some time with Apollo, if his 6 “Young lady,” a senator finally
*Lati
*L tin for
f r June
135
130_145_CR14_SA6_U2W3_SEL_118712.indd 135
Specific Vocabulary
Point out the word manumission on page 135. Help students understand that when the narrator
‡ How do you know what manumission means? says, “long face” (page 135), she means Iliona was
(Iliona doesn’t understand the word, so her sad. Ask students to suggest situations that might
master explains its meaning.) cause someone to have a long face. Encourage
them to use the idiom “long face” in a sentence.
‡ What is manumission? (a way of freeing an
enslaved person)

Develop addressed me, “I assume that your “It’s beautiful, clear water, but to flow
Comprehension
dramatic appearance is of the utmost here, it crosses deep valleys on high,
importance, since the very future of Rome arched bridges. In other places it flows
hangs upon the debate it interrupted.” underground, through tunnels. Because of
Scanning the rows of seats, I spotted its length—more than 60,000 paces—the
my master and held up the flask. “Senator
m channel is always leaking.”
7
7 Skill: Make Inferences Martius, you forgot your sea-grape
M In my first week in Rome, I had
potion.” marveled at the luxury of having water
Why do you think that the senators snicker There was another unbearable silence. running in the house but soon took it for
and laugh when Iliona tells her master that Then I heard a stifled snicker from a granted. Now I appreciate it once more,
younger senator at the back. One of his for I have to pick up an amphora* and join
he forgot his sea-grape potion? (Iliona has
neighbors guffawed, and at length laughter a long line of slaves at the fountain in the
interrupted the serious debate going on echoed around the chamber. When it street outside.
in the Senate for a very mundane reason.) died down, someone shouted, “Take your
What do you think sea-grape potion is? potion, Gaius. Your coughing has been DAY V
driving us all mad!”
(probably an ancient version of cough We still have no water in the house, and
As the laughter started again, a hand today an errand took me past the aqueduct.
syrup) What details in the text help you pulled the vial from my grip, and it was From a gap in its side spills a torrent of
make this inference? (Someone says to take passed back to my master. water that rushes down onto the roofs
the medicine because his coughing has I didn’t wait to see him drink, but fled of the houses below. On the bridge I saw
been driving them mad.) the chamber as quickly as I had entered it. stonemasons at work trying to block the
hole with bags full of sand. Quite a crowd
8 DAY 1 OF THE MONTH had gathered to watch, and I listened as a
8 Genre: Historical Fiction OF IULIUS* man shouted angrily at the supervisor of
Think about the words historical fiction. This morning there was silence from the the water repairs. Judging from his fine new
kitchen, which normally rings with the toga, he was very wealthy.
How is the account that begins on Day I sound of water flowing endlessly from a “Why do the street fountains still flow
and ends on Day V historical? Reread and pipe on the wall into a stone basin below. when the water in my house has dried up?”
paraphrase these sections. (The description “The aqueduct has burst once more!” the rich man demanded. “Beggars may
of problems with the aqueduct reveals one my mistress exclaimed when she came drink, while my fountain is silent!”
down. The supervisor of the water repairs
aspect of real life in ancient Rome.) In what
In Mytilini, water always came from let out a deep sigh before replying with
way is it fiction? (The author made up this a well, never from a spout in the wall. exaggerated respect: “Because, sir, inside
account. It is realistic, but there is no record She explained that our water here comes the castellum** there is a barrier. Normally
that this exact account actually took place.) from springs
p g four days’y journey
j away. there is enough
g water to flow over it and
*Lati
*L tin for
f r July
l *a vas
*a vasee fo
f r ca
carr
rryi
y ngg wat
yi water
er ** sto
stora
rage
g par
ge artt off an
an aqque
uedu
ducct
du ct
136

Purpose
Remind students that the purposes of historical ‡ What elements on page 136 are entertaining?
fiction are to entertain and to inform. (I think the author intended to entertain when
‡ We read details in the text about aqueducts and Iliona brings her master his sea-grape potion and
how people in ancient Greece and Rome got water. the other senators laugh at him. The story is also
These details are meant to inform readers about entertaining when the supervisor of water repairs
everyday life in ancient times. stands up to the obnoxious wealthy man.)
T153G UNIT 2 WEEK 3

WEEK 3
into the pipes that lead into your fine DAY XX

abode”—here he made a little bow—“but
if the aqueduct bursts or leaks, the level
We were supposed to leave for the country 9 Vocabulary: Connotations and
falls. Then your pipes are cut off, but water
today, but during a thunderstorm last
night, lightning bolts flashed in the
Denotations
continues to flow to the public fountains. direction of the Sabine Hills and everyone What is the denotation, or dictionary
In this way”—he paused before delivering (but me) feared it was a sign that we should
his crushing last line—“the poorest citizens
meaning, of the word grovel? (to behave
not travel.
in Rome do not have the free water taken in a submissive manner) Does grovel
To check whether it was truly a bad
from them by those who can afford a
omen, my mistress went to the temple of
have a negative connotation or a positive
supply to their own homes.”
Jupiter Tonans, a thunder god, taking with connotation? (a negative connotation)
This bold response brought a round
of applause, for we had all expected
her an offering of a chicken. (Cytheris says What details in the text make you think
she cannot think the omen too serious, or
so? (The context clues about the “wealthy,
the official to grovel to such a wealthy,
y,
9 she would have taken a pig at least.) She
important man.
came back saying that it is safe to
important man” and the supervisor’s
Sniffing defeat, the man edged
travel, so we depart tomorrow. unexpected “bold response” which is being
away, muttering, “Ah, yes,
I see. Thank you for that
contrasted with the word grovel, make it
clear explanation,” as I retturnedd pastt Cl
Cloaca Maxi
M ima, ththe cit
ity’s’ bi
bigg
ggestt
clear that a person who grovels is being
he tried to hide his s we
se werr,
r, w
whi
hich
hich sta
sta
tank
nk in
in th
thee su
summ
mmer
mmer hea
hea
eatt.
t. embarrassed or humiliated; both are
embarrassment.
negative feelings.)
STOP AND CHECK

Confirm and Revise Predictions Is Iliona
happy in her new surroundings or has
she simply adjusted to them? (Iliona has
only adjusted to her new surroundings
STOP AND CHECK so far. On page 136, she expresses her
Confirm and Revise Predictions eagerness to see Apollo and her displeasure
Is Iliona happy in her new surroundings at having to stand in line with the other
or has she simply adjusted to them?
Cite evidence from the text to confirm
slaves for water. Also Iliona hopes she will
or revise your prediction. not be a slave her entire life on page 135.)
137
130_145_CR14_SA6_U2W3_SEL_118712.indd 137
Specific Vocabulary
Point out the word aqueduct on page 136. Encourage students to notice the cognates
‡ What context clues help you figure out the meaning aqueduct/acueducto on page 136. Ask if anyone can
of aqueduct? (The mistress mentions “high, find another cognate in the first three paragraphs
arched bridges,” tunnels, and channels.) of the entry for Day V. (torrent/torrente; supervisor/
supervisor; silent/silencioso; respect/respeto; barrier/
‡ What is an aqueduct? (a channel designed to
barrera)
transport water over land)

Develop
Comprehension
10 Genre
What does the first entry on page 138 tell
you about the historical setting of the
story? (Wealthy Romans might have had a
“country” house and a business outside the
city of Rome; even kind masters may have My master’s villa in the Sabine Hills is very grand.
mistrusted their slaves.)
10 DAY XXII OF IULI

IULIUS windows to see if I could spot him. When
11 Ask and Answer Questions From the moment I awoke I finally plucked up the courage to ask
whether I could see Apollo, my mistress
Generate a question of your own about morning, I could
this mor
said curtly, “Perhaps tomorrow,” and sent
think only
on of finding
the text and share it with a partner. To find Apollo. YYet this was the me to put the baby to bed.
the answer, try rereading. For example, you very thing
thin I could not Here Cytheris and I have separate
might ask, “Why couldn’t Iliona find Apollo?” the villa is a very
do, for th rooms. We all retired early to bed this
evening, which has given me plenty of
To find the answer, go back and reread the different place from our
time to write in this diary.
house in Rome. There,
first paragraph on page 138. (At the villa, master and mistress
my mast
the master and mistress are idle and have lead busy lives and hardly
DAY XXV
time to make sure everyone is accounted notice if one of us is I have finally met Apollo! Having seen me
sulking and kicking my heels about my
for and working. So Iliona has not had the idle, with nothing
missing. Here, they are idl
better to do than to count us and ask, tasks, my master asked me what the matter
opportunity to leave the villa and look for “Where’s Cytheris?” or “I haven’t seen Iliona was, and I said I longed to see my brother.
Apollo.) for some time. Where’s she gone?” “Then you shall!” he said, and sent
So instead of searching for my brother, a message that the bailiff, who runs the
11 I had to be content with glancing from the farm, should fetch him.
138

Specific Vocabulary
Direct students to the idiom “plucked up the ‡ What context clues from the text help you figure
courage” on page 138 (under “Day XXII”). out the meaning of “plucked up the courage”?
‡ Using context clues from the previous paragraph, (Iliona mentions how her master and mistress
what does “plucked up the courage” mean? (to have nothing to do but keep track of her. They
strengthen or develop courage) don’t seem sympathetic to her wanting to talk
to her brother, so to ask if she could do so meant
she had to be brave.)
T153I UNIT 2 WEEK 3

WEEK 3
Only when the man nodded did he reply—

and then in stuttering Latin. “I’m fine,” he
said. “They treat us well here. The work is
12 Strategy: Make, Confirm,
not too hard, and we get enough to eat….” and Revise Predictions
All this came without expression, like
Teacher Think Aloud Earlier we made
the worst actors I had seen in the theater
on Mytilini. Then he said in Greek, “I’ve
a prediction about what would happen
missed you, but I cannot stay long. We are when Iliona sees Apollo. Now she has seen
weeding the vines, and if I don’t return, my him, and she hardly recognizes him. This
friends will have to do my row as well as
confirms the prediction that she’ll discover
their own. Good-bye.”
He kissed me and was gone.
his situation is different from hers. How do
we think that this meeting will change the
DAY XXVI story? Do we think that Iliona will try to see
I have made friends with the house dogs. Apollo again?
They are huge and black—whereas the
I ha
hardl
dly recognized
i d Apollllo—hi
his hair
i was matt
tted
ed
d herders’ dogs are all white. I was curious Prompt students to apply the strategy in
and greasy, and he stank like a goat. about this and asked the bailiff, who told a Think Aloud by using clues in the text to
me, “Why, think about it, girl. A guard dog make predictions. Remind them to confirm
12 When the bailiff finally arrived with a must be black so that thieves who come in
and revise predictions as they read. Have
b
boy, I stared and blinked. Was this Apollo? the night cannot see him. A herder’s dog is
Only when he spoke my name was I sure, better off white so that he is not mistaken students turn to a partner and predict what
and I ran and threw my arms around for a wolf.” Iliona will do.
him. Then I stood back and gazed at him. Student Think Aloud Iliona is shocked
He was quite changed. He wasn’t just Th
T
The
h house dogs scared
d
thinner; he had bruises on his me at first.
by the changes in Apollo’s appearance.
arms and a red scar around one He is thin and dirty, has wounds, and acts
ankle. Worse, perhaps, were his nervous. If I were Iliona, I would want to find
eyes. They darted left and right, out more about his life at the villa. I predict
and he had the expression that I
once saw on the face of a stag as
that the story will change because Iliona
it fled from the hunt. will try to speak to her brother again—even
I asked him if he was all against her master’s wishes—and perhaps
right, and before answering, try to find a way to help him.
Apollo turned to the bailiff.
139
130_145_CR14_SA6_U2W3_SEL_118712.indd 139
Point out this difficult phrase on page 139: “the ‡ What does the use of that expression tell you about
expression that I once saw on the face of a stag as Apollo? (He is afraid.)
it fled from the hunt.” Explain that a stag is an adult
male deer and that male deer are often hunted.
‡ Imagine how a hunted stag must feel. What do you
think that facial expression reveals? (fear of being
killed; terror)

Develop DAY XXVII

13 I didn’t know how Apollo found out
which room was mine. Nor did I think I
Comprehension Last night I was woken by the small noise

of something dry and hard falling on the
floor of my room. Outside, I heard the slap
could wait that long to see him again, but
I had no choice. So I continued with my
of bare feet running from my window. I tasks as if I were still in Rome.
crawled around to try to find whatever had Here, though, time seems to crawl past,
13 Skill: Point of View been thrown in, but it was too dark. In the for in fact, there is little for us to do. This
morning, I found a short piece of bone. One morning my mistress decided that she
The story is written from Iliona’s point of side was scratched in a pattern. I took it to would like to take a walk with the baby
view. How does the point of view in the the window, and in the sunlight, I realized I while Cestius was teaching the boys. What
this really meant was that she walked while
story affect what we know about Apollo was holding it upside down.
I carried Lydia.
on this page? (Iliona says that she doesn’t There, in tiny Greek letters, was a
From the road we could look down
message:
know how Apollo found her room, so we at row upon row of vines stretching
COME TO OUR HUTS IN 2 NIGHTS.
don’t know either. Her point of view limits down into the valley—and up, to the
steeper slopes lined with olive trees. My
what we know about the characters.) Add Myy mistress poiinted
M d
down the hill to a mistress’s conversation was mostly about
this information to your graphic organizer. r w off llow
ro ow ssha
hack
hackss.
ck s. how difficult it was to make money from
a vineyard. I paid little attention until I
Details Point of View
heard her saying, “And that’s where the
Iliona doesn’t A first-person laborers live.”
know how Apollo narrator may
found her room. have a limited
understanding of
other characters,
which could
limit the reader’s
understanding.
140

Purpose
Ask students to take note of the author’s tone in ‡ What evidence from page 140 indicates the author’s
the Roman Diary. Explain that tone indicates the tone? (Iliona describes her boredom: “time seems
author’s perspective on the characters and whether to crawl past.” When her mistress says she wants
the author is sympathetic toward them or not. to walk with her baby, Iliona says, “What this
‡ Is the author sympathetic or unsympathetic to really meant was that she walked while I carried
Iliona? (probably sympathetic) Lydia.” These clues tell me that the author is
sympathetic toward Iliona and her situation.)
T153K UNIT 2 WEEK 3

WEEK 3
DAY XXIX A dog began to bark, and I was glad I

Zeus must have been smiling on me last had made friends with them. Apollo poked
his head out of the hut. “You had better
14 Genre: Historical Fiction
night, for there was a full moon. Once
everyone was in bed, I had no difficulty go. Don’t try to come here again. It will be Reread “Day XXIX” on page 141. What
trouble for both of us.” He pushed me out,
slipping out the window and running down context clues on the page tell you the
the drive through the moon shadows of the and I sprinted back to the villa.
Only this morning did I realize how
story is historical? (Iliona says that “Zeus
olive trees. Now I have learned the truth
about Apollo’s life on the farm. close I had come to discovery, for the must have been smiling on me last night.”
“Iliona, I can’t begin to describe how
daylight revealed my dusty footprints, Zeus was a god of the ancient Greeks, who
leading from the drive to my window!
awful it is here,” he told me. “We are believed their gods made things happen in
prisoners. We live mostly on coarse bread
DAY XV OF THE MONTH OF nature.)
and olives and work eight days in every
AUGUSTUS*
nine from dawn until dusk.”
I asked him what happened to his
Our stay in the hills finished yesterday, STOP AND CHECK
and we are back in Rome. I did not see
ankle.
Apollo again, apart from when we came
Ask and Answer Questions Why are living
“One of us tried to escape. They
only close enough to wave. My mistress conditions for Iliona and Apollo so different?
picked him up, whipped him, shaved his
head, and branded his leg with an F for
frowned a silent warning when I asked if (Apollo is a slave on a farm and is treated
we could talk. harshly by his masters, who don’t value farm
fugitivus—a runaway.”
We had one exciting moment when
“But your ankle?” laborers as much as other types of slaves.
“I’m coming to that. The overseer said rumors spread of slaves deserting a nearby
farm. The shutters went up. In the end, Iliona knows Greek and Latin, so she has
we must all have known about the escape,
so for a month we worked in chains. Then though, it turned out to be false gossip. been placed in the master’s house to tend to
Gaius Martius arrived without warning and teach his child.)
*Latin for August
one day and saw what we were enduring.
He fired the overseer and put an old slave STOP AND CHECK
in his place. Now things are not as bad as
Ask and Answer Questions Why are
they were—we have new clothes and time
living conditions for Iliona and Apollo
to rest in the hottest hours.”
so different? Find evidence in the text
to support your answer.
14
141
130_145_CR14_SA6_U2W3_SEL_118712.indd 141
Point out the Latin word fugitivus (“a runaway”) on

page 141. Explain that there are both Spanish and
English cognates for this word: the English fugitive
and the Spanish fugitivo.

Develop
Comprehension
15 Skill: Point of View
Why don’t we know all the details of Iliona’s
rescue of Lydia? (Iliona, the narrator, doesn’t
remember anything that happened from
the time that she rushed into the burning
house until she woke up in bed.) How does
the caption for the illustration, also written
in the first person, provide information for
the reader? (The caption tells what Iliona
has heard from others about what she did
that day.) Add this information to your chart.
Iliona doesn’t With a
remember part first-person
of her rescue narrator, other 15
of Lydia. characters may
have to provide
information that
the narrator does
not know.
142

Genre
Remind students that historical fiction takes place ‡ What other details reflect the story’s time and place?
in a real setting (time and place) from history and (Iliona mentions that smoke was common. She
that it often refers to real people or real events from refers to Adranos, the god of fire, and Agrippa
the past. and Nero, two famous men from ancient Rome.)
‡ What real event from history is mentioned on page
143? (the fire that destroyed a large part of Rome)
T153M UNIT 2 WEEK 3

WEEK 3
DAY XX But then came a loud hammering at the

Yesterday I nearly lost my life—and became door. A boy hardly older than me, his face
black with soot, asked for buckets, adding,
a heroine (though I am not sure I deserve
the glory heaped on my shoulders)! “Look out! The flames are attacking your Think about how Iliona’s master might want
The day began normally enough: we
walls!” At this exact moment, a billow of
to reward her for her heroic act. Turn to
smoke blew into the room, as if Adranos,
set out for Agrippa’s baths (not as nice as
the fire god himself, had heard him.
your partner and make a prediction using
Nero’s, for the water is less clear). We did
Everyone rushed toward the evidence from the story.
not linger as long as usual, but instead
went to the house of my mistress’s friend
peristylum.* As soon as we got outside, we
Student Think Aloud Iliona’s master
heard loud crackling and felt heat on our
nearby. Lydia was sleeping, and I took her
faces. Hungry flames licked toward the once told her about manumission, when
crib to the other end of the house.
room where Lydia slept, but nobody did “good and obedient slaves may be freed
Not long after, there was a smell of
smoke. Nobody was concerned, for there
anything. While my mistress sobbed, all through the kindness of their masters”
is always smoke in Rome from people
the other women wrung their hands. One
(page 135). I predict that he might want to
muttered, “At least it isn’t a male child.”
lighting cooking or heating fires with small
Their stupidity made me furious and reward her for saving his daughter’s life by
wood, to set the charcoal alight. But the
foolhardy. I plunged into the pool in giving Iliona her freedom and perhaps also
conversation turned to fires, such as the
great fire fifty years ago that destroyed
the middle of the peristylum to soak my freeing Apollo.
clothes and covered my face with my wet
most of Rome.
scarf. Then I dashed toward the open door. oor.
Even when we heard cries in the street,
there was no alarm. Our hostess looked
For the rest of my story, I rely on 16
others, for all I remember is waking up in
out but returned, saying, “The fire is
bed at home and immediately retching a
distant, and the wind blows it away
foul black paste onto the bedclothes. When
from here.”
the room ceased to spin around me, I saw
Cytheris, who whispered, “I fetched our
master from the Senate,” and pointed to
It sseems th
It thatt I stumbl
t bled d from
f the smoke
th k where he stood with my mistress at the
and flames, dropped the crib and its end of the bed. They beamed, and my
sque
sq ueal
alin
ingg pa
p ss
ssen
enge
g r, and
ge and fai
aint
nted
ed..
mistress said quietly, “You did a brave and
fine thing, Iliona. We shall not forget this.”
*courtyard
143
130_145_CR14_SA6_U2W3_SEL_118712.indd 143
Remind students that the story takes place in

ancient Rome. Ask them to look at the illustration
on page 142.
‡ What does the illustration tell you about the story’s
setting? (how ancient Romans dressed and what
their buildings looked like)

Develop DAY XXIX OF SEPTEMBER
Comprehension Our small quiet world 17

was turned upside
down yesterday. My
master seemed weak
and ill when he rose in
17 Skill: Point of View the morning. When he
complained of pains in
On page 144, what event does Iliona tell his chest and numbness
about that turned their quiet world upside in his left arm, my mistress tried gently to
down? (her master’s collapse in the Senate) persuade him not to attend the Senate. But
How does the author present this event he was determined to go and set off in a
without getting away from the story’s first-

18 litter, gripping his vial of sea-grape potion.
Even
Ev tthhough h he was one off th
the bestt in
i Rome,
We learned later that at the Senate
person point of view? (The author begins House he had to be almost carried to his
the physician could not help my master.
the account with “We learned later . . . .“) favorite seat. The blow came when he
stood to speak: his legs would not hold
Now my master is dead.
18 Author’s Craft: Word Choice him, and he fell to the ground, clutching
his chest.
Authors choose descriptive words to help DAY I OF THE MONTH
DAY XXX OF OCTOBER
readers visualize and to add meaning to
In the middle of the misery and mourning
the text. Reread the last sentence of the During the night, a physician came to
for my master, I have a reason to be joyful!
examine my master. The man was a Greek
first paragraph. Why is gripping a better like me. He arrived with four attendants but The reading of his will has brought a
word choice than holding? (The word took only my mistress into the bedchamber fantastic and wonderful surprise.
“gripping” not only helps create a visual of where my master was lying. Yesterday my master’s brother fetched
the will from a temple nearby where it had
how tightly Iliona’s master holds the bottle, When they came out, he was holding
my mistress’s hand and reassuring her. been stored for safekeeping. He took it into
but it also suggests that he feels a sense of the dining room to break the seals and
However, as they passed a torchbearer, I
desperation, and that death is close.) glimpsed his eyes clearly and could see read the wax panels to the family.
from their empty, hopeless look that he did After about half an hour, my master’s
not believe his own words. brother called me over to sit with him in
An hour later, my master suffered the peristylum. There he read to me the
another blow like the one that struck him words that follow (for I borrowed the wax
yesterday. This time he did not recover. tablets and copied them):
144

Organization
Remind students that they have made a prediction ‡ What foreshadowing appears on page 135? (The
about the outcome of the story (“Strategy: Make master tells Iliona about manumission, when
Predictions,” page T153N). Explain that the author obedient slaves may be freed.)
organized the story to provide a clue about the ‡ What outcome does this conversation foreshadow?
outcome. In other words, the organization of the (In his will, the master frees Iliona and her brother
story includes an example of foreshadowing, or a as a reward for her bravery in saving Lydia from
hint of what is going to happen. the burning house.)
T153O UNIT 2 WEEK 3

WEEK 3
For her bravery in saving my baby Apollo and I have talked about
daughter from certain death in the flames returning to Greece. We could perhaps
of a house fire, I set free my slave Iliona save enough from our earnings to pay
immediately. I also set free her brother, the fare. However, our parents are at Review students’ predictions about the
Apollo, who shall be brought from my the bottom of the sea, and we have few
selection. Ask them to answer the Essential
country estate to be reunited with his sister. relatives on Mytilini.
In addition, I give to Iliona each year the Furthermore, if pirates were to attack
Question. (Life was very comfortable for the
sum of one hundred denarii.* our ship on the journey, we might swiftly wealthy people of ancient Rome, and there
find ourselves back in Rome. Then our seemed to be some surprisingly modern
I am free at last! story would start again, just as it began
conveniences, such as running water in
a year ago, with chalk on our feet and
DAY III OF THE MONTH wooden signs around our necks.
houses. On the other hand, slavery was
OF NOVEMBER No, for the present we shall stay here, an important part of the Roman culture.
Now that I am free, my mistress treats me for my mistress’s home is now our home, Although some enslaved persons, like
better than she did before and even says and her family has become our family, too.
Iliona, lived fairly comfortably, others,
“please” and “thank you” if she remembers.
like her brother, lived hard lives and were
Cytheris did not speak to me for a
fortnight. Thankfully, though, we are
mistreated.)
friends once more.
I am spared some of the tasks I hated
most, but I am still studying and looking
after little Lydia.
Lyydia now seems justt

L
Lydi
l ke a bab
li abyy si
sist
ster
ster to me
me..
* Ro
Roma
man
n cooin
ns
145
130_145_CR14_SA6_U2W3_SEL_118712.indd 145
Read the master’s message on page 145 with ‡ In the final sentence, what is a sum? In what other
students. class might you have heard that term? (an amount
‡ Would Lydia probably have died in the fire if Iliona of money; math class)
hadn’t acted? (yes) What does the master mean by
the term certain death? (surely would have died)
‡ What is the country estate? (the location of the
villa, in the Sabine Hills)

About the About the Author

Author and Illustrator
Meet the Author and Richard Platt

Illustrator
first explored engineering, graphic design, and
photography before he realized that he loved to
write. Platt likes to investigate a complex topic
Richard Platt and David Parkins and then try to explain it simply. More than 60
Have students read the biographies of the nonfiction books later, Platt still loves writing,
exploring, and the fascinating research that
author and the illustrator. Ask: goes along with it. He has written on a wide
‡ How might some of the subjects Richard Platt variety of subjects including spiders, plagues, rain forests,
shipwrecks, space travel, and the histories of cities like New
has written about helped him write about York and London.
ancient Rome? Platt and his wife live in Kent, England where five
‡ How might David Parkins’s career experiences chickens call the Platt backyard home.
have helped him illustrate Roman Diary?

David Parkins
first began making illustrations of wildlife
Author’s and Illustrator’s before he moved on to illustrating textbooks.
Ultimately, Parkins ended up creating artwork
Purpose for a wide variety of children’s books, magazines,
comic books and comic strips. Born in England,
To Entertain Parsons recently moved to Canada, where he is
Remind students that authors of historical proud to say he has learned to ice skate.
fiction tell stories that entertain by allowing

readers to experience a time and place in Author’s and
history. The illustrations in Roman Diary have Illustrator’s Purpose
The author and illustrator have collaborated
the same purpose. Students may name the
(t) Mary Platt; (b) David Parkins
on many of the illustrations and captions

details of Iliona’s journey, the grandness of in Roman Diary. What additional facts and
the villa, and Iliona’s heroic act as examples of details do these features provide readers?
entertainment conveyed through illustrations

146
and captions.
Author’s Craft 146_147_CR14_SA6_U2W3_AICC_187126.indd 146

LITERATURE ANTHOLOGY, pp. 146–147 1/20/12 10:09 AM
Sensory Images
Explain that authors create descriptions that
appeal to the senses. Discuss what sensory
images add to this work of historical fiction.
‡ Images that appeal to the sense of smell
appear often in Roman Diary. Example: . . . a
stinking barge, which I think must have carried
rotten fish before us (p. 131).
descriptions that appeal to the sense of
smell, such as “my nose found the street
before my eyes did” (p. 134).
T153Q UNIT 2 WEEK 3
WEEK 3
Respond to Reading
Respond to
Reading
Summarize
Use important details from Roman Diary to Details
Point of
View
Summarize
summarize what you have learned about Review the information from students’ graphic
daily life in ancient Rome. Information from organizers. Model how to use the information
your Point of View Chart may help you.
to summarize what they have learned from
Text Evidence Roman Diary.
1. What features in the text help you
to identify Roman Diary as a work of
Ana
Analytical
W
Writing W
Write About Reading: Analyze Remind
historical fiction? GENRE students that an analysis is a thoughtful
2. The author tells the story from Iliona’s point of view. How exploration of some aspect of a text.
does this help readers better understand what life was like
for a slave in ancient Rome? POINT OF VIEW
Ask students to use their organizers to write
an analysis of how Iliona’s point of view
3. On page 132 of Roman Diary it says that a finely dressed
woman shooed Cytheris out of the room where Iliona
helps them understand ancient Rome. Have
had been taken. What connotation does the word shooed students share their analyses with a partner.
have that indicates how Cytheris was asked to leave the
room? CONNOTATIONS AND DENOTATIONS
4. The narrator tells us everything we know about the other Text Evidence
characters in Roman Diary. Write on what we might learn
about a character such as Cytheris if the story was written
1. Genre Answer historical details
from another point of view. WRITE ABOUT READING Evidence The story contains historical
details, such as the aqueduct system that
Make Connections brought water to the city.
What was life like for slaves in Ancient Rome?
2. Point of View Answer Since Iliona was a
ESSENTIAL QUESTION
slave, we learn her thoughts and feelings
Describe one aspect of life in ancient Rome that
interested you. How is it similar to or different
as a slave. Evidence On page 133, Iliona
from the way we live today? TEXT TO WORLD describes what she thought being a slave
would be like and then describes what her
147
experience actually was like as a slave.
3. Connotations and Denotations Answer
146_147_CR14_SA6_U2W3_AICC_187126.indd 147 11/3/11 8:48 AM Shooed has a negative connotation: it
gives readers the impression that Cytheris
was abruptly ordered out, as if she were
Make Connections unimportant. Evidence Shooed helps
Essential Question Have partners work together establish that the woman is in position to
to describe the lives of slaves in ancient Rome. Ask issue orders to Cytheris.
partners to share their descriptions with the class. Ana
Analytical
W
Writing 4 Write About Reading: Point of View The
4.
Text to World After students name an aspect of life in narrator writes at the end of the selection
ancient Rome that interested them, discuss how people that Cytheris did not speak to her for a week
live or behave similarly or differently today. Students after she was freed. If the story was written
may refer to home life, government, technology, or the from a different point of view, we might
ways in which people treat one another. learn the reasons why Cytheris was angry.

Develop
Comprehension
LEXILE
“The Genius 1000
of Roman
Aqueducts”
Gr e
925
5 1185
185
1000 “The Genius of Roman
Literature Anthology Aqueducts”

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Organization
Organization Point out the author’s use of comparison on
page 148. Point out the signal word same.
Specific Vocabulary
‡ What does the author compare in the paragraphs
on this page? (the reader’s personal, modern
experience with that of children living in
ancient Rome)
T153S UNIT 2 WEEK 3

WEEK 3
Aqueducts
What Did People Do Long Ago?
Tiber River
Walls
Thousands of years ago, if you Streets
wanted water there was often a river Compare Texts
nearby. For a city or civilization to thrive,
water is essential. People need water Students will read an informational text
for domestic purposes like bathing and about the aqueducts of ancient Rome. Ask
Capitol
cooking. It is also used to irrigate farms
Forum Appia
students to do a close reading of the text
and for commerce, the transportation,
buying, and selling of goods. Many
Aqueduct
Colosseum to understand the content, taking notes as
early civilizations, such as those in Alexandrina
Aqueduct
Circus
Maximus
they read. Encourage students to use the
Egypt, Mesopotamia, and India, grew visualize strategy to understand the text
up alongside rivers such as the Nile, the
Tigris and the Euphrates, and the Indus.
and what life was like in ancient Rome. Then
Ancient Rome, about 226 A.D.
The city of Rome was no different. It students will use the text evidence that they
also grew up alongside a river, the Tiber,
the water pressure created by gravity to
move water hundreds of miles. It would
gathered to compare the information from
one of the longest rivers in Italy. But as
travel from mountaintop lakes, down the this text to what they learned about ancient
Rome grew and became the capital of a
large empire, it needed more water than
sides of mountains, across valleys and Rome in Roman Diary.
into cities and towns.
the Tiber could provide. So how did the
Over a period of 500 years, from
ancient Romans obtain and transport
approximately 300 B.C. to 200 A.D.,
this water?
Roman slaves and paid laborers built 11
How does an aqueduct work? What natural
major aqueducts throughout the city
Aqueducts in Rome of Rome. Every stage of the aqueduct force did the Romans use to move water?
The Romans didn’t invent the idea
of aqueducts. They had been used in
had to be carefully planned to make
With a partner, paraphrase the explanation
sure that the water, pulled by gravity,
Mesopotamia to supply water to crops
made its way gradually downhill to the of an aqueduct on page 149. (Gravity pulled
some distance from the Tigris and
Euphrates. However, the aqueducts the
city. Roughly four of every five miles of the water downward, and the aqueduct had
Romans built were far more complex
Rome’s aqueducts ran underground, to be carefully designed so that the water
to protect Rome’s water supply from
than anything that had come before
possible enemies. When water had to
would keep moving downward very slowly.
them. Long, long before
travel through a valley When the water had to pass over a valley,
engines had been
that was lower than the it moved along an arcade, or bridge, that
(t) Joe Lemmonier; (b) Steve Hamblin/Alamy
invented that could pump

surrounding countryside,
water, the ancient Romans
Roman engineers would
allowed it to continue its gradual flow.)
figured out how to use
construct arcades, or
natural forces to do the
bridges with a series off
same thing. They used
arches. Many of these 1
149
148_151_CR14_SA6_U2W3_PP_118712.indd 149
‡ According to the author, how are the reader and Point out the cognate: transport/transportar.
Roman children alike? (They play many of the ‡ What does “to transport” mean? (to bring from
same games. They get a drink of water when they one place to another)
grow thirsty.)
‡ What does an aqueduct do? (transports water)
‡ How is the way you get water at home similar?
(both are systems of transporting water)
LITERATURE ANTHOLOGY T153T

Develop arcades can still be seen near
Comprehension
Rome. Today they are what most
people picture when they hear the
word aqueduct.
Millions of Gallons of Water

The aqueducts worked because
2 Ask and Answer Questions they enabled water to flow downward
What details from Roman Diary are at a specific angle. The angle had to
be steep enough to propel the water
confirmed by information on page 150? forward, but it couldn’t be so steep that
Ana
Analytical
W
Writing Write About Reading Make a list of the
W it would make the water burst through
the pipes or make channels overflow.
details from Roman Diary that relate to the
d Although the route of the water might
facts given here. (Fact: A privileged few, seem indirect, it always moved in a way
such as senators, had pipes connected that would allow gravity to get it where
it had to go. It might first run downward
directly to their homes. Story detail: Iliona’s and then level off as it travelled across
master, a senator, has running water in his the top of an arcade. Then it might Fountains in ancient Rome allowed all
people access to running water.
house. Fact: Outdoor fountains were the proceed downward again in a stepped
fashion. Regardless, the force of gravity
main water source for most Romans. Story
Rome would have been very different
was central to the design.
w if the aqueducts had not existed. It is
detail: When there’s no water in the house, 2 At the height of Roman civilization hard to imagine what the city would
Iliona waits with slaves to fetch water from tthere were more than one million have looked like without a fountain on
a fountain.) Compare lists with a partner. citizens of Rome. All of them relied
on the aqueducts to provide more
every square. Many historians believe
that without running water, the culture
than 40 million gallons of water each of Rome might never have reached its
3 Ask and Answer Questions day. For a privileged few, such as the extraordinary heights.
emperor, senators, and military leaders,
How does the water pressure experiment water pipes connected directly into
Make Connections
on page 151 apply to aqueducts? their homes. However, while outdoor
Why were aqueducts an important
fountains today are merely decorative,
With a partner, discuss how water pressure in ancient Rome, they were actually
contribution of the ancient
Romans? ESSENTIAL QUESTION
applies to aqueducts. (If too much water the main source of water for most
What have you learned about the
flows through, the pressure of the water Romans. People rarely lived or worked
Jane Tregelles/Alamy
more than a couple of hundred feet technologies developed by ancient

against the walls of the aqueduct can cause from a fountain. cultures? TEXT TO TEXT
it to burst.)
150
148_151_CR14_SA6_U2W3_PP_118712.indd 150 1/18/12 11:15 AM

Specific Vocabulary
Point out the word channels on page 150. ‡ Look back and find the word channel on page 148.
How is the word used here? (as a verb meaning “to
‡ Is channels used as a noun or as a verb? (It is used
direct or guide.”)
as a plural noun.)
‡ What does channels mean here? (It names
trenches through which water moves.)
T153U UNIT 2 WEEK 3

WEEK 3
3
Replicating Water Pressure in a Roman Aqueduct
Question: How does water pressure affect the way water moves? Make Connections
With this science activity you can see the effect of water pressure.
Use your science lab safety equipment and ask an adult to help. Essential Question Have students
Step 1: Ask yourself this question before you begin the
paraphrase and share information about
Materials:
• A clean, empty, two-liter
activity: What do you think will happen when you fill the
bottle with water after making a small hole on the side?
why aqueducts were an important
soda bottle
Now make a second prediction based on this question: contribution of the ancient Romans.
Encourage students to tell why aqueducts
• A thin nail with a What will happen if two more holes are added on the side
de
of the bottle—one above and one below the first? Do youu
nt
relatively dull point
were important to the people of Rome and
think the flow of the water will change depending upon
tth
• Plastic tub or bowll the placement of the holes? In what way? Why?
tth
• Access to running Roman civilization and how they continue

cher
water or large pitcher
to be important to people today.
Burkee/Triolo/
cckbyte/Getty Images; Stockybyte/Getty Images; Siede Preis/Getty Images; Burke/Triolo/
es, Inc.;
Step 2: With the marker, carefully make dots on the side
S e
IInc.;
nc.;
filled with water
Brand X Pictures/Jupiterimages; (r, t to b) Ken Cavanagh/The McGraw-Hill Companies,

Richard Hutchings/The McGraw-Hill Companies; Alex Cao/Digital Vision/Getty Images ges
paniies In
of the bottle. The marks will indicate where you should
Companies
s
sors
• Duct tape and scissors
make the three holes. Start about 1/4 away from the
Text to Text Have partners compare their
Com
bottom of the bottle and make sure that the marks for the
Hill C
responses to the Ask and Answer Questions
/The McGraw-Hill
• Marker, pencil, three holes are evenly spaced.
M G
and sheet of paperr
prompts with what they learned about
d Hutchings/The
t hings/Th
Step 3: Take the nail and carefully make the holes. Be sure
ancient Rome in Roman Diary. Have them
Hutchi
that the holes are both evenly spaced and sized.
h rd
s; Richard
RRiicha
locate the passage in Roman Diary on page
tty Images;
Image
136 in which Iliona’s mistress explains the
to b) Comstock/Getty
k/Gett I
Step 4: Cut off a piece of duct tape large
Comsttock/G
problems that Romans sometimes had
enough to easily cover the three holes. Carefully
Stockbyte/Getty
place the tape over the holes.
(l t to
Bran
Stoc
(l,
with their water supply. (Iliona’s mistress
Step 5: Fill the bottle to the neck by going to the sink or says the water crosses deep valleys on
high, arched bridges and that it also
using water from a pitcher. Make sure you have a tub or
bowl placed below the bottle.
flows underground, through tunnels. This

Step 6: Pull off the duct tape in one even movement. information is confirmed in “The Genius of
What do you observe about the flow from the three holes?
Roman Aqueducts.” Both passages mention
Explanation: The more water there is to press down, the further the length of the aqueducts as being long.)
the water will go. As a result, the arc of water from the hole
closest to the bottom travels further.
Have partners discuss how the information
in“The Genius of Roman Aqueducts”
supports the passage from Roman Diary and
then report their ideas to the class.
151
148_151_CR14_SA6_U2W3_PP_118712.indd 151
IA
L STU
CONNEC T TO CONTENT
DI
SOC
ES
LIFE IN THE ROMAN EMPIRE
One cause of the growth and longevity of

the Roman Empire was technology such
Point out that the Spanish cognate for gravity as aqueducts that students read about
is gravedad. Help students identify a few other in this selection. On page 150, the text
cognates in the first column of page 150. (gallons/ states that many historians believe Rome
galónes; propel/propulsar; route/ruta; civilization/ would not have flourished if it did not
civilización; privileged/privilegiado (a). have running water, made possible by
aqueducts.
LITERATURE ANTHOLOGY T153V

Phonics/Fluency
LESS O
IN I
M
N
20 Closed Syllables
Mins
Go
Use combined
knowledge of Remind students that every syllable in a word has one vowel sound.
all letter-sound Write the word basket on the board. Explain that this word can be
correspondences, divided into two syllables, between the letters s and k. Point out that Closed
syllabication patterns, Syllables
when a syllable ends in a consonant, it is called a closed syllable.
and morphology
(e.g., roots and Explain that most closed syllables have a short-vowel sound.
Present the
affixes) to read Lesson
accurately unfamiliar 2 Model
multisyllabic words
in context and out of Point to the word basket on the board. Underline the first syllable,
context. RF.5.3a bas. Model how to pronounce the syllable using a short-vowel
Read on-level prose sound. Repeat with the second syllable, ket. Then run your finger
and poetry orally with under the word as you sound out the whole word. Explain that some
accuracy, appropriate
words, such as basket, have more than one closed syllable. Model
rate, and expression
on successive how to read the closed syllables and the words listed below.
readings. RF.5.4b flat as in flatter vul as in vulture fif as in fifteen
gal as in gallop den as in dentist sum as in summon
Rate: 117–137 WCPM
3 Guided Practice
ACADEMIC
LANGUAGE Write these closed syllables and full words on the board. Help
• expression students pronounce each closed syllable and then read each
• Cognate: expresión full word. Ask students to look for other closed syllables in the Located in what is now Afghanistan, the ancient
I Make Plans
words and share them with the class.

com/comic frag/fragment let/letter

WinsonTKTrang
Credits
122 123
122_125_CR14_SI6_U2W3_MR_118711.indd
122 125 CR14 SI6 U2W3 MR 118711 indd 122 12/1/11
122_125_CR14_SI6_U2W3_MR_118711.indd
125
2:41CR14
PM SI6 U2W3 MR 118711 indd 123 12/1/11 3:10 PM
mag/magnet vic/victim cam/campus View

“Yaskul’s
con/conduct sub/submit dis/disgust Mighty
Trade”
Refer to the sound

Language Transfers
sounds that do not
Hmong, and Korean.
T154 UNIT 2 WEEK 3

WEEK 3

Transition to Longer Words Draw a T-chart on the board. Monitor and
Write the following word parts in the first column: bev, pig, Differentiate
nap, van, wit, son, text, bit, den. In the second column, write the
following words: beverage, pigment, napkin, vandalize, witnesses,
person, contextual, rabbit, redden.
Quick Check
Q
Have students chorally read the word parts in the first column.
Help them correctly pronounce each closed syllable. Then ask Can students decode multisyllabic
students to underline the closed syllable(s) in the longer words words with closed syllables? Can
in the second column. Model how to read the words. When students read with proper expression?
finished, point to each word in random order at varying speeds, Can students read fluently?
and have students chorally read the words.

pp. T170, T174
ELL Develop
pp. T187, T190
Expression If Yes On Level Apply
pp. T176–T177
Explain/Model Tell students that when you read aloud
Beyond Level Apply
the exact words of a speaker or character, you change your pp. T180–T181
expression. You should read the words with the feelings of
the character. The character may be shouting happily or
whispering from being in a dangerous situation. Your voice
should emphasize the character’s emotions. Then your voice
should return to a more consistent level when you continue to
read narration.
Turn to “Yaskul’s Mighty Trade,” Reading/Writing Workshop
pages 122–125. Model reading the first two paragraphs in the
section “Thieves.” Be sure to read all of the text in quotations
with appropriate emotion and strong expression.
Practice/Apply Ask students to join a partner. Have one
partner read without expression one sentence of the passage
at a time. After each sentence, the other partner should echo-
read with proper expression. Have partners take turns reading
with and without expression. Encourage students to listen
closely to their partners and to exchange ideas. Offer feedback
on students’ use of expression as they read.

passages.
p. 78 p. 78 p. 78
PHONICS/FLUENCY T155
Wrap Up the Week

Integrate Ideas
L STU
IA
DI
SOC
ES
Ancient Societies
OBJECTIVES Write a Description

Conduct short
research projects to Explain that students will work with a partner to complete a short research
answer a question COLLABORATE project that answers the question, what was daily life like for people in
(including a self- ancient cultures? Pairs will take notes on one part of daily life, such as
generated question),
drawing on several
water, food, games, clothing, or travel. They will then use their research
sources and and notes to create a description. Discuss the following steps:
generating additional
related, focused 1 Choose a Topic Distribute the Unit 2 Week 3 Fact Sheet. Have pairs
questions that allow
for multiple avenues
discuss the cultures on the list and choose one to research. Tell them to
of exploration. think of a question they would like to answer as they do their research.
WHST.6.7 Have students post their topics on the Shared Research Board.
• Use digital tools to 2 Find Resources Review how to locate and use reliable print and
locate information.
online resources. Remind students to use the culture’s name, time
• Quote, paraphrase,
and summarize.
period, and location as keywords and search terms for online research.
3 Guided Practice Have pairs take notes on their topic. Review how to
ACADEMIC record and use quotations and how to paraphrase to avoid plagiarism.
LANGUAGE
• resources, research,
Remind students to record all authors, titles, and publication
keywords, information. Have students complete Research Process Checklist 3.
paraphrase,
summarize 4 Create the Project: Description Have students review the
• Cognates: recursos, information they’ve gathered and write a description that summarizes
parafrasear, resumir
their topic. Students should include rich details and examples that
explain what one aspect of daily life in the ancient culture was like.
The Metropolitan Museum of Art/Art Resource, NY
Present the Description

Ask each pair to present their findings to another pair. If possible, students
should include illustrations and photographs to paint a picture of the
culture they have researched. Afterward have pairs share feedback.
T156 UNIT 2 WEEK 3

WEEK 3
OBJECTIVES
Text to Text
to support analysis Cite Evidence Explain to students that, working in groups, they will use
of what the text says COLLABORATE the texts they read this week to compare information they have learned
explicitly as well as about daily life in ancient cultures. Model how to compare this information
by using examples from “Yaskul’s Mighty Trade,” Reading/Writing
the text.
RI.6.1 Workshop pages 122–125, and the week’s
Leveled Readers. Review class notes
Review the key
ideas expressed and completed graphic organizers. You
and demonstrate may also wish to model going back
understanding of into the text to find more information.
multiple perspectives You can use an Accordion Foldable®
through reflection
and paraphrasing. to record comparisons. Groups should
SL.6.1d then draw conclusions about what daily life
was like for people in ancient cultures.
Students should cite at least three examples from each text.

Analytical
W

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts that
to support analysis, used point of view to convey information about the topic.
reflection, and
research. W.6.9 Discuss how to analyze point of view by asking how and why questions.
Write informative/
‡ Why do you think the author thought this point of view would work well?
explanatory texts ‡ How did the author use point of view to paint a picture of the time?
to examine a topic
and convey ideas, Use Your Turn Practice Book page 79 to read and discuss the student
concepts, and model. Then have students select a text and review the point of view.
information through Have them write an analysis about how the author conveyed information
the selection, through point of view. Remind students that a strong concluding statement
organization, and
or section is important to explanatory writing. Encourage students to pay
content. W.6.2 close attention to the spellings of irregular plural nouns as they write.
COLLABORATE how the evidence they cited from the text supports their ideas. Partners
may suggest additional text evidence if necessary.
INTEGRATE IDEAS T157

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Organization
Mins
Go
Strong Conclusions Digital
Expert Model Explain that fiction writers help readers experience a
logical and satisfying end to a story by providing a strong conclusion Expert Model
that shows how plot events are resolved and how characters are n
Then Zhang speaks. “Do you have any
of the vivid blue stones your people are
known for?” Grandfather gently pushes me
? forward. Nervously, I hold out my necklace.
affected by their experiences and relationships. A strong conclusion s

I notice the oldest merchant’s eyes light up,
and I hear myself tell him how particularly
fine these beads are. The trading grows
d lively, and before I realize it, we agree on
clarifies and follows from the plot, but it may also relate a surprising or a high price. I hand him the necklace, and
Father collects a handful of drachms.
Zhang winks at me, but says not a
Reading/Writing key plot event that provides an enjoyable twist. Expert

Workshop Model
Read aloud the expert model from “Yaskul’s Mighty Trade.” Ask Editing Marks
OBJECTIVES COLLABORATE students to listen for the key event and for the characters’ reaction to 130_131_CR14_SI6_U2W3_WRT_118711.indd 130 2/7/12 10:21 AM
Write routinely over it. Have students discuss with partners how the conclusion clarifies Grammar Handbook
extended time frames previous events and brings the story to a logical end. The Caravan
Student Model
Gao could not believe that his first

(time for research,
Student Model Remind students that a strong conclusion is both sp jurney on the great Silk Road was
nearly
reflection, and over. The months he spent in the

caravan and the miles he traveled had
revision) and shorter logical and satisfying. Read aloud the student draft “The Caravan.” As changed his life forever. He could see
d il d ith ti i ti
Yo
time frames (a single students follow along, have them focus on the key event that concludes Student
sitting or a day or Model
the story.
two) for a range of
discipline-specific Invite partners to talk about the draft and the revisions Martina made.
tasks, purposes, and COLLABORATE Ask them to suggest other changes Martina might make to add interest 130_131_CR14_SI6_U2W3_WRT_118711.indd 131 12/14/11 5:27 PM
audiences. W.6.10 to the conclusion and to clarify how the story’s problem is resolved.
Provide a conclusion
that follows from the
narrated experiences
or events. W.6.3e
understand how a
strong conclusion
follows from
narrated experiences
or events.
• Strengthen the
conclusion to revise
writing.
Genre Writing
G
ACADEMIC Informative Text
LANGUAGE For full writing process lessons and rubrics, see:
• conclusion, plot,
logical, clarify, ‡ Explanatory Essay, pp. T344–T349
experiences ‡ Formal Letter, pp. T350–T355
• Cognate: conclusión
T158 UNIT 2 WEEK 3

WEEK 3

SCAFFOLD

frames. Gao could not frames. Encourage What key event does the
believe that was students to describe the conclusion describe? What
over. He felt changed character’s feelings. Gao changes help the writer
because . When he could not believe . create a stronger, more
left, he had been . The miles he had traveled satisfying conclusion?
Now he felt . . When he left, .
Now .

Writing Every Day: Organization

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Strong Conclusions Writing Entry:
Strong Conclusions Use Your Turn Practice Book page Strong Conclusions
Prewrite Provide students with 80 to model a strong conclusion. Revise Have students revise
the prompt below. It was time for Mario to return home. their writing from Day 1 by
Write a made-up story about a As he boarded the airplane, he turned strengthening the conclusion to
character who meets people from and waved back to us. He was now clarify what has already happened
a faraway place for the first time. truly part of our family. and to reflect on characters’ feelings
Include a strong conclusion. and experiences.
Model connecting the conclusion
Have partners talk about who the to previous plot events in the story Use the Conferencing Routines.
visitor might be and what effect by revising the first sentence. Circulate among students and
he or she might have on other stop briefly to talk with individuals.
After a number of months in the U.S.,
characters. Ask them to jot down Provide time for peer review.
it was time for our exchange student
ideas for a key event that could Mario to return home to Italy. Edit Have students use Grammar
conclude the story. Handbook page 455 in the
Discuss how these details clarify
Draft Have each student select Reading/Writing Workshop to
the key event described. Guide
a story idea to develop. Remind edit for errors in using plural and
students to add other revisions that
students to include a logical and irregular nouns.
strengthen their conclusions.
satisfying conclusion in their drafts.
Teacher Conferences
The idea for this story is fresh You’ve told me what happens to work on a specific assignment,
and original. The sensory details the character at the end of the such as those to the right, and
you include help me create vivid story, but your conclusion would then meet with you to review
mental pictures of what the be stronger if you added details progress.
characters look and sound like. that helped me see how the
key event you describe logically
resolves the story problem.
T160 UNIT 2 WEEK 3

WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Strong Conclusions Strong Conclusions Discuss with the class what they
Prewrite Ask students to search Revise Have students revise the learned about writing strong
their Writer’s Notebooks for draft writing from Day 3 by adding conclusions. Invite volunteers
topics on which to write a draft. descriptive details to create a to read and compare draft text
Or, provide a prompt, such as the strong conclusion that clarifies with text that has been revised.
following: earlier events. As students are Have students discuss the writing
Write a story about characters from revising their drafts, hold teacher by focusing on what makes the
long ago who make a surprising conferences with individual conclusion satisfying and on how
discovery. End with a logical, students. You may also wish to have it follows logically from events
satisfying conclusion. students work with partners to peer that precede it. Allow time for
conference. individuals to reflect on their
Draft Once students have chosen
Edit Invite students to review the own writing progress and
their story ideas, ask them to

rules for plural and irregular plural record observations in
create a sequence chart to outline
nouns on Grammar Handbook their Writer’s
story events, showing how the
page 455 in the Reading/Writing Notebooks.
conclusion is logical and resolves
the story problem. Students can Workshop and then edit their drafts
then use their charts to begin their for errors.
drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on writing strong
Provide specific direction to help focus young writers. conclusions that bring a story to a logical,
satisfying end. Provide this checklist to frame
Focus on a Sentence discussion.
sentence to help readers understand how the character feels about
what has happened to her.
Focus on a Section
✓ Is the story’s problem resolved?
Underline a section that needs to be revised. Provide specific ✓ Does the conclusion follow logically
suggestions. This concluding event is key. Add concrete details from the previous events?
that show how characters feel about this and earlier events. ✓ Does the conclusion clarify how
Focus on a Revision Strategy the characters feel about plot events?
Underline a section. Have students use a specific revision ✓ Is the conclusion a satisfying one?
strategy, such as adding. Adding details that clarify the
concluding event will help connect it to the rest of the story.

Grammar: More Plural Nouns

DAY
DAY DAY
DAY
1 2
Where is the library! The ladys said Yesterday we went to the Park, and
it was on state street. played Soccer. I scored more goales
(1: library?; 2: ladies; 3: State Street) than anyone else!
(1: park and; 2: soccer; 3: goals)
More Plural and Collective Review Plural Nouns

Reading/Writing Nouns Review plural and collective nouns.
Workshop
‡ To form the plural of some Have students explain how to form
nouns ending in f or fe, the plural of a noun ending in fe.
OBJECTIVES
change f or fe to v and add -es:
Demonstrate
command of the
wolf wolves; knife knives. Irregular Plural Forms
conventions of ‡ To form the plural of a noun that ‡ Some nouns have irregular
standard English ends in a vowel followed by o, plural forms. These plurals do
grammar and usage add -s: radio radios. not end in -s: goose geese;
when writing or
speaking. Form ‡ To form the plural of a noun that tooth teeth; person people.
and use regular and ends in a consonant followed by ‡ Some nouns, like fish, stay the
irregular plural nouns. o, add -s or -es: cello cellos; same whether singular or plural.
L.3.1b
potato potatoes. The deer stands in the yard. The
• Identify and use ‡ A collective noun names a deer live at the zoo.
irregular plural forms group. It can be singular or
and collective nouns plural. The band practices daily.
correctly.
Have partners discuss plural and
collective nouns using page 455 of
the Grammar Handbook.
COLLABORATE
TALK ABOUT IT
Go
USE PLURAL NOUNS READ A NOUN, SAY ANOTHER
Digital Ask partners to use plural nouns to Have each student in small groups
talk about an ancient culture they use scrap paper to write five
More would like to have experienced. singular nouns whose plurals are
Plural Students might discuss how irregular. Place the papers in a pile.
Nouns
people lived, what crops they grew, Students take turns picking a noun,
Grammar or what jobs they had. As they talk, telling how the plural is formed,
Activities students should listen to be sure and naming another noun whose
partners are using plurals correctly. plural is formed in the same way.
T162 UNIT 2 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Amy enjoys school her favorite Tina wouldn’t eat the nachoes Mouses and squirrels are rodents,
subjects are math science, and because they had tomatos on them. and so are gerbils and Guinea Pigs.
writing. She likes her snackes plain. However bats are not.
(1: school.; 2: Her; 3: math,) (1: nachos; 2: tomatoes; 3: snacks) (1: Mice; 2: guinea pigs; 3. However,)

Use Correct Plural Forms Have students correct errors in Use the Daily Language Activity and
‡ Change f to v and add -es or -s to these sentences. Grammar Practice Reproducibles
form the plural of some nouns 1. Peoples sometimes have mixed page 40 for assessment.
ending in f or fe. feelings about Animals in
‡ Add -s to form the plural of nature. (1: People; 2: animals) Reteach
nouns ending in a vowel 2. They like seeing goose flying Use Grammar Practice
followed by o. in the sky but they don’t like Reproducibles pages 36–39
‡ Add -s or -es to nouns ending in the mess they make on the and selected pages from the
a consonant followed by o. ground. (1: geese; 2: sky, but) Grammar Handbook for additional
reteaching. Remind students that
‡ Some nouns have an irregular 3. They love to see a pack
it is important to use correct plural
plural form. of wolfs on Television,
forms when they speak and write.
‡ Some nouns stay the same but they hate what deers
do to their gardenes. (1: Check students’ writing for use of
whether singular or plural.
wolves; 2: television; 3: deer; the skill and listen for it in their
As students write, refer them to speaking. Assign Grammar Revision
4: gardens)
Grammar Handbook page 455. Assignments in their Writer’s
Have students check their work
using Grammar Handbook
page 455.
REPLACE THE NOUN PLAY “I’M THINKING” RETELL A SCENE

Have partners write three Have small groups give three “I’m Have students retell a favorite
sentences with singular nouns thinking of. . .” clues for nouns. The scene from a story from long ago.
as the subjects. Then have pairs other students should guess the As students present their retellings,
exchange sentences and read them noun, say the plural of the noun, be sure they use many plural
aloud, changing the noun to its and tell how the plural is formed— nouns. As other students listen,
plural form. Help them as needed for example, add -s, add -es, change have them make a list of the plural
to make necessary changes to y to i and add -es, change f to v and nouns they hear.
the verb. add -es, and so on.
GRAMMAR T163
Spelling: Closed Syllables

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review adding the inflectional
command of the
conventions of segmenting them syllable by endings -ed and -ing in the words
standard English syllable. marveled, sloping, and sipped. Then
capitalization,
Point out the spelling patterns read each sentence below, repeat
punctuation, and the review word, and have students
spelling when in ballot and victim. Draw a line
writing. Spell between the syllables: bal/lot, write the word.
correctly. L.6.2b vic/tim. Say each syllable. Explain 1. The path sloped downward.
that each is a closed syllable 2. The waiter totaled our bill.
because it ends in a consonant
Spelling Words 3. Bugs are surrounding my head.
and contains a short vowel sound.
factor prosper wallet
banner pumpkin ponder Demonstrate sorting the spelling Have students trade papers and
victim muffler funnel words under the key words victim, check the spellings.
mental ragged dwelling wallet, and kingdom. (Write the Challenge Words Review this
formal kingdom snapshot
pantry barren fabric
words on index cards or the IWB.) week’s closed-syllable spelling
ballot necklace Sort a few words and point out patterns. Then read each sentence
Review sloped, totaled, surrounding
whether the middle consonants in below, repeat the challenge word,
Challenge verdict, garment a word are the same or different. and have students write the word.
Then use the Dictation Sentences 1. The jury has reached a verdict.
Approaching Level
from Day 5. Say the underlined 2. She wore a long, loose
word, read the sentence, and repeat garment.
factor whisper wallet
banner pumpkin ponder
the word. Have students write
victim muffler tunnel the words and check their papers. Have students write the words in
mental ragged swelling their word study notebooks.
former kingdom snapshot
pantry bubble fabric
classic necklace
Beyond Level
prospect
wretched
prosperity
pumpkin
corrupt
ponder COLLABORATE
WORD SORTS
victorious muffler funnel
verdict raggedy gnashing
formally sumptuous snapshot
pantry barren symptom Have students cut apart the Complete the pattern sort using
ballots hobbled Spelling Word Cards in the Online the key words. Point out when
Resource Book and initial the back middle letters are the same and
of each card. Have them read the when they are different. Have
words aloud with a partner. Then students use Spelling Word Cards
have partners do an open sort. to do their own pattern sort. Have
Have partners discuss why they pairs compare and check each
sorted the words as they did. other’s sorts and then record them.
T164 UNIT 2 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the analogies Write these sentences on the board. Use the Dictation Sentences for
below into their word study Have students circle and correct the posttest. Have students list
notebooks. Say each sentence each misspelled word. Encourage misspelled words in their word
aloud; ask students to fill in the students to use a print or digital study notebooks. Look for students’
blank with a spelling word. dictionary to check their spellings. use of these words in their writings.
1. Closet is to clothing as is to 1. Cinderella’s rags became a
food. (pantry) formel gown and a pumkin a Dictation Sentences
2. Lush is to rainforest as is to coach. (formal; pumpkin) 1. Practice is a big factor in sports.
desert. (barren) 2. Grandma is wearing her 2. They hung the banner in the gym.
3. Backpack is to books as is favorite neckless in the 3. I interviewed the victim.
to money. (wallet) snapshoot. (necklace; 4. Can you do mental math?
snapshot)
4. Physical is to body as is to 5. Dress for the dance was formal.
mind. (mental) 3. After the battle, the baner
was raggit and torn. (banner; 6. Please put this food in the pantry.
Challenge students to create other ragged) 7. Here’s your ballot for voting.
analogies for spelling, review,
4. The wise ruler helped 8. May you prosper in your work.
or challenge words. Have them
his kingdam to prossper. 9. What a huge pumpkin!
trade analogies with a partner to
(kingdom; prosper)
complete them. 10. A muffler keeps your neck warm.
Error Correction Remind students 11. She wore ragged clothing.
to say and spell one syllable at a 12. A king rules a kingdom.
time in a long word. Have them
13. The land was dry and barren.
think about syllable types and
common spelling patterns in each 14. She wore a fine pearl necklace.
syllable. 15. Her wallet was stolen.
16. To ponder is to think deeply.
See Phonics/Spelling Reproducibles pp. 43–48. 17. Pour milk through the funnel.
18. A hut is a kind of dwelling.
19. Dad is a kid in this snapshot.
20. What fabric is the vest made of?
Have partners do a speed sort Have partners do a blind sort by
to see who is faster. Then have taking turns reading a Spelling Have students self-correct the tests.
them do a word hunt in the week’s Word Card and sorting it under
reading for words with the closed- its key word. Then have students
syllable pattern. Have them record reflect on how they sorted
the words they find in their Day 2 the words in their word study
pattern sort in their word study notebooks. Have partners read and
notebooks. discuss the reflections.
SPELLING T165
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. What might you put in an forms of this week’s words by
multiple-meaning alcove? adding, changing, or removing
based on grade 6 2. What types of commerce exist
reading and content, in your community? ‡ Draw a T-chart on the board.
choosing flexibly from Write alcove in the first column
3. Which domestic chore is your
a range of strategies. and alcoves in the second
Verify the preliminary least favorite?
column. Read aloud the words.
determination of the 4. What exotic pet would you
meaning of a word ‡ Have students share sentences
most like to own?
or phrase (e.g., by using each form of alcove.
checking the inferred 5. In what languages are you
meaning in context or ‡ Students can add to the chart
fluent?
in a dictionary). L.6.4d doing the same for upheaval, and
6. What do you do when a room then share sentences using the
Expand vocabulary is stifling? two forms of the word.
by adding inflectional
7. What would cause upheaval in ‡ Have students copy the chart
endings and suffixes.
your neighborhood? into their word study notebooks.
8. Name a person for whom you
Vocabulary Words have the utmost respect.
alcove fluent
commerce stifling

domestic upheaval
exotic utmost COLLABORATE
vie
Re w
ACADEMIC VOCABULARY ROOT WORDS
Discuss important academic words. ‡ Remind students to look for
‡ Display classical, civilization, Latin or Greek roots in words to
archeology. help determine their meaning.
Display the Latin root fluere.
Go ‡ Define the words and discuss ‡
their meanings with students. Explain that it means “to flow.”

Digital ‡ Write classical and classic on the
Have students tell which
vocabulary word contains
board. Have partners look up
the root (fluent) and use the
and define other related words.
meaning of the root to define it.
Vocabulary Have partners ask and answer
questions using the words. ‡ Have students reflect on the
connections between roots and
Vocabulary ‡ Repeat with civilization and
Activities corresponding vocabulary words
archeology.
in their word study notebooks.
T166 UNIT 2 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. They used the alcove as a . ‡ Tell them to write sentences that the word (e.g., upheaval).
2. Aden is fluent in . show what each word means. ‡ In the second square, students
3. To Gran, is an exotic place. ‡ Provide the Day 3 write their own definition
sentence stems 1–6 for students of the word and any related
4. The air in the was stifling.
needing extra support. words, such as synonyms (e.g.,
5. We made the utmost effort disruption, disturbance, turmoil).
to . Write About Vocabulary Have ‡ In the third square, students
6. caused upheaval in our students write something they draw a simple illustration that
class. learned about ancient life from will help them remember the
Display last week’s vocabulary: this week’s words in their word word (e.g., the ground erupting).
preceded, principal, promote, study notebooks. For example, they
restrict, speculation, withstood. Have might write about how commerce
partners ask and answer questions strengthened a civilization or
antonyms (e.g., tranquility, peace,
using each of the words. describe the language ancient
regularity, sameness).
people were fluent in.
CONNOTATIONS AND SHADES OF MEANING MORPHOLOGY

DENOTATIONS Help students generate words Use commerce as a springboard
Remind students that connotation related to stifling. Draw a T-chart. for students to learn more words.
is the positive or negative tone a Head one column “Stifling” and the Draw a word web. Write commerce
word has in context. Denotation is other “Not Stifling.” in the center.
a word’s dictionary definition. ‡ Have partners generate words ‡ In one of the ovals, write
‡ Display Your Turn Practice to add to the T-chart. Encourage commercial. Discuss how adding
Book pages 73–74. Model students to use a thesaurus. the suffix changes the meaning
determining the connotation of ‡ Add words not included, such and part of speech.
feasting in the second sentence. as (stifling) stuffy, suffocating, ‡ Have students note other words
‡ Have students complete sweltering, unventilated; (not related to commerce. Review the
page 77. stifling) airy, fresh, ventilated. meaning of the new words.
‡ Students can confirm meanings ‡ Ask students to copy the words ‡ Ask students to write the words
in a print or online dictionary. into their word study notebooks. in their word study notebooks.
VOCABULARY T167
Approaching Level
Historical
THE
Fiction
TOOLMAKER Leveled Reader:

by Adrienne Jansen
illustrated by Diane Paterson
Go
The Toolmaker Digital
Before Reading
Historical
Preview and Predict THE

Fiction
TOOLMAKER
by Adrienne Jansen
PAIRED
Mayan Symbols
READ
‡ Read the Essential Question with students: What was life like for
Leveled Reader
people in ancient cultures? Leveled
LEXILE 770 ‡ Have students read the title, the table of contents, and the opening Readers
note to The Toolmaker and preview the illustrations. Invite them to

OBJECTIVES tell what they think the story is about.
Explain how an
author develops the
point of view of the Review Genre: Historical Fiction
narrator or speaker in Have students recall that a work of historical fiction happens in a time
a text. RL.6.6
and place that existed in history. Help students identify details in the
Analyze how a illustrations for The Toolmaker that suggest that the story takes place in
an ancient but actual historical setting.
chapter, scene, or
stanza fits into the
During Reading
to the development of Close Reading
plot. RL.6.5 Note Taking: Ask students to use the graphic organizer on Your Turn
Read historical fiction.
Pages 2–4 On page 2, what connotation does the word warrior have Use Graphic
Organizer
for the other boys? Why? (Warrior has a positive connotation; the boys
ACADEMIC view fighting as a good thing.) What connotation does it have for Balam?
LANGUAGE Why? (Warrior has an almost threatening connotation; Balam wants to
• historical fiction,
become an artist, not a fighter.)
point of view, make,
revise, confirm Pages 5–8 Share with a partner what you have learned so far about
predictions Mayan culture. (It had a class system, with clear differences between
• Cognates: ficción women’s work and men’s work. People in the farming class do not learn
histórica, predicciónes
to read and write.)
Pages 9–12 What do you learn from the first-person point of view?
(We learn about Balam’s feelings and dreams. We learn about other
characters by seeing how they affect Balam.) At the end of page 12,
what does Balam wish? (that someone could teach him how to make
beautiful things) Predict how the story will end. (Someone will teach
Balam how to make something beautiful.)
T168 UNIT 2 WEEK 3

WEEK 3
Pages 13–15 Reread page 15 and paraphrase the life lesson that Balam
learns as he makes his first flint knife. (Balam cannot become an artist or Literature
a scholar, but as a farmer he can make high-quality, beautiful tools for Circles
his work.)
After Reading Thinkmark questions to guide
Respond to Reading have a whole-class discussion
Revisit the Essential Question and ask students to complete the Text on information learned about
Evidence Questions on page 16. the topic of ancient societies
Ana
Analytical
W Write About Reading Check that students have written a
W
Writing
Leveled Reader.
first-person
fi narrative that reveals another boy’s thoughts and feelings
about about life in Balam’s village.
Fluency: Expression Level

Model Model reading page 13 with expression. Next, reread the page
Up
Historical
Fiction
aloud and have students read along with you. by Peter Friend illustrated by Juan Caminador
Apply Have students practice rereading the passage with a partner. Historical
THE
Fiction
TOOLMAKER
by Adrienne Jansen
Historical
H al
F
Fictio
n
TH E
T
Compare Texts
Read on to learn more about the Mayan use of symbols
and images to convey information.
TOOLMAKER PAIRED
AIRED
AIR
RED
READ
AD
D
D
The Best Pyramid
by A
Adrie
drienne Jans
PA I R E D R E A D
en
illustrated
ateed by Diane Pater
son
Mayan Symbols
In the United States, we learn from an early age
how to use the 26-letter alphabet to write words and
how to use those words to create sentences.
PAIRED
Mayan Symbols
If you lived in countries such as Russia, India,
READ
Thailand, or Israel, you would learn different alphabets.
“Mayan Symbols”
In Japan, you would learn three different alphabets.
The Mayan people were among the first people in

the Americas to develop a system of writing. Their
writing didn’t use an alphabet like ours; they used
pictures as symbols.

Mayan texts were inscribed on stone and also
(t) Aaron Roeth Photography, (bkgd) Author’s Image/PunchStock
written in books called codices. These books

were made of bark paper, cloth, and sometimes
animal skins.
PAIRED
PA
Make Connections: Write About It &9B&5B/5B*B8:

17
READ
RE Mayan Symbols
/ $
L GG
Before reading, ask students to preview Leveled Reader THEN pair them with students who have
“Mayan Symbols” and to note that it is proficiently read the On Level and have
expository text. It explains in greater detail something mentioned students
in the story: what Mayan books and Mayan writing were like. Then • echo-read the On Level main selection.
discuss the Essential Question. After reading, ask students to make • use self-stick notes to mark at least one
connections between what they learned from reading The Toolmaker detail about Mayan culture they would
and “Mayan Symbols.” like to discuss in each section.

Analytical Writing
A The On Level challenges students by
COMPARE TEXTS including more domain-specific words
‡ Have students use text evidence to compare an
and complex sentence structures.
expository text to a story with a historical setting.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H S H O R T V O W E L S
2
OBJECTIVES Explain that when a single vowel is between two consonants, it often
I Do
Know and apply means the word has a short-vowel sound. Write pet on the board and read
grade-level phonics it aloud. Underline the letter e. Point out that in pet, the e appears between
and word analysis
skills in decoding two consonants and stands for /e/, a short-vowel sound. Repeat with tap,
words. RF.5.3 dim, lot, and rug. Review the letter and sound for each short vowel.
Decode words with We Do

Write ran, ten, sit, top, and cut on the board. Model how to decode the first
short vowels. word. Have students identify the vowel sound, telling if it is short or long.
Students can read the rest aloud and identify the vowel sounds.
You Do
Add these words to the board: nod, sad, pen, rip, and hum. Have students
read each word aloud and identify its vowel sound. Then point to the
words in random order for students to read chorally. Repeat several times.
TIER
B U I L D W O R D S W I T H C LO S E D S Y L L A B L E S
2
OBJECTIVES
I Do
Remind students that multisyllabic words are made up of smaller word
Use combined parts, or syllables. Explain that students will be building longer words with
knowledge of closed syllables. Remind students that closed syllables end in a consonant
all letter-sound
correspondences, and usually have a short-vowel sound.
syllabication patterns,
and morphology We Do
Display these Word-Building Cards one at a time: win, cen, bet, sis, let.
(e.g., roots and Write the syllable ter on the board. Model sounding out each syllable.
affixes) to read Have students chorally read each syllable. Repeat at varying speeds and
accurately unfamiliar in random order. Display all five cards and the syllable ter. With students,
multisyllabic words
combine the syllables to form two-syllable words with closed syllables.
context. RF.5.3a Have students chorally read the words: winter, center, better, sister, letter.
You Do
Add these syllables to the board: mem, rub, num, lum, rob, ber. Have
Build words with
closed syllables. partners build words with closed syllables, using the syllables on the
board. Then have partners share the words and compile a class list.
T170 UNIT 2 WEEK 3

WEEK 3
P R AC T I C E C LO S E D S Y L L A B L E S
OBJECTIVES
I Do
Remind students that a closed syllable is a syllable that ends in a
Use combined consonant and that usually has a short-vowel sound. Write the word
knowledge of mental on the board. Then read the word aloud. Point out that each
all letter-sound
correspondences,
syllable in mental ends with a consonant and has a short-vowel sound.
Write the words fabric, metric, factor, random, seldom, subject, and tunnel
(e.g., roots and on the board. Model how to decode the first word; then guide students
affixes) to read as they decode the remaining words. Help them first to identify the vowel
accurately unfamiliar sound between each beginning and ending consonant sound(s). This will
multisyllabic words
help them to read the blended words.
context. RF.5.3a Afterward, point to the words in random order for students
You Do
to read chorally.
Decode words with
closed syllables.
PHONICS/DECODING T171
Approaching Level
Vocabulary
TIER
2
I Do
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
expression. L.6.6 speaking and writing. For example, provide sentence starters such as
I need to find my____. Ask students to write each word in their Writer’s
Review high-frequency Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T172 UNIT 2 WEEK 3

WEEK 3
OBJECTIVES Display the exotic Visual Vocabulary Card and say aloud the word set
I Do
Acquire and use exotic, unusual, ordinary.
accurately grade-
appropriate general Point out that unusual has almost the same meaning as exotic, but ordinary
academic and means the opposite.
domain-specific
words and phrases; Display the vocabulary card for the word fluent. Say aloud the word set
fluent, flowing, stumbling. With students, identify flowing as the word that
knowledge when
considering a word has almost the same meaning as fluent.
or phrase important
expression. L.6.6 saying aloud the word set. In each case, ask students to identify the word
that is close in meaning to the word on the card.
‡ alcove, corner, hallway ‡ utmost, greatest, least
‡ stifling, cool, hot ‡ domestic, imported, household
‡ upheaval, calm, disturbance ‡ commerce, trade, isolation
CO N N OTAT I O N S A N D D E N OTAT I O N S
OBJECTIVES
I Do
Distinguish among Reproducibles pages 73–74. Read aloud the first paragraph. Point to
the connotations the word feasting. Remind students that the denotation of a word is its
(associations) of
straightforward, dictionary definition. The connotation is the emotional
words with similar
denotations connection that readers make with the word.
(definitions) (e.g.,
stingy, scrimping, Think Aloud The meaning of feasting is “eating heartily.” Feasting often
economical, unwasteful, has a positive connotation, for most people enjoy a good meal. Here,
thrifty). L.6.5c when the narrator says that insects are feasting on his arms, he means that
he’s being bitten repeatedly. So, feasting has a negative connotation here.
We Do
Ask students to find praise in the second paragraph on page 74. Together,
discuss how to use clues in the text to determine the emotions connected
with the word. Help students see that praise has a positive connotation.
You Do
Have students consider the emotions connected with anxiously in
the second paragraph on page 74 and teased in the fourth paragraph
on page 74. Ask them to decide whether each word has a negative
connotation or a positive connotation and to explain their decision.
VOCABULARY T173
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when reading a story aloud, readers should read with
I Do
Read on-level prose expression; that is, they should read the sentences as the narrator or
and poetry orally with the characters in the story would say them. Read aloud the first two
rate, and expression paragraphs of the Comprehension and Fluency passage on Approaching
on successive Reproducibles pages 73–74. Tell students to listen for the way that you
readings. RF.5.4b use your voice to express the narrator’s feelings.

Read the rest of the page aloud and have students repeat each sentence
expression. after you, using the same expression. Explain that you read the sentences
to show how the narrator felt as he was sharing these thoughts about
his life.
You Do
Have partners take turns reading sentences from the Approaching
Reproducibles passage. Remind them to read with expression. Listen in
and, as needed, provide corrective feedback by modeling proper fluency.
TIER
IDENTIFY FIRSTPERSON PRONOUNS
2
OBJECTIVES
I Do
Explain how an Reproducibles pages 73–74. Read aloud the first paragraph. As you read,
author develops the point out the pronouns I and my and remind students that people use
point of view of the
narrator or speaker in these pronouns to talk about themselves. Explain that I and my are
a text. RL.6.6 first-person pronouns. They show that the story is being told from the
first-person point of view, by a character in the story.
Identify first-person
pronouns. We Do
Read the next two paragraphs of the passage together. Have students
identify the pronouns. Note that our, us, and we (like I, myself, and my) also
are first-person pronouns.
You Do
Have students read the rest of the passage. As they read, have them list
the first-person pronouns used in the story. Then have students write the
name of the character telling the story and explain how and when in the
story they learned the narrator’s name.
T174 UNIT 2 WEEK 3

WEEK 3
REVIEW POINT OF VIEW
OBJECTIVES
I Do
Remind students that in fiction, a narrator tells the story. When one
Explain how an of the characters is the narrator, the story has a first-person point of
author develops the view. Readers learn about events and about other characters from that
narrator or speaker in a
character’s perspective. Readers know only what that character knows.
text. RL.6.6
We Do
Read together the first paragraph of the Comprehension and Fluency
passage on Approaching Reproducibles pages 73–74. With students,
identify the story’s narrator. Discuss what details the reader knows
because Markos is the character telling the story. Have students discuss
advantages and disadvantages of reading a first-person story.
You Do
Have students reread the story independently. Have them identify what
the reader can and cannot know about the other characters because the
story is being told from Markos’s point of view.

Describe how a Have students choose a book of historical fiction for sustained silent
reading. Remind students that:
in a series of episodes ‡ in fiction, a narrator tells the story. The narrator may be a character in
as well as how the the story. Personal pronouns help show who is telling the story.
characters respond
or change as the ‡ predicting, or make guesses about what will happen next, is a good
plot moves toward a reading strategy. Making predictions and then reading on to confirm or
resolution. RL.6.3 revise them can help you understand the story and stay engaged.
Explain how an
author develops the
Read Purposefully
point of view of the Have students record on Graphic Organizer 99 the details that help them
narrator or speaker in a identify the point of view as they read independently. Then they can
text. RL.6.6
conduct a Book Talk, each telling about the book that he or she read.
Make, revise, and ‡ Students should share their organizers and answer this question: From
confirm predictions whose point of view is the story told? How does that point of view affect the
to enhance
way that the story is told?
comprehension.
‡ They should also share predictions that they made and confirmed.
COMPREHENSION T175
On Level
Historical
Fiction
by Peter Friend illustrated by Juan Caminador Leveled Reader: Go

The Ambassador Digital
Before Reading
Historical
Preview and Predict

Fiction
by Peter Friend illustrated by Juan Caminador
PAIRED
The Best Pyramid
READ
‡ Read the Essential Question with students: What was life like for
Leveled Reader
LEXILE 830 ‡ Have students read the title, the table of contents, and the Readers
introductory note in The Ambassador. Discuss the meaning of

OBJECTIVES ambassador and the work that an ambassador does.
Explain how an
author develops the
Review Genre: Historical Fiction
narrator or speaker in Review with students that a work of historical fiction is set in a real
a text. RL.6.6 time and place from the past. Have students examine the illustrations
Analyze how a for The Ambassador and point out details that signal the story’s
particular sentence, historical setting.
chapter, scene, or
overall structure of a During Reading
to the development Close Reading
of the theme, setting,
or plot. RL.6.5
Read historical fiction. Pages 2–4 What is the connotation of the word stifling? What is its Use Graphic
Organizer
denotation? (Stifling has a negative connotation. The denotation
ACADEMIC is “smothering” or “suffocating.”) What is the connotation of the
LANGUAGE word ambassador? Why are people amused when Jaguar Moon uses
• historical fiction, ambassador to refer to K’an? (Ambassador has a positive connotation.
An ambassador is an important and respected person, so people are
revise, confirm
predictions amused to hear a slave called an ambassador.)
• Cognates: ficción Pages 5–10 How does telling the events from Jaguar Moon’s point of
histórica, predicciónes view affect the story? Discuss with a partner. (The reader learns what
Jaguar Moon thinks and how he reacts to story events. The reader also
learns about Mayan culture and about King Black Sky and K’an through
Jaguar Moon’s interactions with them.) Why does Jaguar Moon think
that K’an’s people eat gold? (K’an says that Spaniards “hunger” for gold.
He means that they want gold, but Jaguar Moon understands the word
literally, as if the Spaniards used gold as food.)
T176 UNIT 2 WEEK 3

WEEK 3
Pages 11–13 What does K’an’s demonstration with the knives show?
What does it help you predict? (It shows the superiority of European Literature
weapons. The event helps the reader predict that European culture Circles
could destroy Mayan culture through war.)
Pages 14–15 From the events at the end of the story, how might you literature circle using the
revise your prediction about Mayan culture? (Disease brought by the Thinkmark questions to guide
Europeans will end Mayan culture more than warfare will.) the discussion. You may wish to
on information learned about
After Reading the topic of ancient societies
Respond to Reading from both selections in the
Leveled Reader.
Have students complete Respond to Reading on page 16 after they
have finished reading.
Level
Ana
Analytical
W Write About Reading Check that students use first-person
W
Writing
pronouns and retell pages 3–4 from K’an’s point of view.
Fluency: Expression
Model Model reading the dialogue between Jaguar Moon and K’an
Up
on page 5, speaking as the two characters might. Next, have students
read the passage along with you as you reread it aloud.
Apply Have partners do repeated rereadings of the passage.
PA I R E D R E A D
“The Best Pyramid” THEN pair them with students who have
Make Connections: Write About It students
Before reading, ask students to preview
Leveled Reader
• partner-read the Beyond Level main
“The Best Pyramid” and tell how they selection.
know that it is expository text. Point out that “The Best Pyramid” • compare and contrast the lives of the
begins by explaining how Mayan pyramids were built and then gives narrators in the two stories.
directions for making a miniature Mayan pyramid. Discuss the Essential
Question. After reading, ask students to make connections between
the story told in The Ambassador and information in “The Best Pyramid.”
Analytical Writing
A The Beyond Level challenges students by
and complex sentence structures.
ON LEVEL T177
On Level
Vocabulary
I Do
Acquire and use alcove, exotic, fluent, stifling, upheaval, and utmost. Point to each word, read
accurately grade- it aloud, and have students chorally repeat it.
appropriate general
academic and Ask these questions. Help students respond and explain their answers.
words and phrases; ‡ What might you find in an alcove?
gather vocabulary
knowledge when ‡ What exotic food would you like to eat sometime?
considering a word ‡ How can you tell that someone is fluent in a second language?
or phrase important
to comprehension or Have partners respond to these questions and explain their answers.
expression. L.6.6 You Do
‡ What is your least favorite thing to do in stifling weather?
‡ What could cause an upheaval in the waiting room at a vet’s office?
‡ When you are sitting in class, who should get your utmost attention?
OBJECTIVES
I Do
Explain that a word’s denotation is its dictionary meaning. Its connotation
Distinguish among is the word’s suggested meaning. Model with the Comprehension and
the connotations Fluency passage on Your Turn Practice Book pages 73–74.
(associations) of
words with similar Think Aloud Feasting often has a positive connotation, but not here, in
denotations
the first paragraph. The narrator says he is “Swatting the insects feasting
stingy, scrimping, on my arms.” The narrator is telling us that bugs are eating him up. That
economical, unwasteful, gives feasting a negative connotation in this context.
thrifty). L.6.5c
We Do
Have students read the next paragraph, where they encounter foreigners.
Discuss the feeling that the narrator’s words create, and help them decide
whether foreigners has a negative connotation or a positive connotation.
You Do
Have partners read the rest of the passage and discuss the connotations of
anxiously and teased on page 74.
T178 UNIT 2 WEEK 3

WEEK 3
Comprehension
OBJECTIVES
I Do
Remind students that in fiction, a narrator tells the story. When one of the
Explain how an characters is the narrator, the story has a first-person point of view. The
author develops the personal pronouns that the narrator uses indicate the story’s point of view.
narrator or speaker Have a volunteer read the first four paragraphs of the Comprehension
in a text. RL.6.6 We Do
and Fluency passage on Your Turn Practice Book pages 73–74. Model
how to use text evidence to identify the narrator of the story. Discuss with
students how having a character as the narrator affects how the story
is told. In particular, note that when a character narrates a story,
readers know only as much about events and other characters
as the narrator knows.
You Do
Have partners read the rest of the passage. As they do so, they should
work together to chart what the reader can and cannot learn about story
events and other characters because Markos is telling the story.

Describe how a Have students choose a historical fiction book for sustained silent reading.
drama’s plot unfolds ‡ Before they read, have students preview the book, reading the title and
in a series of episodes viewing the front and back cover.
as well as how the
characters respond ‡ As students read, remind them to make predictions and then read on to
or change as the revise and confirm their predictions. Review that doing so will increase
plot moves toward a their understanding and their engagement with the text.
resolution RL.6.3
Explain how an
Read Purposefully
author develops the Encourage students to read different books set in different periods
point of view of the of history.
text. RL.6.6 ‡ As students read, have them record on Graphic Organizer 99 details that
help them identify the point of view.
Make, revise, and
confirm predictions
to enhance ‡ Ask students to share their reactions to the book with classmates.
comprehension.
Beyond Level
Historical
Fiction
Chihul’s
Secret
by David Murphy
Leveled Reader: Go
illustrated by Ron Himler
Chihul’s Secret Digital

Before Reading
Historical
Preview and Predict

Fiction
Chihul’s
PAIRED
Secret
Books Made from Bark by David Murphy
READ
‡ Read the Essential Question with students: What was life like for illustrated by Ron Himler
Leveled Reader
LEXILE 960 ‡ Have students skim the table of contents and read the introductory Readers
note in Chihul’s Secret. Discuss the meaning of artisans and the kinds
OBJECTIVES of work that artisans might do.
Explain how an
author develops the
narrator or speaker in Review with students that the characters and events in a work of
a text. RL.6.6 historical fiction relate to a real time and place from the past. Have
Analyze how a students identify details in the illustrations for Chihul’s Secret that point
particular sentence, to the historical setting of the story.
chapter, scene, or
overall structure of a During Reading
to the development of Close Reading
plot. RL.6.5
Read historical fiction. Page 2–5 What is the denotation of privilege on page 3? What is its Use Graphic
Organizer
connotation? (The denotation is “a right attached to a position.” The
ACADEMIC connotation is positive, which I know because the author says that
LANGUAGE Halach Uinic granted Ulok the privilege of growing a beard.) From
• historical fiction, whose point of view is the story told? How does point of view affect the way
the story is told? (Chihul’s point of view; we learn about her thoughts
revise, predictions
and hopes and about Mayan customs in terms of how they affect her.)
• Cognates: ficción
histórica, predicciónes Pages 6–11 When you finish reading page 6, turn to a partner and
predict how Chihul might be able to realize her dream. Then read on. After
reading page 11, discuss whether your prediction has been confirmed or
must be revised. (Chihul wants to do something that a girl in her culture
cannot do. Therefore, if she is to realize her dream, she probably will
have to do it, as the title suggests, in secret. On page 11, Chihul’s father
agrees to teach her, with the warning that she must keep it a secret.
This confirms my prediction.)
T180 UNIT 2 WEEK 3

WEEK 3
Pages 12–13 With a partner, paraphrase the paragraph on page 13 that

compares the Haab and Tzolkin calendars. Use English words for uinal, kin, Literature
and tun. (The Haab calendar has a year of 18 months, with 20 days in Circles
each month. At the end of the year, there are 5 extra days. The Tzolkin
calendar has a year of 20 months, each of which has 13 days.)
Pages 14–15 With a partner, discuss the story’s historical setting. (Words Thinkmark questions to guide
from Mayan culture such as uinal, kin, and tun help create the historical the discussion. You may wish to
setting more than their English equivalents would.) have a whole-class discussion
on information learned about
the topic of ancient societies
After Reading from both selections in the
Leveled Reader.
Respond to Reading
Have students complete Respond to Reading on page 16 after they
Ana
Analytical
W Write About Reading Check that students have retold story
W
Writing
events on pages 9–12 from Ulok’s point of view, using first-person

pronouns and revealing Ulok’s thoughts and feelings.
Fluency: Expression
Model Model reading the first eight paragraphs on page 10 with
expression, reading dialogue as the characters would have spoken it.
Next, reread the page aloud and have students read along with you. Gifted and Talented
Apply Have partners do repeated rereadings of the passage.
Historical
H
F
Fictio n
to imagine what might happen
Compare Texts
Read about the importance of writing in the
Chih
i ul’s if Chihul’s secret writings were
PA I R E D R E A D
Mayan culture.
Secret discovered. Students should

by D
Da
Dava
av
v
viid
id Murphy
iillu
llu
ust
stra
trat
tra
rate
te
ted
ed by
ed b Ron Him
consider what she might have
The Maya have lived in South America for thousands of
years, but the great era of their civilization was between
ler
200 and 900 C.E. During this time, they built great cities
and temples, and they also made books. Scholars believe
that the Maya wrote thousands of books, in which they
recorded their knowledge of astronomy, their history, their
been writing about. Have students

(t, bkgd) Aaron Roeth Photography, (b) Tolo Balaguer/Age Fotostock
beliefs, stories of their gods, songs, and rituals.

Mayan books were written on one long strip of bark
paper, folded up like a concertina. This kind of book is
“Books Made from Bark”

called a codex. Scribes painted the characters on the pages
with brushes or quill pens made of feathers, using red and
black paint kept in shell containers. The
covers were made of jaguar skin.
write and present a dialogue
in which either Bulac or Halach
PAIR
PAIRE

This codex is
folded like a
concertina.
17
REA
RED
AD Books Made from
Bark
Uinic talks with Chihul about her
writings and what they mean
&9B&5B/5B*B8:
/ %
L GG
Before reading, ask students to identify Leveled Reader

the genre as expository text. Have them to the Mayan culture.
identify text features that helped them recognize the genre.
Discuss the Essential Question. After reading, ask students to make
connections between Chihul’s Secret and what they learned from
Boo Made from Bark.”
“Books
Analytical Writing
A
COMPARE TEXTS
BEYOND LEVEL T181

Beyond Level
Vocabulary
Model
Acquire and use commerce and domestic. Write social studies-related sentences on the
accurately grade- board using the words.
appropriate general
academic and Write the words manumission and citizens on the board and discuss the
domain-specific
words and phrases;
meanings with students. Then help students write sentences using
gather vocabulary these words.
knowledge when
Have students work in pairs to review the meanings of the words exotic
or phrase important and fluent. Then have partners write sentences using the words.
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Read aloud the first paragraph of the Comprehension and Fluency
Distinguish among passage on Beyond Reproducibles pages 73–74.
the connotations
(associations) of Think Aloud As I read this paragraph, I’ll focus on the word feasting.
words with similar I realize that although the insects may be feasting, the narrator is
denotations
suffering, because they are biting his arms. His discomfort makes me feel
stingy, scrimping, uncomfortable, too. In this context, therefore, feasting has a negative
economical, unwasteful, connotation.
thrifty). L.6.5c
With students, read the second paragraph. Help them determine the
connotation of the word foreigners as it is used here.
Apply
Have pairs of students read the rest of the passage. Ask them to use the
emotional context of the passage to determine the connotations of the
words tantalized on page 73 and anxiously and wheedled on page 74.
Gifted and Synthesize Have pairs discuss the ancient civilizations they have learned
Talented
about in their reading. Have partners create a timeline that shows when
each civilization existed. Then have them suggest which civilization was
most developed, supporting their choice with information and evidence
from their reading.
T182 UNIT 2 WEEK 3

WEEK 3
Comprehension
OBJECTIVES
Model
Remind students that in fiction, a narrator tells the story. When the
Explain how an narrator is one of the characters, as indicated by the use of first-person
author develops the pronouns, the story has a first-person point of view.
narrator or speaker in Have students read the first paragraph of the Comprehension and
a text. RL.6.6
Fluency passage on Beyond Reproducibles pages 73–74. Ask students
to describe the narrator of the story and to state the evidence that helped
them identify the story’s point of view.
Apply
Have students read the rest of the passage independently, completing
Graphic Organizer 99 as they do. Then have partners discuss how the
point of view affects the way that the story is told, focusing on what the
reader does and does not know because Markos is telling the story.

Describe how a Have students choose a book of historical fiction for sustained
silent reading.
in a series of episodes ‡ As students read, have them fill in Graphic Organizer 99.
as well as how the
characters respond ‡ Remind students to make, revise, and confirm predictions as they read.
or change as the
plot moves toward a
Read Purposefully
resolution. RL.6.3 Encourage students to keep a reading journal. Ask them to read books
Explain how an that are set in different ancient cultures.
author develops the ‡ Students can write summaries of the books in their journals.
narrator or speaker in a ‡ Ask students to share their reactions to the books with classmates.
text. RL.6.6
Gifted and Independent Study Challenge students to discuss how their books
Talented
Make, revise, and relate to the Weekly Concept of ancient societies. Encourage students to
confirm predictions focus on the everyday lives of the characters, their positions in society, and
to enhance the work that the adults do to sustain their households.
comprehension.
Shared Read Go
Yaskul’s Mighty Trade Digital
Before Reading
Build Background
Located in what is now Afghanistan, the ancient
I Make Plans
Read the Essential Question: What was life like for people in ancient

WinsonTKTrang
Credits
cultures?
122 123
Reading/Writing
122_125_CR14_SI6_U2W3_MR_118711.indd
122 125 CR14 SI6 U2W3 MR 118711 indd 122 12/1/11
122_125_CR14_SI6_U2W3_MR_118711.indd
125
2:41 CR14
PM SI6 U2W3 MR 118711 indd 123 12/1/11 3:10 PM
Workshop View
‡ Explain the meaning of the Essential Question, including the “Yaskul’s
Mighty
vocabulary in the question: A culture is the traditions, ways of doing Trade”
OBJECTIVES things, beliefs, and arts of a particular group of people. Ancient cultures
Explain how an
are those that existed a long time ago.
author develops the
point of view of the ‡ Model an answer: The fresco from a town in the ancient Roman Empire
narrator or speaker in shows domestic life at the time. It shows someone playing an instrument
a text. RL.6.6
similar to a harp and wearing a cloth wrapped around her body.
Distinguish among ‡ Ask students a question that ties the Essential Question to their own
the connotations
background knowledge: Turn to a partner and imagine life in some
(associations) of
words with similar part of the world a thousand years ago. How was it different from or
denotations similar to our lives today? Call on several pairs to share their ideas.
stingy, scrimping,
economical, During Reading
unwasteful,
thrifty). L.6.5c Interactive Question-Response
‡ Ask questions that help students understand the meaning of the text
LANGUAGE after each paragraph.
OBJECTIVE ‡ Reinforce the meanings of key vocabulary.
Identify the point of
view in a story. ‡ Ask students questions that require them to use key vocabulary.
ACADEMIC
LANGUAGE
• point of view,
prediction,
connotation,
denotation
• Cognates: predicción,
connotación,
denotación
T184 UNIT 2 WEEK 3

WEEK 3
Page 123 Paragraphs 2–3

Model Point of View Yaskul, the main character,
I Make Plans is telling the story. How does this fact affect the way
Paragraphs 1–2 that the story is told? (Readers know what Yaskul
Why is commerce important to the lives of the is thinking during the encounter with Zhang, but
characters in this story? (They are traders, who not what Zhang is thinking. Readers only know
make their living by selling things in the market.) what Zhang says.)
Explain and Model the Strategy The main
Have pairs of students act out the
character has just told us that his “family must
conversation between Yaskul and Zhang, re-
have success in the market tomorrow.” He now says,
creating the dialogue in their own words.
“Tomorrow I become a trader.” What prediction
can these clues help you make? Guide students
Page 125
to predict that as the story goes on, the main
character probably will do something to help
Market Day
his family.
Paragraph 2
Paragraph 3 What happens at the marketplace? (The Chinese
traders and the Bactrian traders sell their goods
Have students choral read Grandfather’s advice
to one another. But the Chinese traders don’t see
after you, emphasizing the verbs listen, learn, and
anything they want from Yaskul’s family.)
watch and the two when clauses.
Paragraph 3
Page 124
How does Zhang help Yaskul? (When
Thieves!
Zhang asks about the blue stones, he gives Yaskul
Paragraph 2 the chance to show his lazuli beads.)
Why are Yaskul’s lazuli beads “now of the Paragraph 4

utmost importance”? (According to the previous Have students choral read the final paragraph
paragraph, thieves have stolen most of the items of the story together, capturing Yaskul’s feeling
Yaskul’s family was going to sell. If he doesn’t sell of victory. Have students confirm their earlier
the beads, they won’t have much money.) Does prediction.
this event support or not support the prediction that
we made? (This supports the prediction.)
After Reading
I Make a Friend Make Connections
Paragraph 1 ‡ Review the Essential Question.
Explain and Model Connotation and
‡ Make text connections.
Denotation Show how the clues my eyes widen,
glow with color, and so much finer than my clothes ‡ Have students complete the ELL
indicate that exotic has a positive connotation. Reproducibles pages 73–75.


Historical
Fiction
by Peter Friend illustrated by Juan Caminador Leveled Reader: Go

The Ambassador Digital
Before Reading
Historical
Preview
Fiction
by Peter Friend illustrated by Juan Caminador
PAIRED
The Best Pyramid
READ
Read the Essential Question: What was life like for people in ancient
Leveled Reader
cultures? Leveled
LEXILE 610 Refer to Living in the Ancient World: What can works of art created long Readers
ago tell you about the ancient world?

OBJECTIVES
Preview The Ambassador and “The Best Pyramid.” Our purpose for reading
Explain how an
author develops the is to see what life was like for people in ancient cultures.
narrator or speaker in Vocabulary
a text. RL.6.6
Read on-level prose inherit, lush, tributes. Use the routine found on the cards. Point out the
and poetry orally with
cognate: tributo.
on successive
readings. RF.5.4b
During Reading
ACADEMIC Note Taking: Have students use the graphic organizer on ELL
LANGUAGE Reproducibles page 72. Use the questions below after each page is
• historical fiction,
point of view,
read with students. Use Graphic
Organizer
predictions Pages 2–3 Notice the word tributes in the second paragraph. With a
• Cognates: ficción partner, find examples of the tributes that are offered to Prince Jaguar
histórica, predicciónes Moon. (pottery, turquoise, cotton)
Pages 4–5 Point out the pronoun I on page 4. From whose point of view
is the story told? (Prince Jaguar Moon’s) Explain that students will only
learn his thoughts. Is the youth from Spain an ambassador? (no, he was
taken as a slave) Why does Prince Jaguar Moon call K’an an ambassador?
(He wants to keep him around to learn more about España.)
Pages 6–10 What things do the prince and K’an do together? (talk, play
pok-a-tok, tour the city, race) What does K’an say many people from
España will fight the warriors of Chakal for? (gold) With your partner,
discuss what might happen next in the story. Call on volunteers to share
their predictions.
T186 UNIT 2 WEEK 3

WEEK 3
Pages 11–13 Turn to a partner and discuss why Prince Jaguar Moon
sends K’an away. (The priests and doctors believe Prince Jaguar Moon’s Literature
father died because the gods are angry that K’an is at the court.) Circles
Pages 14–15 What happened in Chakal after Prince Jaguar Moon Ask students to conduct a
became king? (The kingdom flourished, but more people got sick.) literature circle using the
Choral read paragraph 2 on page 15. Why does King Jaguar Moon want Thinkmark questions to guide
to destroy K’an’s knife? (He thinks it might be cursed by the gods.) the discussion. You may wish to
After Reading about life in ancient cultures
Respond to Reading Help students complete the graphic organizer Leveled Reader.
on ELL Reproducibles page 72. Revisit the Essential Question. Ask
students to work with partners to summarize and answer the Text
Level
Up
Ana
Analytical
W W
Write About Reading Have students work with a partner to
Writing
Historical
Fiction
i a paragraph to describe the point of view of The Ambassador. Ask

write by Peter Friend illustrated by Juan Caminador
them to include two or three details in support. Historical

Fiction
Fluency: Expression by Peter Friend illustrated by Juan Caminador
Model Model reading page 11 with expression. Next, reread the page PAIRED
RED
READ
D
ED
The Best Pyramid
Pyram
aloud and have students read along with you.

Apply Have students practice reading with a partner. PAIRED
READ The Best Pyramid
Histor
H istoric
ical
i all
Fiction
Ficti
Fictio n
Compare Texts
Read about how the ancient Mayans built their huge
pyramids and temples. bby y Pete
PPee r Frien
PA I R E D R E A D The Best Pyramid

Frrien
Friiend
nd illust
illus rated by Juan
Caminador
The Mayans began to build pyramids more than
2,000 years ago. The first pyramids were used
as platforms that drained rainwater away from
important buildings. Later the platforms were made
proficiently read the On Level and have ELL
with blocks of limestone to make them permanent
structures. Then they were built wider and taller to
impress people and the gods. Many were rebuilt to
make them bigger. The Temple of the Magician at
“The Best Pyramid”

Uxmal was rebuilt and enlarged at least five times.
Most pyramids had an outer layer of solid stone.
The outer layer was often covered in stucco, which
was carved and painted.
Some Mayan states did not have limestone, so
they had to transport the rocks. It was difficult to
students
transport without roads, carts, or pack animals.
Many Mayan pyramids

Goodshoot / Fotosearch
still exist today.

PAIRE
PA
P

AIR D
REA
R
17
EAD The Best Pyram
id
&9B&5B/5B*B8:
/ (
LQGG
Before reading, ask students to note Leveled Reader • list words with which they have difficulty.
that the genre is expository text. • discuss these words with their partners.
Then discuss the Essential Question. After reading, ask students to
make connections between the information they learned from The
Ambassador and “The Best Pyramid.”
Analytical Writing
A The On Level challenges students by
COMPARE TEXTS using domain-specific words and more
complex sentence structures.


Vocabulary
OBJECTIVES Preteach vocabulary from “Yaskul’s Mighty Trade,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words alcove,
accurately grade- commerce, domestic, exotic, fluent, stifling, upheaval, and utmost.
appropriate general
academic and After completing the Vocabulary Routine for each word, point to the word
words and phrases;
on the Visual Vocabulary Card and read the word with students.
gather vocabulary Ask students to repeat the word.
knowledge when
Have students work with a partner to use the words in a statement or a
or phrase important question. Then have each pair read the sentences aloud.
to comprehension or
Help students copy the Ask students to write Challenge students to
LANGUAGE sentences correctly and one statement and one write a statement or a
OBJECTIVE read them aloud. question. question for each word.
REVIEW VOCABULARY
I Do
Acquire and use over a few days. Read each word aloud, pointing to the word on the
appropriate general
domain-specific
Ask students to guess the word that you describe. Provide clues, such as
gather vocabulary synonyms or antonyms. Have students name the word and then define it
knowledge when or use it in a sentence.
considering a word
Have students work in small groups to make a list of clues for two or more
to comprehension or words. Ask partners to read the clues aloud. The class should guess the
expression. L.6.6 word and then volunteers should define it or use it in a sentence.
L ANGUAGE Beginning Intermediate Advanced/High

OBJECTIVE Help students list clue Have students write clues Ask students to use
Use vocabulary words. words and read them as complete sentences. synonyms or antonyms in
aloud. their clues.
T188 UNIT 2 WEEK 3

WEEK 3
OBJECTIVES Read aloud the first paragraph of the Comprehension and Fluency
I Do
Determine the passage on ELL Reproducibles pages 73–74. Summarize the paragraph.
meaning of words Point to the word feasting. Remind students that a word’s connotation is
and phrases as they
are used in a text,
the emotional connection it makes with readers.
including figurative
and connotative
Think Aloud I know that feasting often means “good eating,” as at a
meanings; analyze celebration. Here, however, insects, not people, are feasting. Insects
the impact of a are feasting on, or biting, the narrator’s arms. Being bitten by insects is
specific word choice unpleasant, so here the connotation of feasting is negative.
on meaning and
tone. RL.6.4
We Do
Have students point to resources and precious in the second paragraph.
Tell students the denotation of each word. Ask students whether the
LANGUAGE connotation of each word, as it is used here, is positive or negative.
OBJECTIVE
Recognize positive and You Do
Have partners read the third paragraph and decide whether the
negative connotation. connotation of defended in this context is positive or negative.

Help students understand Have students state the Have students explain
the denotation of the word’s denotation, as well how they determined the
word. as its connotation. connotation of the word.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Yaskul’s Mighty
Acquire and use Trade”: impressed, shrewd, timid; and The Ambassador: enslaved, flatter, relief.
accurately grade- Define each word: Impressed means “gain the respect of.”
appropriate general
academic and Model using the words in a sentence: The children were impressed by the
art in the museum. This elder does not seem impressed by our offerings. Then
words and phrases;
gather vocabulary provide sentence frames and complete them with students: Everyone was
knowledge when impressed by .
considering a word
Have pairs make up their own sentence frames and share them with the
to comprehension or class to complete.
expression . L.6.6
LANGUAGE Help students correctly Provide sentence starters Have students define the
OBJECTIVE copy and complete the for students, if necessary. words they used.
Use academic vocabulary sentence frames.
VOCABULARY T189

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 a strong conclusion brings a story to a logical and satisfying
I Do
Write routinely over end. Writers of fiction often conclude with a key event in the plot. Read
extended time frames the Expert Model passage aloud as students follow along. Then explain
(time for research,
reflection, and how the conclusion brings the story to a satisfying end.
revision) and shorter
time frames (a single We Do
Using the final section of “Yaskul’s Mighty Trade,” have students recall the
sitting or a day or important events that occur, bringing the story to a logical and satisfying
two) for a range of end. List the events students suggest in a flow chart.
discipline-specific
tasks, purposes, and
You Do
Have pairs write a passage that presents a problem and solves it with a
audiences. W.6.10 satisfying conclusion. Students should use a flow chart to generate ideas
if necessary. Edit each pair’s writing. Then ask students to revise.
OBJECTIVE
Write a story with a Have students copy the Have students revise to Have students revise to
strong conclusion. edited paragraph. strengthen the conclusion strengthen the conclusion
and make it satisfying. and then edit for errors.
S P E L L W O R D S W I T H C LO S E D S Y L L A B L E S
OBJECTIVES Read aloud the Spelling Words on page T 164, segmenting them into
I Do
Demonstrate syllables, and attaching a spelling to each sound. Point out that closed
command of the syllables have a short vowel sound. Have students repeat the words.
conventions of
punctuation, and
sentence, read the underlined word slowly, segmenting it into syllables.
writing. L.6.2
You Do
LANGUAGE
Spell words with
closed syllables. Have students copy the After students have Have students say which
correctly spelled words corrected their words, words were difficult to
and say them aloud. have pairs quiz each other. spell and explain why.
T190 UNIT 2 WEEK 3

WEEK 3
Grammar
M O R E P LU R A L N O U N S
OBJECTIVES Remind students that -s or -es is added to many singular nouns to form
I Do
Demonstrate plural nouns, or nouns that name more than one. To illustrate, write on
command of the the board: We bought a loaf of bread. Underline the singular noun loaf.
conventions of
standard English
Tell students that loaf names one. Write on the board: The bakery had only
grammar and usage three loaves left. Underline loaves and explain that loaves names more than
when writing or one. Explain that to form the plural of loaf, f was changed to v and -es was
speaking. L.6.1 added.
We Do
Write the sentences and sentence frames below on the board. Each time,
LANGUAGE
OBJECTIVE identify the singular nouns in the first sentence. Explain the meanings
Form irregular plurals. of the words, if necessary. Ask volunteers to name and spell the plural
form of the word in the second sentence. Fill in the sentence frames with
Grades K-6
students’ responses, emphasizing the formation of the plurals in tooth/

teeth and deer/deer, in particular. Then read the completed sentences
Language
Transfers aloud for students to repeat.
Handbook
This house has a patio. All the on this street have .
We heard an echo in the canyon. We heard in the canyon.
Language Transfers
Handbook The baby has only one tooth. Soon she will have all her .
Speakers of Cantonese,
At first we saw just one deer. Then we saw a whole herd of .
Haitian Creole,
Hmong, Korean, and
You Do
Give pairs of students sentences using singular nouns. Have each pair
Vietnamese may have
difficulties with plural write corresponding sentences using the plural form of the nouns.
nouns. Reinforce
the use of the plural Beginning Intermediate Advanced/High
marker -s or -es in Have students copy their Have students identify the Have students identify
nouns that name more sentences and identify the singular and plural nouns the singular and plural
than one. singular and plural nouns. in the sentences, and nouns and tell how each
Read the sentences aloud tell how each plural was plural was formed. Ask
for students to repeat formed. them to explain how they
after you. identified the plural noun.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Point of View RL.6.3, Connotations and Writing About Text RL.6.3,
RL.6.6 Denotations RL.6.4, L.6.5c RL.6.6, W.6.9a
Grade 6
Assessment Includes
Weekly
State Standards
online PDFs
Grades 1-6
Fluency
following schedule:
State Standards
T192 UNIT 2
WEEK 3
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 37–39 on Point of View
multiple-choice items from the Tier 2 Comprehension Intervention
COMPREHENSION
correctly . . . Online PDFs.
Students answer 0–6 . . . assign Lesson 172 on Connotation and

VOCABULARY multiple-choice items Denotation from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 37–39 on Point of View and/
“3” on the constructed or Write About Reading Lesson 194 from the
WRITING responses . . . Tier 2 Comprehension Intervention Online
PDFs.

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

benefit Shared Read “Cusi’s Secret,” 136–143
deftly Genre Historical Fiction
Lexile 840L
derision
eaves
expertise
impudence Comprehension Strategy ..................... Make Predictions, T210–T211
legacy Comprehension Skill .............................. Point of View, T212–T213

Genre ............................................................. Historical Fiction, T214–T215
symmetry
Vocabulary Strategy ............................... Greek and Latin Suffixes, T216–T217
Writing Traits .............................................. Sentence Fluency, T222–T223
Grammar Handbook............................... Possessive Nouns, T226–T227
Go
Digital
T194 UNIT 2 WEEK 4

INFLUENCES
Essential Question
What influences the development
of a culture?
WEEK 4
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
A Single Shard, 152–167 “A Scholar in the Family,” 170–173
Genre Historical Fiction Genre Drama
Lexile 920L Lexile NP
Differentiated Text


Genre Genre
Classroom Library

TEACH AND MANAGE
How You Teach

Influences “Cusi’s Secret” A Single Shard
Minilessons “A Scholar in the Family”
Make Predictions, Point of View,
Historical Fiction, Greek and Latin
Literature
Suffixes, Writing Traits Anthology
Reading/Writing 152–173
Workshop
132–133


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Point of View Open Syllables
Fluency

Transitions Geography Affects Cultural
Development
Independent
Practice Go Digital

pp. 83–85
Comprehension
Genre, p. 86
Phonics/Word Study
Phonics, p. 88
Grammar
Spelling/Word Sorts
Listening Library
10 Unit 2 • Week 4 • Influences Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 4
Leveled Readers Make a Visual Representation,
T220
Text Connections
Compare Influences, T221
Write About Reading
Ana
Analytical
W
W
Weekly Assessment
97–108


13
( More
9 Activities
on back
5
8

Write to Sources
and Research
Point of View, T212–T213
Summarize, T217R
Point of View, T217R
Analyze to Share an Argument, T221
Summarize, p. 169
Comparing Texts, T233, T241, Point of View, p. 169
T245, T251
Point of View, pp. 83–85

Go Genre, p. 86
Digital Analyze to Share an
Leveled Readers Argument, p. 89
Whiteboard Point of View Your Turn Practice Book

26
Go
Formal Letter, T350–T355
Go
Digital
Informative Text: Formal
Interactive Leveled Workstation Card Letter
h Edition
di i Formal Letter, Card 26 Writing Process

WEEK 4
Writing Trait: Sentence Fluency
Transitions, T222–T223
Sentence Fluency:
Transitions,
pp. 144–145
13
Sentence
Go Fluency:
Digital Transitions, Sentence Fluency:
Card 13 Transitions, p. 90
Interactive

Go
Digital
Grammar
Possessive Nouns, Possessive Nouns
T226–T227
Spelling
Open Syllables, T228–T229
Open Syllables
O
Go
Digital
Interactive

READING
Build Background Influences, T202–T203 Comprehension
• Strategy: Make Predictions, T210–T211
Listening Comprehension Interactive Read
Teach, Aloud: “Aban and the Physician” T204–T205 Write About Reading Ana
2 T213
• Skill: Point of View, T212–T213
Analytical
A
Writing
W
Whole Group
Model Comprehension
• Preview Genre: Historical Fiction, T214–T215
• Genre: Historical Fiction, T214–T215
Vocabulary Strategy: Greek and Latin
and • Preview Strategy: Make Predictions, T210–T211
Suffixes, T216–T217
Apply Vocabulary Words in Context, T206–T207 Practice Your Turn 82–87
Close Reading of Complex Text “Cusi’s
Secret”, 136–139
Leveled Reader Wrought by Fire, T232–T233 Leveled Reader Wrought by Fire,

Phonics/Decoding
coding Decode Words with Long T232–T233
TIER
Vowels, T234 4 2 Vocabulary
Approaching
g T236 6 2
TIER
Vocabulary
Level • Review High-Frequency Words, T236
6 2
TIER
Comprehension
• Answer Yes/No Questions, T237 TIER
• Identify Narrator’s Influence, T238
8 2
• Review Point of View, T239
Leveled Reader The Little Golden Llama, Leveled Reader The Little Golden Llama,
Small Group
T240–T241 T240–T241
On Level Vocabulary Review Vocabulary Words, T242 Comprehension Review Point of View, T243
Leveled Reader The Mark, T244–T245 Leveled Reader The Mark, T244–T245
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Point of View, T247
Level T246
Shared Read “Cusi’s Secret”, T248–T249 Leveled Reader The Little Golden Llama,
T250–T251
English Phonics/Decoding Decode Words with Long
Vowels, T234 Vocabulary Review Vocabulary, T252
Language Vocabulary Writing Writing Trait: Sentence Fluency, T254
Grammar Possessive Nouns, T255
LANGUAGE ARTS Writing Process: Formal Letter, T350–T355

Writing • Writing Trait: Sentence Fluency/Transitions, • Writing Trait: Sentence Fluency/Transitions,
Whole Group
T222–T223 T222–T223
Grammar Grammar Possessive Nouns, T226 Grammar Possessive Nouns, T226
Spelling Spelling Open Syllables, T228 Spelling Open Syllables, T228
Build Vocabulary • Connect to Words, T230
• Academic Vocabulary, T230
• Expand Vocabulary, T230
• Review Latin Roots, T230
T198 UNIT 2 WEEK 4

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Open Syllables, Fluency Expression, T219 Integrate Ideas
Integrate Ideas
• Text Connections, T221
Practice Your Turn 88 • Research and Inquiry, T220
Close Reading A Single Shard,
152–169 Close Reading “A Scholar in the Family”,
170–173
Literature
Anthology
Leveled Reader Wrought by Fire, T232–T233 Leveled Reader Paired Read: “That’s Music,” Leveled Reader Literature Circle, T233
Phonics/Decoding
oding Build Words with Open T233 Comprehension Self-Selected Reading,
TIER
Syllables, T234
4 2 Phonics/Decoding Practice Open Syllables, T239
Fluency Expression, T2388 2
TIER
T235
Vocabulary Greek and Latin Suffixes, T237
Leveled Reader The Little Golden Llama, Leveled Reader Paired Read: “All Work and Leveled Reader Literature Circle, T241
T240–T241 No Play,” T241 Comprehension Self-Selected Reading,
Vocabulary Greek and Latin Suffixes, T242 T243
Leveled Reader The Mark, T244–T245 Leveled Reader Paired Read: “Use Your Leveled Reader Literature Circle, T245
Vocabulary Head!” T245 Comprehension
• Greek and Latin Suffixes, T246 Gifted and • Self-Selected Reading, T247 Gifted and
• Synthesize, T246 Talented • Independent Study: Influences, T247 Talented
Leveled Reader The Little Golden Llama, Leveled Reader Paired Read: “All Work and Leveled Reader Literature Circle, T251
T250–T251 No Play,” T251
Phonics/Decoding Build Words with Open Vocabulary Additional Vocabulary, T253
Syllables, T234 Phonics/Decoding Practice Open Syllables,
Vocabulary Greek and Latin Suffixes, T253 T235
Spelling Words with Open Syllables, T254
LANGUAGE ARTS
• Writing Trait: Sentence Fluency/Transitions, • Writing Trait: Sentence Fluency/Transitions, • Writing Trait: Sentence Fluency/Transitions,
T222–T223 T222–T223 T222–T223
Grammar Mechanics and Usage, T227 Grammar Possessive Nouns, T227 Grammar Possessive Nouns, T227
Spelling Open Syllables, T229 Spelling Open Syllables, T229 Spelling Open Syllables, T229
• Greek and Latin Suffixes, T231 • Shades of Meaning, T231 • Morphology, T231

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

instruction.

Purpose Factual/Fictional Details T209
Specific Vocabulary Context Clues T217

“Cusi’s Secret” Prior Knowledge
Lexile 840L Potters and Pottery T217A
Cranes T217C
Honorifics T217N
Genre
Historical Fiction T217E
Setting and Narrator T217U
Specific Vocabulary
Unfamilair Word Stategies T217G, 217K, 217M
Literature Anthology Purpose
Entertain and Inform T217I, T217L
A Single Shard Lexile 920L
“A Scholar in the Family” Lexile NP
Connection of Ideas Inferences T217O, T217S

SCAFFOLD
support Workshop "Cusi’s The Little Golden
Secret" T248–T249 Llama T250–T251
THEN scaffold instruction using the small "All Work and No
group suggestions. Play" T251

WEEK 4
instruction focus.
more complex text.
Quick Check
Comprehension Strategy Make Predictions T211
Comprehension Skill Point of View T213
Genre Historical Fiction T215
Beyond
Vocabulary Strategy Greek and Latin
Suffixes T217 T241
Phonics/Fluency Open Syllables, Expression T219

ing
Approach ELL
T233 T251
T 251
Additional Vocabulary T253 Greek Writing Trait: Spelling Grammar

emperor tradition and Latin Sentence Open Possessive
herds valuable Suffixes T253 Fluency T254 Syllables T254 Nouns T255
sculpt weave


LESS O
IN I
M
N
10 Build Background
Mins
Go
What influences the development of a culture?
Writing Workshop.
Discuss the photograph of the rice fields with students. Focus on the
reasons why terrace farming is necessary in the Longji Mountain region.
Workshop ‡ Because mountains do not provide good surfaces for farming, the Concept
Yao people of China developed an expertise in terrace farming.
OBJECTIVES ‡ For around 700 years the legacy of terrace farming has enabled the
Integrate visual region to grow a staple of the food supply: rice.
information (e.g.,
in charts, graphs, Watch Video
or maps) with
Talk About It
other information Ask: Why did the Yao people develop an expertise in terrace farming?
in print and digital COLLABORATE How has the legacy of terrace farming affected the food supply in the
texts. RH.6.7
region? Have students discuss in pairs or groups. View Photos
Review the key
‡ Model using the graphic organizer to generate details about how
ideas expressed
and demonstrate the landscape of Longji Mountain influences its inhabitants. Add
understanding of students’ contributions.
‡ Have students complete the graphic organizer. Then have partners
through reflection Use Graphic
and paraphrasing. discuss what they have learned about how living on Longji Mountain Organizer
SL.6.1d has affected the culture of the Yao people.
Build background
knowledge on cultural
influences.
ACADEMIC
LANGUAGE Collaborative Conversations
• legacy
• Cognate: legado Listen Carefully As students engage in partner, small-group,
and whole-class discussions, encourage them to
‡ always look at the person who is speaking.
‡ show respect for the speaker by not interrupting.
‡ repeat peers’ ideas to indicate that they’ve been listening and
to check their comprehension of the ideas.
T202 UNIT 2 WEEK 4

WEEK 4

SCAFFOLD
Life on
Longji
Use Visuals Point to the Describe Have students Discuss Ask students Mountain
farmers. These farmers describe the rice fields. to discuss the farming
know how to grow rice on Ask: How did the Yao methods that the Yao
the side of a mountain. people learn to make more people passed down
They learned from farmers room for farming? Why through the generations.
before them. Ask students did they need to farm this Ask questions to help
to describe the rice fields way? Encourage students them elaborate. How does
using single words or to use a concept word in the farming expertise of
short phrases. Repeat their responses. the Yao people affect
correct responses. their culture?

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Influences Digital
Tell students that the cultural development of a region is influenced
media and formats by its geography and by the ideas and accomplishments of its people.
(e.g., visually, Let students know that you will be reading aloud a story about a real
quantitatively, orally) physician, Ibn Sina, and his fictional student, Aban, that takes place
and explain how it
during a time period known as the Golden Age of Islam.
View
text, or issue under Illustrations
study. SL.6.2 Preview Genre: Historical Fiction
Cite textual evidence Explain that the story you will read aloud is historical fiction. Discuss
to support analysis features of historical fiction:
explicitly as well as ‡ is set in a real time and place in the past
inferences drawn from ‡ uses facts from history to develop realistic characters and plot events
the text. RL.6.1
‡ may include dialogue and flashbacks
• Identify Preview Comprehension Strategy: Make Predictions
characteristics of
Explain that readers can use details in a story to make predictions
historical fiction.
about what will happen next. As readers learn new information about
the characters, setting, and plot from the story, they can confirm the
ACADEMIC predictions they’ve made or revise them as needed.
LANGUAGE
• historical fiction, Use the Think Alouds on page T205 to model the strategy.
make predictions
• Cognates: ficción Respond to Reading
histórica, predicciones
Think Aloud Clouds Display Think Aloud Master 3: I predicted ____
because . . . to reinforce how you used the make predictions strategy to
Alouds
Genre Features
Aloud that let them know it is historical fiction. Ask them to think about
were historical fiction.
Summarize Have students restate the most important events from Use Graphic
Organizer
“Aban and the Physician” in their own words.
T204 UNIT 2 WEEK 4

WEEK 4
Aban and the Physician

Aban was born in 1005 in what is now Iran. It was The days became weeks, and then months. The
a time of great advances in medicine and science in young man worked hard and listened intently
the Islamic world. Even as a very young boy, Aban as his teacher read from The Canon, the book he
loved science. 1 was writing. Aban learned that tiny organisms in
When he was eleven, Aban learned of Ibn Sina, one the water and air transmitted some diseases. He
of the most influential physicians in his culture. also learned of Ibn Sina’s fears about his future in
Already a doctor at eighteen, the young Ibn Sina Hamadan now that his current patron was dead. 3
had done what much older physicians could not Although Aban was well aware of Ibn Sina’s
do—he had cured Prince Mansur, the ruler of concerns, the young man was still shocked when
Bukhara, of a serious illness. The story had spurred his teacher leaned close one night and whispered,
Aban’s desire to become a physician. He dreamed “Tonight I am planning to leave. I want you to
of one day studying medicine with Ibn Sina. 2 come with me to Isfahan. The prince there will
Aban’s dream came true at seventeen when he surely protect me.” When Ibn Sina came in dressed
travelled to Hamadan to study with the great to go, Aban stared, barely recognizing the famous
man. On the first night, Ibn Sina observed Aban. physician. Ibn Sina was disguised as a religious
“You look nervous, my young student,” Ibn Sina man, a Sufi. “If the soldiers recognize us, we will
said, with a hint of amusement in his eyes. Aban not likely escape,” Ibn Sina warned. Aban gulped.
admitted that his heart was racing at the prospect When they reached the city gates, they slipped
of meeting the great doctor. Ibn Sina laughed.“Ah, through, keeping a close eye on the guards. They
your first lesson in medicine! Always observe the made their way across the desert to Isfahan, where
emotions of your patients and take their pulse! the prince did indeed give them a royal welcome.
Both can tell you much about their condition.” Aban went on to become a respected physician.
1 Think Aloud I read that

mages
Anderson Ross/Blend Images/Getty Images
2 Think Aloud Now that I

Im
Aban’s culture experienced

great scientific advances. I know that Aban has learned
think this influenced Aban’s about Ibn SIna, I will revise my
love of science. I predict he prediction. I think Aban will
will become a scientist. grow up to study with Ibn SIna
and become a physician.
3 Think Aloud This

information about Aban
studying with Ibn SIna
confirms my prediction that
Aban would grow up to study
with the great physician. I still
predict that Aban will become
a physician.

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

Workshop
Define: Eaves are the lower overhanging edges of a roof.
OBJECTIVES Example: The birds built a nest under the eaves of our roof.
eaves
Acquire and use Ask: Why might birds build a nest under the eaves?
accurately grade-
appropriate general
academic and Use Visual
domain-specific Definitions Glossary
words and phrases; ‡ benefit A benefit is an advantage.
gather vocabulary
knowledge when ‡ deftly Something that is done deftly is done in a skillful,
considering a word quick, and clever way.
or phrase important
to comprehension or ‡ derision Derision is ridicule or a lack of respect.
expression. L.6.6 ‡ expertise A person has expertise when he or she has mastered
a skill.
ACADEMIC ‡ impudence Impudence is behavior that is rude, bold, or
LANGUAGE disrespectful.
• legacy
• Cognate: legado ‡ legacy A legacy is something handed down from the past.
Cognate: legado
‡ symmetry Symmetry is beauty and balance in shape and
appearance.
Cognate: simetría
Talk About It
Have students work with a partner to review each photograph and
COLLABORATE discuss the definition of each word. Then ask students to choose three
words and write questions for their partner to answer.
T206 UNIT 2 WEEK 4

WEEK 4

SCAFFOLD
Use Visuals Look at the Describe Have students Discuss Ask students
photo for the word eaves. describe the photograph. to talk about the
Point to the overhang of Ask: What is the purpose photograph with a
the roof. Explain that the of having eaves on a partner and write a
eaves are the part of a building? Ask them to turn definition for eaves.
roof that sticks out over to a partner and discuss Then have them share
the side of the house. how eaves function in their definition with the
Ask: What is it like under a rainstorm. Circulate class. Correct students’
the eaves in a rainstorm? and elaborate on their definitions as needed.
Repeat correct responses. answers.
p. 81 p. 81 p. 81
VOCABULARY T207
Shared Read
Connect to Concept: The author describes Cusi as a curious, likeable girl
Influences who repeatedly asks questions about her family.
Explain to students that “Cusi’s Cusi says, “Tell me again.” Cusi and her mother
Secret” tells a story about influences weave most mornings, suggesting the importance
in Inca culture. Read “Cusi’s Secret” of weaving in the family and in Inca culture.
Reading/Writing
Workshop with students. Note previously Reread Paragraph 2: Model how to make
taught, highlighted vocabulary. inferences in the second paragraph.
The text states that Cusi’s family has had herds of
Close Reading alpaca for generations and that weaving is a skill
Reread Paragraph 1: Explain that you will look passed down from mother to daughter. I know
closely at the section “A Family Tradition.” Reread cultures are influenced by what is around them,
the first paragraph. Ask: How do the details about so I can infer that the animals they raise influence
Cusi and her mother suggest that this story will Inca culture and that Incan women maintain and
entertain as well as tell about Inca culture? Model respect their cultural tradition of weaving.
citing evidence to answer the question.
T208 UNIT 2 WEEK 4

WEEK 4
Hearing this, Cusi wanted to wool. She knew only royal people Suddenly, a classmate’s shout “But if I knew how to use the
rush forward and shout for joy, but could wear such robes. “It is a startled Cusi from her thoughts. quipu,” Cusi pleaded, “I could
she knew Incan girls should not privilege just to touch fibers as fine “Cusi has fallen asleep!” The girls keep school records, and the royal
display such impudence. So she as these,” she sighed contentedly. broke into laughter and, blushing, merchants could no longer cheat us
remained still. After what seemed One afternoon, while the other Cusi hid the knots in her lap. when buying our vicuña robes.”
like hours, Cusi’s father spoke. “We girls were practicing techniques she “Enough!” the teacher said to Mamacona struggled with her
will miss her, but yes, we would had already mastered, Cusi began quiet the class. “Cusi, please step thoughts. She knew well the ban
be honored to have Cusi attend to daydream. Her thoughts drifted outside.” against women using the quipu, but
school. An education will be of great back to a day when she had seen a she herself had possessed this thirst
benefit to her.” village elder using a quipu to count A Secret to Treasure for knowledge when she was a girl.
That night, Cusi’s parents made and record the number of alpacas in When they were alone, She recalled how her brother had
the arrangements for her to begin the herds. The counting tool, made Mamacona gestured toward the secretly taught her to keep accounts
school. She would leave them in just by knotting strands of wool, had knotted wool that Cusi held behind with the quipu. In the end, she was
one week. Cusi felt such optimism, fascinated her. her back. “Show me what you have won over by Cusi’s hopeful plea.
but she was nervous, too. made,” she said sternly. When Cusi
“Excuse me, sir,” she had said to “I will teach you to make a quipu
gave her the knots, the woman’s
the man. “Will you please show me properly,” she whispered. Cusi’s
Much to Learn eyes widened in alarm. “Is this a
how to use the counting threads?” face lit up. “But…you must promise
Cusi found living at the school quipu? Women should not possess
With a sneer of derision, the never to tell anyone!”
so different from being at home. these things. You take great risk!”
She had to memorize the essentials man had shouted angrily at Cusi. Cusi hugged her teacher. “Thank
of Incan history and beliefs, and “Foolish girl! Has no one told you you, Mamacona. I promise. I will
she also learned to prepare foods, only men may use the quipu? Never not disappoint you. I will learn, and
including chicha morada, a special speak such nonsense again!” I will forever keep our secret!”
drink made from purple corn. Cusi had run away as fast as her
But the highlight of Cusi’s new legs would take her, yet she never Make Connections
life was weaving class. She relished forgot about the quipu. Even now, Talk about the importance of
learning to spin yarn from the as she recalled that long ago scene, wool and weaving in the Inca
precious wool of vicuñas. Cusi had her fingers worked at tying knots in culture. ESSENTIAL QUESTION
glimpsed the tiny camels roaming a wool cord. She was convinced the
secrets of this forbidden tool were Describe a time when you
distant hills, and once on market
the key to great knowledge. learned something you had
day she had even secretly stroked
wanted to know for a long
a garment made from their silky
time. TEXT TO SELF
138 139

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Make Connections
ESSENTIAL QUESTION
Purpose
evidence as they talk about the influence of wool
and weaving on Inca culture. Ask students to Students may have trouble recognizing
use details from the text to explain how these the difference between the story’s factual
influences, in turn, influence Cusi. information and its purpose, to entertain.
Read “Much to Learn,” on pages 138–139.
Continue Close Reading ‡ Which details in the third paragraph tell
Use the following lessons for focused rereadings. about Cusi as an engaging character in a
story? (She had mastered skills other girls
‡ Make Predictions, pp. T210–T211
hadn’t; she daydreamed about the quipu.)
‡ Point of View, pp. T212–T213
‡ Which detail is based on facts from the past?
‡ Historical Fiction, pp. T214–T215 (A quipu is a counting tool made from
‡ Greek and Latin Suffixes, pp. T216–T217 knotted strands of wool.)
SHARED READ T209

LESS O
IN I
M
N
10 Make Predictions
Mins
Go
1 Explain Digital
Explain that as they read historical fiction, students can use details from
the text to make predictions about what will happen later in the story. Beautiful textiles had great value to the Inca, whose empire arose
in what is now Peru. The year is 1430, and 11-year-old Cusi is an Incan
girl with a special talent for weaving. Although few girls were allowed
to receive an education in Inca society, Cusi dreams of going to school.
A Family Tradition
As they did most mornings,
Cusi and her mother were working
at their handheld looms. A curious
A Special Invitation
As Cusi was voicing her
thoughts, she spied one of the
school’s mamaconas, or teachers,
As they read on, students confirm the predictions they’ve made or

girl, Cusi asked, “Tell me again, walking along a nearby path. Cusi
Mama: How is it that our family fell silent as the woman stopped to
became such fine weavers?” watch her weave. Pretending not to
“When I was a girl, your see the teacher, she did her very best
grandmother taught me to shear to show off her skills.
wool from the alpaca in our herds Cusi began working a vibrant
and then to weave with it,” Cusi’s pattern into the perimeter of the
mother patiently responded. cloth. Her hands deftly glided
“It was her mother—your great over the woolen strands, darting
grandmother—who had passed our as quickly as a hummingbird flies.
family’s legacy on to her.” The teacher watched in amazement,
When the sun grew warm, impressed by the loveliness and
Cusi took her loom to the shadows symmetry of Cusi’s design.
revise them based on further events in the text.

beneath the eaves of their house. Then Cusi’s concentration
Alone now, she gazed over at the was broken by a knocking sound.
girls’ schoolhouse gleaming on a She looked up to see her parents
Essentiall Question nearby hill. “How I wish I could go greeting Mamacona at the door.
there,” she said longingly. “I do not Humbly, the teacher said to them,
What influences
ences the
understand why there are schools “I watched your daughter working
ent of a culture?
development
ILLUSTRATIONS: Janet Broxon

for all the boys but so few girls have at her loom. She is young to have
Read about how an Incan a chance to learn. It is not fair!” such expertise. Will you allow her
girl’s skill with weaving helps to become one of my students?”
her learn about her culture.
Janet Broxon
136 137
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Reading/Writing
‡ Students set a purpose for reading when they make predictions Present the
Lesson
Workshop about a text. They continue reading to find out whether the text
confirms a prediction or whether the prediction needs to be revised
OBJECTIVES based on other story events.
to support analysis
‡ Tell students that making predictions will keep them engaged in
of what the text says reading and will focus their attention in ways that will allow them to
explicitly as well as remember what they’ve read.
the text. RL.6.1
Describe how a
particular story’s or Model using text clues in the introduction of “Cusi’s Secret” to make
drama’s plot unfolds a prediction about Cusi’s future. Then reread “A Special Invitation” on
in a series of episodes pages 137–138 and model how to confirm or revise the prediction.
as well as how the
characters respond
or change as the 3 Guided Practice of Close Reading
plot moves toward a
resolution. RL.6.3 Have partners work together to reread “Much to Learn” on
COLLABORATE pages 138–139. Ask them to identify details they used to make
Make, confirm, and a prediction. Then have pairs reread the last section “A Secret to
revise predictions Treasure” on page 139 and discuss what text evidence allowed them
about a fictional text.
to confirm whether their prediction matched story events. Invite
students to share the predictions they made with the class and
ACADEMIC discuss how making, confirming, and revising predictions engaged
LANGUAGE their interest and helped them remember the story.
• make predictions
• Cognate:
predicciones
T210 UNIT 2 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Do students use details in the text to
make predictions? Do they confirm or
revise predictions as they read on?

ELL Develop p. T249

SCAFFOLD
Use visuals Help Comprehend Have Demonstrate
students reread “A Special students reread “A Special Comprehension Have
Invitation” on pages 137– Invitation” on pages 137– students reread “A Special
138. Point out difficult 138. Ask: Why is the teacher Invitation” on pages 137–
words and phrases such impressed with Cusi? (She is 138. Elicit from students
as vibrant, perimeter, young to be such a good how the details in the
darting as quickly as a weaver.) Why is this detail text describe influences
hummingbird flies, and important? (It is the reason on Inca culture. Ask:
symmetry. Define them for she invites Cusi to come to Why does the teacher’s
students. Provide images school.) To clarify, explain invitation for Cusi to attend
of the words or concepts that weaving is part of school come after she sees
as you work with students Inca culture. An education Cusi working at her loom?
to convey the words’ for Cusi can help her Turn to a partner and
meanings. maintain the cultural explain.
tradition.
pp. 83–84 pp. 83–84 pp. 83–84

Comprehension Skill
LESS O
IN I
M
N
10 Point of View
Mins
Go
1 Explain Digital
Explain to students that when a narrator stands outside a story and
describes the characters and action, the story has a third-person
Beautiful textiles had great value to the Inca, whose empire arose
A Family Tradition A Special Invitation

As they did most mornings, As Cusi was voicing her
Cusi and her mother were working thoughts, she spied one of the
at their handheld looms. A curious school’s mamaconas, or teachers,
point of view. A third-person point of view allows readers to know

the thoughts and feelings of each character.

What influences
ences the
ent of a culture?
development

Janet Broxon
136 137
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Reading/Writing
‡ To identify narrative point of view, students must read closely to Present the
Lesson
Workshop determine who is telling the story.
‡ Students look at what the narrator’s relationship is to story
OBJECTIVES events. Does the narrator take part in the events or observe and
Explain how an
author develops the
comment on the action and characters?
point of view of the ‡ Students can also look at how the narrator uses pronouns. A
narrator or speaker in third-person narrator uses the pronouns he, him, his, she, her,
a text. RL.6.6
hers, they, them, and their.
Describe how a
particular story’s or If readers have access to the thoughts and feelings of more than one
drama’s plot unfolds character, the story uses third-person point of view.
as well as how the
characters respond
or change as the Point out details in the section “A Family Tradition” that indicate
plot moves toward a
point of view. Then model using the details in the graphic organizer
resolution. RL.6.3
to determine the story’s point of view.
Ana
Analytical Write About Reading: Analysis Model for students how to use
ACADEMIC Writing
W
LANGUAGE the graphic organizer to write a brief analysis discussing how the
• narrator, point of view story’s point of view allowed you to understand the thoughts of
• Cognate: narrador both Cusi and her mother.

Have partners complete a graphic organizer for the other sections of
COLLABORATE “Cusi’s Secret,” providing text details that show how readers find out
characters actions, thoughts, and feelings. Ask pairs to discuss how
SKILLS TRACE
the details support a third-person point of view.
POINT OF VIEW
Ana
Analytical Write About Reading: Analysis Have students work in pairs to
Writing
W
Introduce U2W3 write a brief analysis of the third-person point of view in “Cusi’s
Review U2W4, U2W6, Secret.”
U3W6, U4W5, U4W6, U6W6
Assess U2, U4
T212 UNIT 2 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students identify details that
reflect the story’s point of view? Do
they recognize the relationship of the
narrator to story events?

ELL Develop p. T249

SCAFFOLD
Identify Reread the first Explain Reread “A Family Expand Have students
sentence of the section Tradition.” Ask: Who are use text evidence to
“A Family Tradition.” Ask: the characters in this part determine and talk about
Who is telling this sentence of the story? (Cusi and the point of view in the
to you? Is it Cusi? Is it her her mother) Which of story. Then have them
mother? Is it a character in them is telling about their discuss with a partner
the story? Help students conversation? (neither) how the story would be
state who is telling the How do you know? Explain different if it were told
story. The narrator is . to a partner. Then have from the point of view of
partners tell about the either Cusi or her mother.
point of view of the story. How might the story be
The story is told from the more or less engaging?
point of view of .
pp. 83–85 pp. 83–85 pp. 83–85

Genre: Literature
LESS O
IN I
M
N
10 Historical Fiction
Mins
Go
1 Explain Digital
Share with students the following key characteristics of historical
fiction. Beautiful textiles had great value to the Inca, whose empire arose
A Family Tradition
Cusi and her mother were working
at their handheld looms. A curious
girl, Cusi asked, “Tell me again,
thoughts, she spied one of the
school’s mamaconas, or teachers,
walking along a nearby path. Cusi
Historical fiction is set in a real time and place in the past. It

‡
uses facts from history to develop plot events that could have
What influences
ences the
ent of a culture?
development

Janet Broxon
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Reading/Writing
happened in its realistic setting. Present the
Lesson
Workshop ‡ Characters in historical fiction act in realistic ways. Their
dialogue shows the speech of everyday life at the time. As with
OBJECTIVES contemporary fiction, what the characters say and do reveals
By the end of the year, their thoughts and feelings as well as important plot details.
read and comprehend
literature, including ‡ Historical fiction may include flashbacks—brief interruptions
stories, dramas, and in the story to tell about something that happened before that
poems, in the grades point in the story or before the story began.
band proficiently, with
scaffolding as needed 2 Model Close Reading: Text Evidence
range. RL.6.10 Point out in the introduction that the story takes place in the year
Describe how a
1430 in what is now Peru. Then model identifying the features of
particular story’s or historical fiction found in the text on page 138 of “Cusi’s Secret.”
drama’s plot unfolds Dialogue Read aloud the dialogue in the fourth and fifth
as well as how the
paragraphs of “Much to Learn” on page 138. Point out that Cusi ‘s
characters respond speech sounds realistic. Ask: What do you learn about Cusi and the
or change as the man from what they say? What do you learn about Inca culture?
plot moves toward a
resolution. RL.6.3
Flashback Now reread the third paragraph in “Much to Learn” on
page 138. Ask: Did the conversation with the man take place in the
Recognize the present or in the past? Point out that the flashback gives readers
characteristics and important information about Inca culture as well as about Cusi’s
features of historical character.
fiction.

ACADEMIC
LANGUAGE Have student partners work to find two examples in “Cusi’s Secret”
• historical fiction, COLLABORATE that reflect facts from history Then have them find another example
flashback, dialogue
of flashback that helps readers understand a character’s actions.
• Cognates: ficción
Invite pairs to share with the class.
histórica, diálogo
T214 UNIT 2 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Are students able to identify two
examples of factual information in
“Cusi’s Secret”? Can they identify
flashback and explain what it shows?

ELL Develop p. T251

SCAFFOLD
Identify Reread the Discuss Explain how Explain Have students
flashback in paragraph the flashback on page reread “Much to Learn” on
three of “Much to Learn” 138 is like a memory. page 138 and identify the
on page 138. Work with A and a memory are dialogue and flashback.
students to identify similar because . Ask: Ask: What can you tell
that the events of the What is Cusi’s memory? about Cusi? About the
daydream take place (being denied knowledge man? What does the man’s
before the story begins. of the quipu) Have reaction tell you about Inca
partners discuss what the culture? Turn to a partner
flashback tells about Cusi. and explain.
p. 86 p. 86 p. 86
GENRE T215
Vocabulary Strategy
LESS O
IN I
M
N
10 Greek and Latin Suffixes
Mins
Go
1 Explain Digital
Remind students that suffixes are word parts attached to the ends
of base words and that they often change the word’s meaning. Beautiful textiles had great value to the Inca, whose empire arose
Students can frequently use the meaning of a common suffix to

help figure out the meanings of unfamiliar words. Point out that
What influences
ences the
ent of a culture?
development

Janet Broxon
many words in English have Greek or Latin suffixes.
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Workshop ‡ To use Greek and Latin suffixes as clues to the meanings of Lesson
words, students need to identify the suffix and its meaning.

OBJECTIVES ‡ Students look at the end part of the word to determine whether
Determine or
clarify the meaning
the suffix is one they know from other familiar words. Students
of unknown and can use a print or online dictionary to locate the meanings of
multiple-meaning unfamiliar suffixes.
words and phrases
based on grade 6
‡ Then students use the meaning of the base word along with
reading and content, the meaning of the suffix to figure out what the unfamiliar
choosing flexibly from word means.
a range of strategies.
Use common, grade-
appropriate Greek
or Latin affixes Model using the Latin suffix -ion to figure out the meaning of
and roots as clues
to the meaning
concentration on page 137.
of a word (e.g.,
audience, auditory, 3 Guided Practice of Close Reading
audible). L.6.4b
Have students work in pairs to use what they know about Greek and
COLLABORATE Latin suffixes to figure out the meanings of optimism, nervous, and
ACADEMIC
LANGUAGE
memorize in “Cusi’s Secret.” Remind them to use the chart of Greek
• suffix and Latin suffixes on page 143 to help them as they work.
• Cognate: sufijo
SKILLS TRACE
GREEK AND LATIN
SUFFIXES
Introduce U2W4
Review U2W4, U3W1,
U6W1
Assess U2
T216 UNIT 2 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students identify and use Greek
and Latin suffixes to determine the
meanings of optimism, nervous and
memorize?

ELL Develop p. T253
A C T Access Complex Text ONLEVEL PRACTICE BOOK p. 87
Specific Vocabulary
Review vocabulary strategies, such as using
word parts or context clues to find the
meanings of unfamiliar words.
‡ What Greek or Latin word parts do you
recognize in the word perimeter on
page 137? (peri- means “around” and meter
means “measure.”)
‡ What is another way to describe the
perimeter of Cusi’s cloth? (edge, border)
‡ Have students use the context clue
highlight to help them figure out the
meaning of relished on page 138. APPROACHING BEYOND ELL
p. 87 p. 87 p. 87

Develop
Comprehension
LEXILE
A Single 920
Shard
Gr e
1
925 1185
185
920 A Single Shard
This selection includes sophisticated
themes; some historical knowledge
Literature Anthology is assumed.

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Prior Knowledge
Prior Knowledge Point out the sentence “The potters were
considered to be artists.” Explain that in some
Genre
cultures, pottery is simply functional. The people
Specific Vocabulary who make pottery are not considered artists.
Purpose ‡ What is the purpose of most pottery? (to hold
flowers, to carry water)
Connection of Ideas
T217A UNIT 2 WEEK 4

WEEK 4
Predictive Writing
Have students read the title, preview
the illustrations, skim the text to look for
characters and dialogue, and write their
predictions about what this historical fiction
selection is about.
ESSENTIAL QUESTION
Question. Have students discuss how the
story might help them answer the question.
Note Taking:
As students read the selection, ask them to
fill in the graphic organizer on Your Turn
Practice Book page 82 to record the point
of view of the story and the supporting
details.
1 Text Features: Illustrations

What does the illustration on page 152 tell
you about the setting of the story?
‡ How might potters who are considered artists be

treated differently from potters who are thought
to make purely functional items? What evidence
from page 153 hints at this? (They might be better
respected and more revered. Text evidence that
indicates this includes the words “beautiful vases”
and “works of art.”)

Develop
Comprehension
Ask a partner a question of your own about
anything in the text that is unclear. To find
the answer, try rereading the text. For
example, you might ask, “Why was Tree-
ear a good name for the boy in the story?”
To find the answer, you can reread the first
paragraph on page 155. (The text says
the boy was an orphan and tree-ear is the
name for a mushroom that grows on dead
trees and not from a parent seed. So neither
the boy nor the mushroom has a parent.)

Prior Knowledge
Students may not understand the significance of ‡ What physical characteristics made people associate
cranes in traditional Korean culture. Explain that in the old man with a crane? (He had a twisted and
addition to longevity, cranes symbolize spirituality shriveled leg, forcing him to stand on one leg.)
and nobility. Help students understand that the ‡ Cranes symbolize a long life. What evidence is there
author is conveying more than just the old man’s in the third paragraph on page 155 that Crane-man
disability when she names him Crane-man. She is also had lived a long life? (He outlived his family.)
indicating something positive about his character.
T217C UNIT 2 WEEK 4

WEEK 4

What pronouns does the narrator use? (he,
2 his, him) Are either Tree-ear or Crane-man
telling the story? (no) What does this tell
you about the point of view of the story?
(The story is told from a third-person point
3 of view.) Add this information to your chart,
along with text details that support your
finding.
Narrator uses The story
the pronouns is told in
he, his, him. third-person
Neither Tree-ear point of view.
nor Crane-man are
telling the story.
The narrator tells
which character is
speaking.
Students may have difficulty making the connection out the image of Crane-man’s withered leg in the
between cranes and Crane-man’s disability. Ask: illustration on page 154.
Who can tell me what a crane is? (a type of bird) If
students cannot describe a crane as standing on
one leg, show students pictures of cranes, or stand
on one leg to demonstrate their stance. Point

Develop
Comprehension
Historical fiction sometimes uses flashbacks
to tell about something that happened
before a certain point in the story. How
do you know the story transitions to a
flashback on page 156? (The text says, “He
knew the rest of the story already,” and then
goes into the story of how Tree-ear came to
the bridge as an orphan.) 5
5 Literary Element: Illustration

6
How does the illustration on page 156
support the text? (The illustration shows
Crane-man and Tree-ear looking at the
marks Crane-man made for each year Tree- 4
ear lived under the bridge.)

Genre
Reread paragraphs 6 and 7 on page 156. Remind ‡ Why did the monks turn Tree-ear away? (There
students that a historical fiction story is based were people who had the same fever that had
on an actual time and place. Help students make killed Tree-ear’s parents at the temple.)
inferences about Korean society in the 1100s. ‡ What does this evidence tell you about the role
‡ Who had Tree-ear taken to Ch’ulp’o? (a monk) monks played in Korea in the 1100s? (Monks took
‡ What did the man do when he found the uncle’s care of orphans and the sick.)
house abandoned? (took Tree-ear to the temple.)
T217E UNIT 2 WEEK 4
WEEK 4
STOP AND CHECK

Make Predictions Do you think Tree-ear
will one day try to find out what happened
to his uncle? (Students may predict that
Tree-ear will not try to learn about his uncle
because the text states he no longer needs
to know about his relatives—“It no longer
mattered.”)
Help students use nearby words, such as “the ‡ What do you think abandoned means? (“left
uncle no longer lived there,” to find the meaning of behind”)
abandoned on page 156. ‡ Point out that abandon has a cognate: abandonar.
‡ When someone no longer lives in a house, what
have they done?” (They have moved or left the
house.)

Develop
Comprehension
6 Strategy: Make and Revise
Predictions
Teacher Think Aloud As I read, I use
clues to make a prediction about the text. I
remember reading that Tree-ear wishes to
become a potter. I also read the description
of Tree-ear: he “strode purposefully toward
a small house.” When I think of those clues
and the image of Tree-ear looking at the
potter, I predict that Tree-ear is on his way
to learn how to make pottery.
After reading page 159, revise the
prediction. The potter doesn’t know 6 7
Tree-ear is watching, so I can revise my
prediction: Tree-ear will learn about pottery
but he won’t be given a lesson.
7 Author’s Craft: Word Choice

The words an author chooses can help
readers visualize a scene or action. Reread
the last sentence on page 158. Which word
helps you see just how Tree-ear usually
moves down the road? (zigzag)

Specific Vocabulary
Review strategies for finding the meaning of an or “without life”)
unfamiliar word, such as using context clues. Point Then point out worried. Explain that here worried
out the word arid in the first paragraph on page does not have to do with anxiety or concern.
158.
‡ What are Crane-man and Tree-ear doing to the
‡ What context clues tell you the meaning of arid? bones? (getting every last scrap of marrow out)
(“no flesh remained”) What does arid mean? (“dry”
T217G UNIT 2 WEEK 4

WEEK 4
8 Vocabulary:
Greek and Latin Suffixes
Explain that words may have more than
one suffix.
What word on page 159 ends with the
suffix -ly and also includes a Latin suffix?
(cautiously) What does the suffix -ous mean?
(“full of”) What is the base word? (caution)
Point out that -ly means “in a specific
manner or way.” Have students turn to
8 a partner and restate the sentence in
which cautiously appears, paraphrasing
by replacing the word with its meaning.
(Tree-ear made his way in a manner filled
with caution to his favorite spot, behind a
paulownia tree whose low branches kept
him hidden from view.)
‡ How can you get the marrow out of a chicken bone? Help students understand the meaning of castoff.
(by sucking on the bone and scraping the inside ‡ What can happen to a chipped bowl? (It gets
of the bone) thrown out.)
‡ What do you think worried means in this context? ‡ How could Tree-ear get a bowl without any money?
(“chewed and picked at something”) (from the trash) Elicit that castoff means “thrown
out.”

Develop
Comprehension
9
Which character does the narrator share
information about in the first paragraph?
(Min) Even though Tree-ear is watching
Min, how can you tell that the point of
view is third person? (Only a third-person
narrator can know that Min is inspecting
the vase for invisible faults.) Add details to
your chart.
Narrator knows The story
that Min is is told in
inspecting the vase third-person
for invisible faults— point of view.
Tree-ear couldn’t
know this.
10 Author’s Craft: Word Choice 10

What simile is used to describe how
Ch’ulp’o fits between the river, the sea, and
the mountains? (“river edging it like a neat
seam”) Why do you think the author chose
this description? (It evokes the image of a
snug and protected place.)

Purpose
Explain to students that the purpose of this ‡ Why was Ch’ulp’o the ideal place for making the
historical fiction is to entertain while teaching about celadon? (It had just the right amount of iron in
the culture of Korea in the 1100s. the soil to make the clay have a greenish color.)
‡ According to the text, how did Ch’ulp’o’s location ‡ How does the author teach these facts within an
make it a good spot for the ceramics trade? (It was entertaining story? (She makes the details part
on the shore and had easy access to busy sea of the story of Tree-ear, a made-up boy with an
routes.) interesting past and a hopeful future.)
T217I UNIT 2 WEEK 4

WEEK 4
Ch’ulp’o had become an important village for ceramics 11 Skill: Make Inferences
by virtue of both its location and its soil. On the shore of
the Western Sea, it had access both to the easiest sea route What does Tree-ear do with the rubbish
northward and to plentiful trade with China. And the clay from from the potters? Explain your thinking
the village pits contained exactly the right amount of iron to
to your partner, paraphrasing the text
produce the exquisite gray-green color of celadon so prized
by collectors. evidence that supports your answer. (Tree-
Tree-ear knew every potter in the village, but until recently ear sells the rubbish. The text says that the
he had known them only for their rubbish heaps. It was hard
potters’ trash had become valuable because
for him to believe that he had never taken the time to watch
them at work before. In recent years the pottery from the of the popularity of the pottery. Tree-ear
benefits from this because he sells the trash
11
village kilns had gained great favor among those wealthy
enough to buy pieces as gifts for both the royal court and the
and uses the money to buy food so he isn’t
Buddhist temples, and the potters had achieved new levels of
prosperity. The pickings from their rubbish heaps had become
hungry all the time.)
richer in consequence, and for the first time Tree-ear was able
to forget about his stomach for a few hours each day. STOP AND CHECK
During those hours it was Min he chose to watch
most closely. The other potters kept their wheels in small Confirm Predictions Is Tree-ear interested
windowless shacks. But in the warm months Min preferred to in finding out about his past? Confirm or
work beneath the eaves behind his house, open to the breeze
and the view of the mountains.
revise your prediction with text evidence.
Working without walls meant that Min possessed great (Students may confirm their predictions
skill and confidence to match it. Potters guarded their secrets that Tree-ear is not interested in finding out
jealously. A new shape for a teapot, a new inscribed design—
these were things that the potters refused to reveal until a
about his past. Tree-ear is now interested in
piece was ready to show to a buyer. the potters. According to the text, Tree-ear
Min did not seem to care about such secrecy. It was as if he knew every potter in the village and now he
were saying, Go ahead, watch me. No matter—you will not be
able to imitate my skill.
closely watches Min as he works.)
STOP AND CHECK
Confirm Predictions Is Tree-ear interested

in finding out about his past? Confirm or
revise your prediction with text evidence.
161
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Help students understand that when the author

says that potters guarded their secrets jealously, it
means that they tried very hard to keep or protect
the secrets of how they made their pots and vases.
‡ Have you ever guarded anything jealously? Use the
phrase guarded jealously in your answer.

Develop
Comprehension 12

Reread the first paragraph on page 162. Is
the second sentence a historical fact? (no)
What is it? (Tree-ear’s opinion about Min’s
work.) Who is telling Tree-ear’s opinion?
(the third-person narrator)
13 Vocabulary: 13
Greek and Latin Suffixes
Which word on page 162 contains a Latin
suffix? (creations) What is the base word?
(create) Using what you know about how
the Latin suffix -ion changes a word’s
meaning, turn to a partner and paraphrase
the sentence in which creations appears.
(Some of the things that Min made were on
some shelves against the wall.)

Specific Vocabulary
Review strategies for finding the meaning of an ‡ Explain that the prefix em- forms verbs. Ask: Using
unfamiliar word. Point out the word emboldened in what you know about the meaning of bold and the
the third paragraph on page 162. prefix em-, what do you think emboldened means?
‡ What familiar word do you see in the word (“made bold by”)
emboldened? (bold)
T217K UNIT 2 WEEK 4

WEEK 4

Teacher Think Aloud The text tells us that
Tree-ear is interested in pottery. How can
we use the illustration on page 163, and
our knowledge of the structure of a story,
to make a prediction about what Tree-ear
might do next?
Prompt students to apply the strategy in a
Think Aloud by looking at the illustration
14 and thinking about text structure to predict
what might happen next in the story.
Student Think Aloud I predict that Tree-
ear will pick up one of Min’s creations. The
text has shown that Tree-ear is very curious
about Min and what he makes, and now he
is alone with those things. The illustration
shows him with his hand reaching for
something on the shelf. A story’s plot
usually includes a problem, so I can add to
my prediction and guess that Tree-ear will
drop or break one of Min’s creations.
Purpose
Remind students that the purpose of this selection ‡ What does the duck tell you about how Tree-ear’s
is to both entertain and teach about the culture of culture thought about functional objects?
Korea. Reread the last paragraph on page 162. (Because the pitcher or dropper is made to look
‡ What does the author describe in this paragraph? like a duck, rather than a plain object, it is clear
(a ceramic duck that is used by artists to help that the culture thought functional things should
them mix water with ink) be beautiful, too.)

Develop
Comprehension
Whose feelings are revealed in the second
and third paragraphs? (Tree-ear’s) Does the 15
narrator reveal equally private thoughts
and feelings about other characters? (no)
Why? (Because the story is mostly about
Tree-ear, the point of view often reveals
more about him.) Add details to your chart.
We learn Tree-ear’s The story
thoughts and feelings, is told in
but not from Tree-ear third-person
himself. point of view.
16 Skill: Character
What do Tree-ear’s reactions as he looks
at Min’s work tell you? (He’s clever—he
figures out there is more to the box; he
finds pleasure in small things, like being
right; he’s curious—he asks himself many 16
questions about how Min made the box.)

Specific Vocabulary
Review strategies for finding the meaning of an ‡ Use this meaning to define the verb furrowed in the
unfamiliar word. Point out the word furrowed in the context used on the page . (“to make the skin on
fifth paragraph on page 164. your face form deep lines”)
‡ Use a dictionary to look up the noun furrow. What
is the main definition? (a trench in the earth, made
by a plow)
T217M UNIT 2 WEEK 4

WEEK 4
17
Someone shouted. The chickens squawked
k d noisily and Tree- 17 Strategy: Confirm
ear dropped what he was holding. He stood there, paralyzed
for a moment.
or Revise Predictions
It was the old potter. “Thief!” he STOP AND CHECK Can you confirm the prediction you made
screamed. “How dare you come here! How
Ask and Answer Questions Do you on page 163, or do you need to revise it? Tell
dare you touch my work!”
think Tree-ear would like to become a partner how making that prediction and
Tree-ear did the only thing he could
a potter? Cite evidence from the text
think of. He dropped to his knees and
to support your answer.
then reading to confirm or revise it affected
cowered in a deep formal bow.
your reading.
“Please! Please, honorable sir, I was not
stealing your work—I came only to admire it.” Student Think Aloud Now that I know
The potter stood over the boy.
that Tree-ear did, in fact, pick up and drop
“Have you been here before, beggar-boy?”
Tree-ear’s thoughts scrambled about as he tried one of Min’s creations, I can confirm my
to think what to answer. The truth seemed easiest. earlier prediction. By making the prediction
“Yes, honorable sir. I come often to watch
I was excited to read on to find out whether
you work.”
“Ah!”
I was right, or if the story would go a
Tree-ear was still doubled over in his bow, but he different way. It was fun to know that my
allowed himself a single sigh of relief. understanding of Tree-ear and the way
“So is it you who breaks the twigs and bruises
the leaves of the paulownia tree just beyond?”
stories work led me to make a correct
Tree-ear nodded, feeling his face flush. He prediction.
had thought he was covering his tracks well.
“Not to steal, you say? How do I know you do
STOP AND CHECK
not watch just to see when I have made something
of extra value?” Ask and Answer Questions Do you think
Now Tree-ear raised his head and looked at Min. He
kept his voice respectful, but his words were proud.
Tree-ear would like to become a potter?
(Students may indicate yes, citing evidence
that Tree-ear comes often to watch the
potter and was excited to get a close look at
the potter’s work.)
165
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Prior Knowledge
Explain that many cultures show respect for their Help students figure out the meaning of cowered.
elders through the use of honorifics, such as the one Point out the illustration on page 165.
Tree-ear uses on page 165: honorable sir. ‡ Say: When Tree-ear drops to his knees and bows
‡ How might using this honorific help Tree-ear in this he makes himself smaller. Is Tree-ear scared? (yes)
situation? (It shows Min that Tree-ear means no What do you think cower means? (“to shrink away
disrespect by coming in and touching his pottery. in fear”)
It might make Min less angry.) Have students use cowered in a sentence.

Develop
Comprehension
What literary device of historical fiction
does the author use to share the details
about how Tree-ear will make up for
breaking the box? (dialogue) Is this a
realistic way for Tree-ear to act? Explain.
(Yes, he would want to repay the potter
somehow.)

Use what you have read on page 166 to
predict whether Min will accept Tree-ear’s
offer to work for him as payment. (Students 18
might predict that Min will accept Tree-
ear’s offer because he needs to make up for
lost time. The text shows that Tree-ear has 19
watched him many times, which may also
lead Min to believe that the boy is sincere.)
Have students read page 167 and ask them
if their predictions match the events at the
end of the story.

Connection of Ideas
Remind students that they learned about the way ‡ What does Min say? (He complains about keeping
the culture of Korea in the 1100s revered both the a schedule and filling orders.)
beauty of art and its usefulness. Then point out ‡ What does this evidence tell you about being an
what Min mutters to himself in the fifth paragraph artist in this time period? (that creating art was
on page 166. also a job)
T217O UNIT 2 WEEK 4

WEEK 4
for reading. Ask them to answer the
Essential Question. (The location of Ch’ulp’o
between the sea and a river helped it
develop into a place where the ceramics
trade was very active. The soil in the area,
with its iron content, made the clay a lovely
green color that people admired and sought
in Korea and beyond. Because the ceramics
were so popular, the potters became
respected artists and the art of pottery
became an important part of the culture.)
Help students understand that when Tree-ear feels

“shame hot in his breast,” it doesn’t mean that he
feels physically warm—it means his heart aches
because he feels terrible about what he’s done.
Have students use the word shame in a sentence.

About the
Author
Meet the Author and
the Illustrator
Linda Sue Park and Julie Kim
Have students read the biographies of the
author and the illustrator. Ask:
‡ Why do you think Linda Sue Park chose to
write a story set in Korea?
‡ What do you think Julie Kim researched to
create the illustrations for A Single Shard?
How do the illustrations reflect the period?
Author’s Purpose
To Entertain
Remind students that while the main purpose
of this historical fiction is to entertain readers,
it also serves to inform them about the culture
of Korea in the 1100s. Students may say that
the details about the ceramics show how
Korea became a center for ceramics and help
explain why art and artists were respected.
Author’s Craft
Personification
Explain that personification gives human LITERATURE ANTHOLOGY, pp. 168–169
qualities to abstract concepts or inanimate
objects. Discuss the effects of personification
in A Single Shard.
‡ Personification helps readers relate to a
situation. Example: “In only a few moments
the clay rose and fell, grew taller, then
rounded down . . . “(p. 159). This example
helps readers understand that clay changes
shape as a potter works it on the wheel.
personification, such as “. . . whereupon it
collapsed into an oafish lump again, as if
ashamed.” (p. 160)
T217Q UNIT 2 WEEK 4

WEEK 4
Respond to
Reading
Summarize
Review with students the information from
their graphic organizers. Model how to use
the details in the organizers to summarize
A Single Shard.
Ana
Analytical
W
Writing W
Write About Reading: Response Have
students write a response to the author’s
decision to tell the story from a third-person
point of view. Did it work? Why or why not?
Remind them to use the details in their
organizers as support. Have students share
their responses with a partner.
Text Evidence
1. Genre Answer The selection contains
dialogue and a realistic setting in the past.
Evidence The dialogue shows the speech
of everyday life. The setting of Ch’ulp’o is
based on historical fact.
2. Point of View Answer Third-person point
of view Evidence On pages 158–159, the
characters are referred to by name or by
pronoun. Tree-ear’s feelings about watching
Min are revealed—he “caught his breath in
delight.” (p. 159)
3. Greek and Latin Suffixes Answer The
root word annoy plus the suffix means “the
state of being annoyed or bothered.”
Make Connections Evidence On page 166, Min is upset with or
Essential Question Have students work in pairs bothered by Tree-ear for breaking the box.
to cite evidence from the text that shows how the Ana
Analytical
W
Writing 4 Write About Reading: Point of View The
4.
location of Ch’ulp’o and its clay had an influence on reader wouldn’t know Tree-ear’s feelings or
its culture. his excitement at the chance to work with
Text to World Discuss with students whether they the potter. On page 165, Tree-ear “thought
would like to apprentice a potter or other artist, and he was covering his tracks well;” on page
what they think would be the best and worst parts of 167, Tree-ear “could hardly wait to tell
such work. Crane-man” that “he would have real work
to do.”

Develop
Comprehension
LEXILE
“A Scholar NP
in the
Family”
Gr e
925 1185
185
NP “A Scholar in the Family”

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Connection of Ideas
Connection of Ideas Explain to students that the motivations and feelings
of characters may be implied rather than explicit.
Genre
‡ Do you think the exam is important to Cheng? How
do you know? (I think it is important to him. The
text reveals that Grandfather tells Mei that Cheng
walked many miles to the city to take the exam
and that he will be walking back.)
T217S UNIT 2 WEEK 4

WEEK 4
Characters long ago that even a boy like Cheng

Narrator could not take the examination.
Grandfather (of Cheng and Mei) Mei: Why is that, Grandfather? Compare Texts
Cheng (a young student) Grandfather: Years ago, only men born Students will read a play based on
to noble families could take the civil
Mei (Cheng’s younger sister)
service examination. Commoners historical fact that shows how a change
Ying (neighbor and friend of Cheng) could not move up in the world. Today, in government practices influenced the
Mother (of Cheng and Mei) any scholar may try his luck. Now,
government jobs will come to those
culture of Ancient China. Ask students
Messenger
who have proven skill, and not because to read the text closely, using the make,
they were born into a noble house.
Narrator (Stands alone in front of curtain.): confirm, and revise predictions strategy
Permit me to introduce you to Cheng. Mother: Only one scholar in 100 passes
1 (Cheng walks onto stage and bows.) the test! But Cheng has worked so
to actively engage with the text. As students
Cheng is a young scholar. He has hard. His eyes would grow so tired, reread, ask them to write summaries of the
studied very hard in order to take the learning how to print thousands
civil service exam. He is far from home, of Chinese characters. And he has
plot and dialogue. Students will use this
taking this very difficult test right now. spent years studying the teachings of text evidence to compare this play with
(Cheng runs off stage quickly and when Confucius, the great educator.
the Narrator is satisfied that he is gone
A Single Shard.
Mei: I know. I helped him study by doing
he nods—as if to say “okay.” Then he his chores sometimes, remember? (She
continues speaking.) His family awaits smiles brightly.) 1 Ask and Answer Questions
his return.
Grandfather: Yes, and I was very proud
(Curtain opens.) of you. You were a great help to your
How has Cheng prepared for the exam? Why
Mei: Grandfather, do you hear that? (Mei brother. In my day if the earth trembled has he done this?
leans out a window) It sounded like a and our homes collapsed or if the great
Ana
Analytical
horse and cart. Perhaps Cheng is on his river overflowed, swollen with too W
Writing Write
W About Reading Take notes that
way home! much rain, and swept our fields away detail Cheng’s preparation and what is at
d
Grandfather: No, it is much too early. we peasants lost everything. We had
Cheng and Ying walked many miles to no other work we could do—no way stake for him and his family. (Cheng has
the city to take the examination, and to earn money and rebuild our lives. If studied for years and learned to write all
it lasts for several days. And when he Cheng and Ying are accepted into civil
returns, he will make the journey on service, it would be the beginning of a the Chinese characters until his eyes have
foot, not by cart. great legacy for our village. gotten tired. He did this so he could pass the
Mei: I want to take the examination too, Mei (looking worried): What if they fail? newly available government exam and get
when I am older! Grandfather: If they fail . . . (Grandfather
shrugs) I don’t know. We will be
a job that pays well and will provide for the
Grandfather: A girl’s place is at her
mother’s knee, learning how to tend no worse off than we were before family in case of floods or earthquakes.)
the fire and prepare meals. It was not I suppose.
171
170_173_CR14_SA6_U2W4_PP_118712.indd 171
‡ How do the other characters feel about Cheng Explain that stage directions tell actors what to
taking the exam? How do you know? (The other do and help readers “see” the action. Read aloud
characters are excited by Cheng taking the exam. Mei’s first piece of dialogue on page 171 and mimic
I know this because Grandfather tells Mei that leaning out a window. Then have a student perform
commoners weren’t allowed to take the test Mei’s fourth piece of dialogue.
when he was young. Mother says that only 1 in ‡ What does Mei’s smile tell you? (She didn’t mind
100 scholars passes the test.) doing chores to help Cheng.)
LITERATURE ANTHOLOGY T217T

Develop Narrator: We will soon find out how the

boys did! After traveling for many miles
Grandfather: It will be a miracle if your
score is among the highest. People
Comprehension along numerous dusty roads, they

have finally arrived at the entrance of
Cheng’s home.
have invented so many ways to cheat
on this exam. Some even pay the
officials to get a better score.
Mother: You look so thin! (She embraces Mother: What is wrong, my son?
her son.)
Cheng (speaking softly): I promised not to
2 Ask and Answer Questions Mei: Did you pass? tell.
How does Cheng feel about Ying cheating? Cheng: I do not know yet, but the Grandfather (beginning to get angry): You
examination was very difficult. We each should not keep secrets from us.
Use the stage directions and Cheng’s sat in our own small stone cell and
Cheng (Quietly, almost whispering):
dialogue to paraphrase his feelings to a wrote about Confucius’s writings for
Ying cheated on the exam.
three days and three nights!
partner. (Cheng is disappointed in his friend Mother (gasping): Cheated?
Mei: You wrote the whole time? Were you
as he stares in the direction where Ying allowed to use your books? Cheng (Hesitating): It became hot on the
walk home. Ying pulled a small fan out
exited. He is also embarrased by his friend’s Cheng: Oh, no! They even made sure we
of his bag to fan his face. As he fanned
were not carrying any notes.
actions.) himself I could see tiny notes on the
Ying
Y (who has been standing quietly next fan’s folds. I accused him of cheating
2 to Cheng): Don’t forget. You promised. and he admitted to me that he had. He
3 Ask and Answer Questions (Ying exits.) simply opened his fan, pretending to
cool himself, and copied his notes!
Mother: Promised what?
How can you tell that the new job for
Cheng (looking embarrassed and shaking
Cheng is important to his own family? How his head): It is nothing. (Cheng turns
do you know the job is important to China? away from his family and stares in the
direction of the front door, where Ying
Ana
Analytical
W
Writing W
Write About Reading Use text evidence has just exited.)
to write about the importance of the job.
(Cheng says someone has to develop
expertise beyond being a farmer to protect
the village from disaster. Other evidence
showing the job’s importance include the
feast Cheng’s family puts together and the
messenger saying Cheng will leave with
him immediately.) Turn to a partner and
Julie Wu
share and compare your predictions.

172
170_173_CR14_SA6_U2W4_PP_118712.indd 172 1/20/12 5:02 PM

Genre
Explain to students that this play has seven characters ‡ Where and when does the second scene take place?
and is organized as one act with two scenes, each (at the entrance of Cheng’s house, when he and
one introduced by the narrator. Tell students that Ying have returned from the exam)
each scene may be set at different times and places. ‡ How do you know the narrator doesn’t interact
‡ Where and when does the first scene take place? with other characters? (The narrator addresses
(inside Cheng’s house, after he has gone away to only the audience and describes the scene and
take the exam) characters.)
T217U UNIT 2 WEEK 4

WEEK 4
Grandfather (angrily): If Ying secures Ying: What about me, Ying? Didn’t I score
a position and you don’t, I will have well?
something to say to those officials!
Messenger (consulting his list): Ying, Make Connections
Mother: I would rather have my son fail Ying. Wait a moment. Ah, here it is.
honestly than cheat. (He scowls.) You were observed using Essential Question Have students
3 Cheng:
C But mother, someone from our
a small fan in your chamber. You were
seen cheating on the exam. Your
paraphrase and share text details and
village must develop expertise beyond their notes to explain how the civil service
examination was thrown out.
being a simple farmer! It’s the only way
we will be protected if disaster destroys Mother (turning and embracing Cheng): examinations changed Chinese culture.
I am so proud of you, my son. We will
our crops.
have a feast to celebrate. Text to Text Have groups of students
Mei (who has been looking out the
window): Look! A messenger has Messenger: After your feast, Cheng will compare their responses to the Ask and
arrived on horseback. He looks like a accompany me to the city to begin his Answer Questions prompts with what they
soldier. I wonder what he wants. new position.
know about Tree-ear in A Single Shard.
Messenger: Is this the home of scholar Mei: I wish I could take the exam. I’ve
Cheng? already learned 1,000 Chinese Each group can report back to the whole
Grandfather: It is.
characters! class. Ask one group to compare how
Cheng: Maybe by the time you learn
Messenger: I bring news of the civil
all the others you will be permitted to
Cheng prepares for the exam with Tree-
service examination exam.
be a civil service worker too! ear’s interest in pottery. (Both boys try to
Mother (anxiously): What is it?
[Curtain comes down] learn about something that will help them
Messenger: Cheng’s score is among the
highest of all those who took the exam.
better their lives: Cheng through study and
Confucius would be proud! Narrator: All is well with the family of books, and Tree-ear through observation
Cheng tonight. Not so for the family of
Mei: Here comes Ying. He must have Ying. (Ying frowns, bows his head, and and, finally, apprenticeship.) Have another
heard the messenger arrive. walks off stage. Cheng watches him go, group compare Cheng’s feelings about
(Cheng and his family all look angrily at shaking his head.)
Ying as he approaches.)
cheating with Tree-ear’s feeling’s about
stealing. (Both boys are horrified at the
Make Connections idea. Cheng is upset about Ying cheating;
How did allowing Chinese commoners to compete Tree-ear tells Min he would not steal.) Ask a
for civil service jobs influence Chinese culture?
ESSENTIAL QUESTION
third group to compare the importance of
the jobs described in both selections. (The
In what ways can learning new things and
developing new opportunities for people influence civil service job helped the government and
the development of a culture? TEXT TO TEXT families; in Korea, potters were considered
important artists.)
173
170_173_CR14_SA6_U2W4_PP_118712.indd 173
Encourage students to notice cognates on page 173:

protected/proteger; disaster/desastre. Ask if anyone
can find another cognate. (examination/examen)
‡ What is a shorter way to say examination? (exam)
LITERATURE ANTHOLOGY T217V

Phonics/Fluency
LESS O
IN I
M
N
20 Open Syllables
Mins
Go
Use combined
all letter-sound Explain that when a syllable ends in a vowel, it is called an open
correspondences, syllable. Open syllables usually have long-vowel sounds. Remind Open
syllabication patterns, Syllables
students that when a vowel is long, the vowel says its name.
and morphology
(e.g., roots and Present the
affixes) to read 2 Model Lesson
multisyllabic words Write the word bonus on the board. Underline the letters bo. Model
in context and out of how to pronounce the first syllable and then how to read the full
context. RF.5.3a word. Tell students that the word divides into syllables between the
Read on-level prose letter o and the letter n. Explain that since the first syllable ends in a
and poetry orally with vowel, it is an open syllable, and the o has a long-vowel sound.
rate, and expression Write the following words on the board. Run your finger under the
on successive open syllable, emphasizing the long-vowel sound. Then read the full
readings. RF.5.4b word aloud.
Rate: 117–137 WCPM ba as in bacon co as in cozy mi as in minus
pre as in prefix su as in super be as in before
ACADEMIC
LANGUAGE 3 Guided Practice
• expression Write the following words on the board. Help students pronounce
• Cognate: expresión each open syllable and then read each full word.
A Family Tradition
silent local future beside famous

What influences
ences the
ent of a culture?
development

duplex return baby human tiger

Janet Broxon
136 137
136_139_CR14_SI6_U2W4_MR_118711.indd
136 139 CR14 SI6 U2W4 MR 118711 indd 136 11/22/11 4:22 CR14
139 PM
136_139_CR14_SI6_U2W4_MR_118711.indd
SI6 U2W4 MR 118711 indd 137 3/14/12 10:56 AM
View “Cusi’s
Secret”
Refer to the sound

Language Transfers
sounds that do not
Hmong, and Korean.
T218 UNIT 2 WEEK 4

WEEK 4

Monitor and
Write the following word parts in the first column: ra, la, de, so,
Differentiate
ro, hi, re, fla, me, mi. In the second column, write the following
words: radar, labor, decently, sonar, rodeo, hibernate, reliable,
flavoring, meteorite, microwave. Quick Check
Q
Have students chorally read each of the open syllables in the Can students decode multisyllabic
first column. Help students to correctly pronounce the syllables. words with open syllables? Can
Then ask students to underline the open syllable(s) in each of students read words fluently and with
the longer words in the second column. Model how to read proper expression?
each complete word. Then have students chorally read both the
open syllables and the words.

pp. T234, T238
ELL Develop
pp. T251, T254
Expression pp. T240–T241
Explain/Model Explain that when you read aloud text that Beyond Level Apply
includes speech, you should be attentive to the expression pp. T244–T245
in your voice. Your voice should reflect the emotions of the
person speaking. When you read a question, your voice should
carry a hint of curiosity, and when you read a statement, it
should sound more definitive. Using expression when you read
aloud also means changing the expression you use between
narrative or explanatory text and characters’ speech. ONLEVEL PRACTICE BOOK p. 88
Turn to “Cusi’s Secret,” Reading/Writing Workshop
pages 136–139. Model reading the first two paragraphs in the
section “A Family Tradition.” Read with emotion and strong
expression all of the text in quotations.
Practice/Apply Have students chorally read the passage in
groups. Ask one group to read aloud, paying special attention
to expressive speech, while the other listens. Then have the
groups switch roles so that the second group can chorally read
aloud. Guide students to discuss the kind of expression they
heard. Offer feedback as needed.

passages.
p. 88 p. 88 p. 88
Wrap Up the Week

Integrate Ideas
L STU
IA
DI
SOC
ES
Influences
OBJECTIVES Make a Visual Representation

Conduct short
research projects to Explain that students will work in groups to complete a short research
answer a question, COLLABORATE project that answers the question, what influences the development
drawing on several of a culture? They will research the events, people, and geography that
sources and refocusing influenced one ancient culture’s development. Then they will create a
the inquiry when
appropriate. W.6.7
visual representation of the culture. Discuss the following steps:
Gather relevant
information from
1 Choose a Topic Students should consider the ancient cultures they
multiple print and read about this week and discuss others with which they are familiar.
digital sources; assess Make sure that each group chooses one culture. Remind students to
the credibility of each post their topics on the Shared Research Board.
source; and quote
or paraphrase the
data and conclusions 2 Find Resources Review how to locate and use reliable print and
of others while online resources, including visuals and other multimedia components.
avoiding plagiarism
and providing 3 Guided Practice Have groups use Graphic Organizer 68 to record
basic bibliographic
information for important information and generalizations. Remind students to use
sources. W.6.8 direct quotes or to paraphrase what they read to avoid plagiarism.
They should also cite sources appropriately.
• Add multimedia and
visual components 4 Create the Project: Visual Representation Students should use
to presentations.
their research to create a visual presentation. They should select or
• Take notes.
create visuals, such as illustrations, photos, maps, charts, or graphs, that
represent critical facts about the events, people, and geography that
ACADEMIC influenced the development of the culture. Have groups evaluate their
LANGUAGE
• research, resources,
work using Research Process Checklist 3.
paraphrase,
presentation, visual Present the Visual Representation
BambooSIL/SuperStock
• Cognates: recursos, Have groups present their projects to the class. Each group should include
parafrasear,
presentación
at least two visuals. Afterward, have groups share feedback.
T220 UNIT 2 WEEK 4

WEEK 4
OBJECTIVES
Text to Text
Compare and contrast
texts in different forms Cite Evidence Explain to students that, working in groups, they will
or genres (e.g., stories COLLABORATE use the texts they have read this week to compare information about
and poems; historical influences on the development of a culture. Model how to compare this
novels and fantasy
information by using examples from “Cusi’s Secret,”
stories) in terms of
their approaches to Reading/Writing Workshop pages 136–139, and the
similar themes and week’s Leveled Readers. Review class notes and
topics. RL.6.9 completed graphic organizers. You may also wish to
Review the key model going back into the text for more information.
ideas expressed You can use a Layered Book Foldable® to record
and demonstrate comparisons. Groups should then draw conclusions
understanding of
multiple perspectives about influences on the development of a culture.
through reflection Students should cite at least three examples
and paraphrasing. from each text.
SL.6.1d

Analytical
W
Writing Analyze to Share an Argument
OBJECTIVES
Write an Analysis
Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts they
informational texts read this week. Students will share an argument by evaluating the author’s
to support analysis, choice of point of view, using text evidence to support their argument.
reflection, and
research. W.6.9 Discuss how to analyze a text by asking how and why questions.
Write arguments ‡ Why do you think the author selected this point of view?
to support claims ‡ How did the author use point of view to give insight into the topic?
with clear reasons
and relevant Use Your Turn Practice Book page 89 to read and discuss the student
evidence. W.6.1 model. Then have students select a text and review its point of view. Have
them write an analysis about whether the author chose the best point of
view for the topic. Remind students that to write a good argument piece,
you must introduce the claim and organize the reasons and evidence
clearly. Remind students to use possessive nouns correctly as they write.
Present Your Ideas Ask partners to share their paragraphs and to discuss
COLLABORATE or recommend additional evidence to support the argument.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Sentence Fluency
Mins
Go
Transitions Digital
Expert Model Explain that writers use transitional words, phrases,
and clauses to show relationships among ideas, events, and settings.
Expert Model
Transitions such as finally, back at home, or after what seemed like Hearing this, Cusi wanted to rush forward
and shout for joy, but she knew Incan girls should
not display such impudence. So she remained
still. After what seemed like hours, Cusi’s father
hours, show shifts in time or indicate a change in setting. Transitions, spoke. “We will miss her, but yes, we would be
honored to have Cusi attend school. An education
will be of great benefit to her.”
That night, Cusi’s parents made the
sometimes called signal words, help readers keep track of where story arrangements for her to begin school. She would
leave them in just one week. Cusi felt such
optimism but she was nervous too
Reading/Writing events occur as well as the order in which story events occur. Expert
Workshop Model
Read aloud the expert model from “Cusi’s Secret.” Ask students to listen
OBJECTIVES COLLABORATE for transitions that indicate shifts in time and setting or that connect 144_145_CR14_SI6_U2W4_WRT_118711.indd 144
Editing Marks
11/22/11 4:20 PM
Write routinely over plot events and ideas. Have students talk with partners to identify
g g Grammar Handbook
G
extended time frames transitions and tell what events, settings, or ideas they connect. Goodbye Stage Fright!
Student Model
(time for research, For years, I wanted to try out for
Student Model Remind students that including transitions helps school musicals, but I was too afraid
reflection, and to sing in public. My Aunt May had
readers follow the story and understand the connections between

ever since I could remember
been a singer. “It isn’t so scary,” she
revision) and shorter assured me. “We’ll have you ready for
time frames (a single events and ideas. Read aloud the student draft “Goodbye Stage Fright!” Student
sitting or a day or As students follow along, have them focus on the transitions Kevin Model
two) for a range of
added to his draft.
discipline-specific
tasks, purposes, and Invite partners to talk about the draft and the transitions that Kevin 144_145_CR14_SI6_U2W4_WRT_118711.indd 145 12/14/11 11:21 AM
audiences. W.6.10 COLLABORATE used to connect settings, events, or ideas. Ask them to suggest places
Use a variety of where Kevin could clarify his writing by adding other transitional words,
transition words, phrases, or clauses.
phrases, and clauses
to convey sequence
and signal shifts
from one time
frame or setting to
another. W.6.3c
learn how transitions
clarify ideas and
indicate shifts in
time and place.
• Add transitions to Genre Writing
G
revise writing.
Informative Text
For full writing process lessons and rubrics, see:
ACADEMIC
LANGUAGE ‡ Explanatory Essay, pp. T344–T349
• transitions, event, ‡ Formal Letter, pp. T350–T355
signal
• Cognate: transición
T222 UNIT 2 WEEK 4

WEEK 4

SCAFFOLD

complete the sentence to complete the sentence understanding. Ask: For
frames. For , Kevin frames. For , Kevin how long was Kevin afraid
wanted to try out for wanted to try out for to sing in public? What
school musicals. Then his school musicals. His Aunt happened after Aunt May
Aunt May helped him May helped him practice said she would help? What
practice for . After for . he sang for transitions help explain the
Kevin ,he felt relieved. the director, he felt relieved. sequence of events?

Writing Every Day: Sentence Fluency

DAY
DAY DAY
DAY
1 2
Writing Entry: Transitions Focus on Transitions Writing Entry: Transitions
Prewrite Provide students with Use Your Turn Practice Book page Revise Have students revise their
the prompt below. 90 to model adding transitions to writing from Day 1 by adding two
Tell a story about a time you learned clarify shifts in time or setting. or three transitions to connect
from an older person how to make Uncle Max agreed to show me the events and ideas.
or do something. Include transitions magic trick. I tried to learn how to Use the Conferencing Routines.
that connect the parts of your story. hold the coin the way he showed me. Circulate among students and
Have partners take notes on I got it, and I pulled the coin out of stop briefly to talk with individuals.
relevant experiences to write about. Uncle Max’s ear. Provide time for peer review.
Ask them to list important events Model adding transitions by Edit Have students use Grammar
in the order in which they occurred. revising the first sentence. Handbook page 456 in the
They may also want to jot down As I ran for the bus, Uncle Max called Reading/Writing Workshop
possible transition words to include out that he would show me his to edit their drafts for errors in
in their drafts. favorite magic trick after school. possessive nouns.
Draft Have each student select Discuss how transitions clarify
a learning experience to write writing. Help students add other
about. Remind students to include transitions to clarify their writing.
transitions in their drafts.
Teacher Conferences
Your opening grabs my attention The transitions you included work on a specific assignment,
and makes me want to read work to help me connect events. such as those to the right, and
on. You have created a nice Additional transitional words or then meet with you to review
rhythm in your writing by using phrases would improve the flow progress.
sentences of different lengths of the story and help me better
and types. follow the shifts in time and
setting.
T224 UNIT 2 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Transitions Writing Entry: Transitions Share and Reflect
Prewrite Ask students to search Revise Have students revise the Discuss with the class what they
their Writer’s Notebooks for draft writing from Day 3 by adding learned about adding transitions to
topics on which to write a draft. two or three transitions to connect show shifts in time and setting and
Or, provide a prompt, such as the events or clarify shifts in time and to connect ideas in their writing.
following: setting in the story. As students Invite volunteers to read and
Write a story about a time when are revising their drafts, hold compare draft text with text that
you felt both excited and nervous teacher conferences with individual has been revised. Have students
about going somewhere or doing students. You may also wish to have discuss the writing by focusing on
something. students work with partners to peer the effectiveness of the transitions
conference. that have been added. Allow time
Edit Invite students to review for individuals to reflect
their topics, ask them to create a
the rules for possessive nouns on on their own writing
sequence chart to note the order

Grammar Handbook page 456 in progress and record
of events, changes in setting, and
the Reading/Writing Workshop and observations in their
other details they might include in
then edit their drafts for errors. Writer’s Notebooks.
their writing. Students can use their
charts to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on adding
Provide specific direction to help focus young writers. transitions to connect events and ideas.
Focus on a Sentence
Read the draft and target a sentence for revision. Rewrite this
sentence by using a transition to show the shift from to .
Focus on a Section
✓ Does the writing include transitions?
Underline a section that needs to be revised. Provide specific ✓ Do the transitions connect events or
suggestions. I think I would better understand the connection ideas in a logical way?
of ideas in this section if you added transitions to show the ✓ Do transitions show shifts in time or
relationship between and . setting?
Focus on a Revision Strategy ✓ What other transitions are needed?
Underline a section of writing and ask students to use a specific
revision strategy, such as rearranging. Move this transition to
connect these two sentences so the time order will be clear.

Grammar: Possessive Nouns

DAY
DAY DAY
DAY
1 2
Some of the buildinges flooded in the banks alarm went off this
the storm? the rain washed away afternoon. Peters brother was
the bridges. there when it happened.
(1: buildings; 2: storm.; 3: The) (1: The; 2: bank’s; 3: Peter’s)
Possessive Nouns Review Possessive Nouns

Reading/Writing ‡ A possessive noun names who Review possessive nouns. Have
Workshop
or what owns something. That is students explain how to make a
the boy’s bike. singular noun possessive.
OBJECTIVES
Demonstrate
‡ A possessive noun is singular
command of the when it names one owner. The Plural Possessive Nouns
conventions of girl’s bike is blue. ‡ A possessive noun is plural
standard English when it names more than one
capitalization,
‡ A possessive noun can be
common or proper: my sister’s owner.
punctuation, and
spelling when bike; Lana’s jacket. ‡ If a plural noun is regular and
writing. Form and use ends in -s, add an apostrophe
possessives. L.3.2d
‡ Add an apostrophe and an -s
to a singular noun to make it to make it possessive: the
possessive, even when it ends trees’ leaves.
• Form singular and
plural possessive in -s: Chris’s backpack. ‡ If a plural noun is irregular
nouns with and does not end in -s, add an
apostrophes. Have partners discuss possessive
nouns using page 456 of the apostrophe and an -s to make it
• Distinguish between
Grammar Handbook. possessive: the children’s shoes.
plural and possessive
nouns.
COLLABORATE
TALK ABOUT IT
Go
USE POSSESSIVE NOUNS REPLACE POSSESSIVE NOUNS
Digital Have student pairs use possessive Have one student in a pair use
nouns to talk about aspects of their a singular possessive noun in
family’s culture. They might discuss a sentence about an invention
Possessive
Nouns customs, holidays, special foods, from the past that has influenced
and so on. Have partners listen to modern times. Then have the
Grammar be sure they use possessive nouns other partner repeat the sentence,
Activities correctly. replacing the singular possessive
noun with a plural possessive noun.
T226 UNIT 2 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
The mens’ section is in the Stores One of the buses tire’s was flat. The Most cities library’s have computers.
basement. Jons shoes are old, so he driver asked all of the passengers’ The librarian’s can help you use
needs a new pair. to get off. them.
(1: men’s; 2: store’s; 3: Jon’s) (1: bus’s; 2: tires; 3: passengers) (1: cities’; 2: libraries; 3: librarians.)

Forming Plural and Have students correct errors in Use the Daily Language Activity and
Possessive Nouns these sentences. Grammar Practice Reproducibles
‡ Be careful not to confuse plural 1. Fender’s are meant to protect page 45 for assessment.
nouns with possessive nouns. a cars’ tire’s. (1: Fenders; 2: car’s;
‡ Plural nouns do not use 3: tires) Reteach
apostrophes. They are formed by 2. Alices cats’ meow when they’re Use Grammar Practice
adding an -s or -es to a singular hungry. (1: Alice’s 2: cats) Reproducibles pages 41–44
noun: cars (car); dresses (dress). and selected pages from the
3. Many sea turtle’s eggs fall prey
‡ Possessive nouns are formed Grammar Handbook for additional
to hunting bird’s. (1: turtles’;
by adding an apostrophe or an reteaching. Remind students that
2: birds)
apostrophe and an -s: cars’ tires it is important to use possessive
4. My motheres dinner’s are nouns correctly as they speak and
children’s lunches.
always delicious. (1: mother’s; write.
2: dinners)
As students write, refer them to Check students’ writing for use of
Grammar Handbook pages 455, Have students check their work the skill and listen for it in their
456, and 477. using Grammar Handbook pages speaking. Assign Grammar Revision
455, 456, and 477. Assignments in their Writer’s
CALL IT FORM POSSESSIVE NOUNS RETELL A STORY

Provide small groups with a variety Have small groups write 1 and 2 Have students in small groups
of magazine photos or illustrations on paper scraps and pile them face take turns retelling stories they
of people, places, or things. As down, then make another pile with have read in class that involve the
one member holds up a picture, singular nouns (both regular and influences of a celebration, custom,
another member calls out both the irregular). Students pick a number or holiday. As one student speaks,
singular and plural forms of the and a noun, form a possessive, and have the others correctly write the
items pictured. use it in a sentence. possessive nouns they hear.
GRAMMAR T227
Spelling: Open Syllables

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review the spelling patterns for
command of the
conventions of segmenting the words syllable by closed syllables. Then read each
standard English syllable. sentence below, repeat the review
capitalization,
Point out the spelling patterns in word, and have students write the
punctuation, and word.
spelling when voter and rival. Draw a line between
writing. Spell the syllables: vo/ter, ri/val. Say each 1. The victim identified the thief.
correctly. L.6.2b syllable; point out that the first 2. I have some photos in my
syllables are open syllables because wallet.
they end with a vowel and have a
Spelling Words 3. The snapshot was not in focus.
long vowel sound.
brutal nylon topic
secure detect amid Demonstrate sorting the spelling Have students trade papers and
panic resist unit words by pattern under key words check the spellings.
cabin labor rotate table, secret, tiny, total, and ruler. Challenge Words Review this
fever focus vital
voter rival lament
(Write the words on index cards or week’s open-syllable spelling
vanish recite the IWB.) Point out that some words patterns. Then read each sentence
Review victim, wallet, snapshot
do not fit under any of these vowel below, repeat the challenge word,
Challenge mural, civic sounds because they have short and have students write the word.
vowels in closed syllables. 1. A famous artist painted the
Approaching Level
Then use the Dictation Sentences mural.
from Day 5. Say the underlined 2. It is your civic duty to vote.
brutal radar topic
secure decode amid
word, read the sentence, and repeat
open resists unit the word. Have students write the Have students write the words in
cabin labor related word and check their papers. their word study notebooks.
fever basic favor
voter rival relay
forest retire
Beyond Level
brutality
security
nylon
resistance
amidst
malamute COLLABORATE
WORD SORTS
panicked laden rotation
rabies locus vital
feverish rivalry lament
serum recite mural Have students cut apart the Complete the pattern sort using
banish epidemic Spelling Word Cards in the Online the key words, pointing out the
Resource Book and initial the back single vowel used to spell the long
of each card. Have them read the vowel sound in each first syllable.
words aloud with a partner. Then Have students use Spelling Word
have partners do an open sort. Cards to do their own pattern sort.
Have them discuss why they sorted A partner can compare and check
the words the way they did. their sorts.
T228 UNIT 2 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the words Write these sentences on the board. Use the Dictation Sentences for
below into their word study Have students circle and correct the posttest. Have students list
notebooks. Say the words aloud each misspelled word. Make sure misspelled words in their word
and ask students to name a students have access to a print study notebooks. Look for students’
synonym from this week’s word list. or digital dictionary to check and use of these words in their writings.
1. rough, harsh (brutal) correct their spelling.
1. My rivel had to laber to win the Dictation Sentences
2. work, toil (labor)
race. (rival; labor) 1. The brutal player hurt others.
3. revolve, spin (rotate)
2. I did not ditect any pannic in 2. The lock makes my door secure.
4. needed, crucial (vital)
her voice. (detect; panic) 3. There was panic as the ship sank.
Challenge students to generate 3. It is vietal that we get her fiever 4. My cabin is made of logs.
synonyms for other spelling, review, down. (vital; fever) 5. My fever made me feel hot.
or challenge words. Ask them to
4. I left my nilon sleeping bag at
use the above format to write the 6. The voter went to the polls.
the cabbin. (nylon; cabin)
synonyms in their word study 7. A magician makes things vanish.
notebooks and trade notebooks Error Correction Remind students 8. The nylon rope was very strong.
with a partner to complete them. to say a word syllable by syllable
9. Did he detect smoke in the room?
when spelling it, listening carefully
for closed or open syllables. 10. People will resist a cruel ruler.
After writing each syllable, have 11. Factory work is one kind of labor.
them slowly reread the word to 12. He could not focus his camera.
determine if it looks and sounds
13. My rival defeated me in chess.
correct.
14. Some people like to recite poems.
15. The topic of her speech was peace.
16. I saw flowers amid the weeds.
See Phonics/Spelling Reproducibles pp. 49–54. 17. An ounce is a unit of weight.
18. The planets rotate around the sun.
19. Oxygen is vital for life on Earth.
20. Their cries were a sad lament.
Have partners do a speed sort Have partners do a blind sort.
to see who is faster. Then have One person reads a Spelling Word Have students self-correct the tests.
them find words for each open- Card; the other tells under which
syllable spelling pattern in the key word it belongs. Then have
week’s reading. Have them record partners use their word cards to
the words they find in their Day 2 play Spelling Fish, matching pairs
pattern sort in their word study by vowel sound.
notebooks.
SPELLING T229
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. What is one benefit of forms of this week’s words by
multiple-meaning studying for an exam? adding, changing, or removing
based on grade 6 2. Name a leader who has deftly
reading and content, handled a challenge. ‡ Draw a T-chart on the board.
choosing flexibly from Write benefit in the first column
3. How might you react to people
a range of strategies. and benefits in the second
Use common, grade- speaking with derision?
column.
appropriate Greek 4. Where would you look to find
or Latin affixes and ‡ Have students share sentences
eaves?
roots as clues to using each form of benefit.
the meaning of a 5. Why might you seek the advice
word (e.g., audience, ‡ Students can add to the chart
of someone with expertise?
auditory, audible). doing the same with legacy and
L.6.4b 6. How might a teacher respond then share sentences using the
to a student’s impudence? two forms of the word.
Expand vocabulary
7. What legacy has been passed ‡ Have students copy the chart
endings and suffixes. down in your family? into their word study notebooks.
8. Name one way in which a car
has symmetry.
Vocabulary Words
benefit expertise
deftly impudence
derision legacy
COLLABORATE
eaves symmetry
vie
Re w
ACADEMIC VOCABULARY LATIN ROOTS
Discuss important academic words. ‡ Remind students that they can
‡ Display culture, region, develop. use Latin roots to help them
figure out the meaning of
‡ Define the words and discuss
unknown words.
Go their meanings with students.
‡ Display benefit and underline the
Digital ‡ Write culture and cultural on
the board. Have partners look
root, bene.
up and define other related ‡ Have pairs look up other words
words with the same root. Write with this root, list the words in
Vocabulary related words under culture. their word study notebooks,
Have partners ask and answer and use the meaning of the root
questions using the words. (well) to define them.
Vocabulary
Activities
‡ Repeat with region and develop.
T230 UNIT 2 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. When Paul with derision, ‡ Tell them to write sentences that the word (e.g., symmetry).
the teacher for his show what each word means. ‡ In the second square, students
impudence. ‡ Provide the Day 3 write their own definition of the
2. One benefit to having sentence stems 1–4 for students word and any related words,
eaves is . needing extra support. such as synonyms (e.g., even,
3. The artist deftly equality, design).
with . Write About Vocabulary Have ‡ In the third square, students
students write something they draw an illustration to help them
4. An object has symmetry when
learned about influences from this recall the word (e.g., something
it .
week’s words in their word study that is the same on both halves).
Display last week’s vocabulary: notebooks. For example, they
alcove, exotic, fluent, stifling, ‡ In the fourth square, students
might write about how a legacy
upheaval, utmost. Have partners write nonexamples, including
has affected their family or how
ask and answer questions using antonyms (e.g., uneven, abstract,
a friend’s expertise has convinced
each of the words. free-form).
them to pursue the subject as well.
‡ Have partners discuss the
squares.
GREEK AND LATIN SUFFIXES SHADES OF MEANING MORPHOLOGY

Remind students they can use Help students generate words Use the word impudence to learn
what they know about Greek and related to deftly. Write deftly on the other words with the same prefix.
Latin suffixes to figure out the board, followed by four blank lines, ‡ Draw a word web on the board.
meaning of unfamiliar words. and ending with the word clumsily.
‡ Have students look up the
‡ Display Your Turn Practice ‡ Have partners generate words to root and prefix of impudence.
Book pages 83–84. Read the first fill in the blanks, working down Write im- = not in the center
sentence. Model using the suffix the synonym scale from deftly circle. Write impudence = not +
ment to figure out the meaning and then up the antonym scale ashamed in an outer circle.
of the word measurements. to clumsily. (possible answers:
‡ Have partners find other words
‡ Have students complete skillfully, ably, adequately,
with the prefix im- and add them
page 87. awkwardly)
and their meanings to the web.
‡ Students can confirm meanings ‡ Ask students to copy the scale
in a print or online dictionary. into their word study notebooks.
VOCABULARY T231
Approaching Level
Leveled Reader: Go
Wrought by Fire Digital
Before Reading
Preview and Predict
‡ Read the Essential Question with students: What influences the
Leveled Reader
development of a culture? Leveled
LEXILE 730 ‡ Have students read the title and table of contents and preview the Readers
illustrations. Ask them to predict what they think Wrought by Fire will
OBJECTIVES be about.
to support analysis
explicitly as well as Review that historical fiction is set in a real time and place in the past
inferences drawn from and includes facts from history. Everyday dialogue containing words or
the text. RL.6.1
phrases from the era in which the story is set reveals how the characters
Explain how an think and feel and helps advance the plot. Historical fiction may also
author develops the
include flashbacks that provide information about a character’s past.
narrator or speaker in Have students identify evidence that Wrought by Fire is historical fiction.
a text. RL.6.6
Read on-level prose During Reading
accuracy, appropriate Close Reading
on successive Note Taking: Ask students to use the graphic organizer in the Your
readings. RF.5.4b Turn Practice Book, page 82, while they read the selection.
Page 2 With a partner, discuss the point of view. What text evidence tells Use Graphic
Read historical fiction. Organizer
you the point of view? (The story is told from the third-person point of
view. The pronouns he, his, and him indicate the third-person.)
ACADEMIC
Pages 3–7 When does the main scene on these pages take place? (in the
LANGUAGE
• predictions, point of past) What important information is provided in this flashback? (Ayzize’s
view, historical fiction father, a successful herder, is dead. Ayzize was forced to work for a
• Cognates: potter so his family wouldn’t starve.)
predicciónes, ficción
Pages 8–10 Will Ayzize’s attitude about pottery and the work he’s doing
histórica
change? How? Paraphrase text evidence to support your prediction.
(He’ll see how hard work at pottery pays off. He notices how useless
the broken pots are [p. 8]; he feels proud when he thinks of his father
seeing him work hard [p. 9]; the work soon becomes easier and he
thinks the pots could be beautiful with decoration [p. 10].)
T232 UNIT 2 WEEK 4

WEEK 4
Pages 11–13 The Latin suffix -ity forms nouns meaning the “state or
quality of” something. What word on page 12 has this suffix, and what Literature
does the word mean? (possibility: the state of being possible) Paraphrase Circles
evidence that confirms or leads you to revise the prediction you made
earlier. (Ayzize forgets his aches and how tired he is when he runs to
Naeem’s to see the firing [pp. 11–12].) Thinkmark questions to guide
Pages 14–15 Whose thoughts does the narrator reveal the most about? the discussion. You may wish to
Provide evidence to a partner. (Ayzize, who felt too proud to speak.) have a whole-class discussion on
what students learned about the
influences that affect development
After Reading of a culture from both selections in
the Leveled Reader.
Respond to Reading
Ana
Analytical
W Write
W
Writing About Reading Check that students can recognize Level
Naeem’s point of view and can imagine his feelings about Ayzize’s anger.
N
Fluency: Expression
Up
PA I R E D R E A D
“That’s Music!” THEN pair them with students who have
proficiently read the On Level and have
Make Connections: Write About It students
Before reading, ask students to note that • echo-read the On Level main selection.
Leveled Reader
“That’s Music!” is a drama that includes • use self-stick notes to mark features of
historical facts about influences on a culture. Discuss the Essential historical fiction in the text.
Question. Then have students make connections between the cultural
influences in Wrought by Fire and “That’s Music!”

FOCUS ON LITERARY ELEMENTS The On Level challenges students with
a more complicated organization and
Students can extend their knowledge of the use of
more complex sentence structures.
flashback in fiction and nonfiction by completing the
literary elements 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 V O W E L S
2
OBJECTIVES Explain that when a syllable ends in a vowel, the vowel usually has a long-
I Do
Know and apply vowel sound. Remind students that a long-vowel sound says its name.
grade-level phonics Write gate on the board and read it aloud. Underline the letter a. Point out
and word analysis
skills in decoding that in gate, the letter a stands for /ā/, a long-vowel sound. Repeat with
words. RF.5.3 me, go, note, and tube. Review the letter and sound for each long vowel.
Decode words with We Do

Write bake, he, bite, nose, and flute on the board. Model how to decode the
long vowels. first word. Have students identify the vowel sound, telling if it is short or
long. Students can read the rest aloud and identify the vowel sounds.
You Do
Add these words to the board: race, be, fine, role, and cute. 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 OPEN SYLLABLES
2
I Do
Use combined parts, or syllables. Tell them they will be building longer words containing
knowledge of open syllables. Remind students that open syllables end in a vowel and
all letter-sound
correspondences, usually have a long-vowel sound.
Display these Word-Building Cards one at a time: per, ca, pa, ments, mo,
(e.g., roots and tors. Write the syllable ter on the board. Have students chorally read each
affixes) to read syllable. Repeat at varying speeds and in random order. Next, display all
accurately unfamiliar six cards and the syllable ter. Work with students to combine the Word-
multisyllabic words
Building Cards to form two-syllable words with open syllables. Have
context. RF.5.3a students chorally read the words: cater, paper, moments, motors.
You Do
Write other open syllables and word parts on the board, such as mu, de,
Build words with open
syllables. ba, ti, le, bate, sic, ger, by and gal. Have students work with partners to build
words with open syllables. Then have partners share the words they built
and make a class list.
T234 UNIT 2 WEEK 4

WEEK 4
P R AC T I C E O P E N S Y L L A B L E S
OBJECTIVES
I Do
Remind students that an open syllable is a syllable that ends in a vowel
Use combined and usually has a long-vowel sound. Write the word pilot on the board.
knowledge of Then read the word aloud and separate the word between the first and
all letter-sound
correspondences,
second syllable: pi/lot. Point out that the first syllable in pilot ends in a
syllabication patterns, vowel and has a long-vowel sound.
and morphology
(e.g., roots and We Do
Write the words flavor, recent, giant, broken, and humid on the board.
affixes) to read Model how to decode the first word, and then guide students as they
accurately unfamiliar decode the remaining words. Help them first divide each word into
multisyllabic words
syllables using the syllable-scoop procedure. This will help them to read
context. RF.5.3a one syllable at a time.
You Do
Afterward, point to the words in random order for students to
Decode words with
open syllables. chorally read.
Approaching Level
Vocabulary
TIER
2
I Do
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
expression. L.6.6 speaking and writing. For example, provide sentence starters such as I am
from ____. Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T236 UNIT 2 WEEK 4

WEEK 4
ANSWER YES/NO QUESTIONS
OBJECTIVES
I Do
Display the expertise Visual Vocabulary Card and ask, Does a person with
Acquire and use expertise in painting need to take art lessons?
accurately grade-
appropriate general Explain why someone with expertise in painting wouldn’t need art lessons.
academic and
domain-specific
We Do
Display the card for the word impudence. Ask, Would you feel angered by
words and phrases; someone’s impudence toward you? With students, discuss that impudence is
gather vocabulary
rude and disrespectful behavior, so the answer to the question is yes.
knowledge when
considering a word Display the remaining cards one at a time, asking each question below.
to comprehension or
Have students answer yes or no and explain their answers.
expression. L.6.6 ‡ Is someone who plays the violin deftly likely to make a mistake?
‡ Would standing under eaves help you stay dry during a rain shower?
‡ Can you buy a legacy?
‡ Do mountains usually have symmetry?
‡ Is learning a new skill a benefit of going to school?
‡ Do you think your parents enjoy being spoken to with derision?
G R E E K A N D L AT I N S U F F I X E S
OBJECTIVES
I Do
Use common, grade- Reproducibles pages 83–84. Read aloud the first paragraph. Point to the
appropriate Greek word measurements. Explain to students that they can use the meaning of
the Latin suffix -ment to figure out the meaning of the word.
meaning of a word Think Aloud I’m not sure what measurements means. I know the Latin
audible). L.6.4b suffix -ment is added to verbs to form nouns that show the results of the
verb. To measure means “to find the size, length, or amount of something,”
Use Greek and Latin so measurements must be the sizes, lengths, or amounts that are found.
suffixes to determine
Write the definition of the word based on the meaning of its suffix.
the meanings of
unknown words. Ask students to point to the word calculations in the same paragraph. With
We Do
students, discuss how to use the meaning of the suffix -tion to figure out
the meaning of the word. Write the definition of the word.
You Do
Have students find the meanings of the words question on page 83 and
mysterious on page 84, using their knowledge of the suffixes.
VOCABULARY T237
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when reading aloud text, especially when it includes speech
I Do
Read on-level prose or characters’ thoughts and feelings, students should use expression so
and poetry orally with listeners can hear the feelings behind the words. Paying attention to end
rate, and expression punctuation and the words an author uses to describe how a character
on successive says something can help students read with expression. Read the first
readings. RF.5.4b paragraph of the Comprehension and Fluency passage on Approaching
Reproducibles pages 83–84. Tell students to listen for expression.
Read fluently with
good expression.
We Do
Read the rest of the page, one sentence at a time, having students repeat
after you using the same expression. Explain that you ended questions on
an upnote to show the curiosity the narrator and the characters feel.
You Do
Have partners take turns reading sentences and then paragraphs from the
Approaching Reproducibles passage. They should focus on expression.
Listen in and provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y N A R R ATO R ’S I N F LU E N C E
2
OBJECTIVES
I Do
Explain how an passage on Approaching Reproducibles pages 83–84. Explain that
author develops the because this story is told from a third-person point of view, the scene is
narrator or speaker in a described as if someone were watching what was happening and then
text. RL.6.6 telling the reader about it. Explain that a third-person narrator uses third-
person pronouns and refers to all of the characters by name. Point out the
Explain how the pronouns he, his, and him and the use of the main character’s name, Basu.
presence of a third-
person narrator
We Do
Read the rest of page 83. Ask: How can you tell that this story is told from the
influences the way third-person point of view? Help students identify the use of third-person
events are described.
pronouns as well as the use of Basu’s name. Guide students to articulate
that the narrator describes the story events as if he or she observed them.
You Do
Have students read the rest of the passage. Ask them to underline text
that shows third-person point of view. Share the lists as a class.
T238 UNIT 2 WEEK 4

WEEK 4
OBJECTIVES
I Do
Remind students that the point of view of a story is the perspective
Explain how the from which it is told. In third-person point of view, the narrator is not a
author develops the character in the story. A third-person narrator uses pronouns such as he,
she, or they to tell readers about characters’ actions, thoughts, feelings, and
text. RL.6.6 speech. The third-person narrator also provides details about the plot.
Recognize a third- We Do
Read together the first paragraph of the Comprehension and Fluency
person point of view. passage on page 83 of the Approaching Reproducibles. Explain that
the following detail is an example of how the third-person narrator helps
you learn about Basu, what he is doing, and why: “By the time the sun was
directly overhead, he should finally reach the university at Patna.There he
hoped to find Aryabhata.” With students, identify other details that show
how the narrator tells about the characters and plot.
You Do
Have students read the rest of the passage and identify details the narrator
provides that help them understand the characters and plot.

Cite textual evidence Have students choose a historical fiction book for sustained silent reading.
to support analysis
explicitly as well as ‡ point of view is the perspective from which a story is told. In third-
inferences drawn from person point of view, the narrator knows what characters think and feel.
the text. RL.6.1
‡ making predictions as they read helps set a purpose for reading.
Explain how the
Confirming and revising predictions helps readers understand better.
author develops the
point of view of the Read Purposefully
text. RL.6.6 Have students record on Graphic Organizer 99 details that help them
identify the point of view as they read independently. After they finish,
Make, confirm, and they can conduct a Book Talk, each telling about the book he or she read.
revise predictions
to increase ‡ Students should share their organizers and answer this question: How
understanding. did the point of view help you understand the characters and plot?
‡ They should share any predictions they made as they read, and whether
they were able to confirm them or had to revise them.
COMPREHENSION T239
On Level
Historical
Fiction
The Little
Golden
Llama
Leveled Reader: Go
The Little Golden Llama
by Paul Mason
Digital
illustrated by James Watson
Before Reading
Historical
Preview and Predict

Fiction
The Little
Golden
PAIRED
READ All Work and No Play Llama
‡ Read the Essential Question with students: What influences the by Paul Mason
Leveled Reader
LEXILE 890 ‡ Have students read the title and table of contents, preview the Readers
illustrations, and skim the text for characters and dialogue. Have
OBJECTIVES them predict what the significance of the title might be.
to support analysis
explicitly as well as Review with students that historical fiction is set in a real time and
inferences drawn from place in the past and includes facts from history. Everyday dialogue
the text. RL.6.1
containing words or phrases from the era in which the story is set
Explain how an reveals how the characters think and feel and helps move the plot
author develops the
forward. Historical fiction may also include flashbacks that provide
narrator or speaker in information about a character’s past. Have students identify evidence
a text. RL.6.6 that The Little Golden Llama is historical fiction.
Read on-level prose
During Reading
rate, and expression Close Reading
on successive
readings. RF.5.4b Note Taking: Ask students to use the graphic organizer in the Your
Read historical fiction. Pages 2–4 From what point of view is this story told? (third-person; the Use
Graphic
narrator uses the pronouns he, his, and him; thoughts and feelings of all Organizer
ACADEMIC characters are known) The Latin suffix -ive means “tends to do or be like.”
LANGUAGE What does expansive mean on page 4? (Expand means “to spread out.”
• predictions, point of
Expansive must describe something spread out or open.)
view, historical fiction
• Cognates: Pages 5–7 What will happen to Titu? Paraphrase supporting evidence.
predicciónes, ficción (Khonu mentions the value of llamas and he thinks about how Titu
histórica was taken from his family [p. 2]. Urcon also tells Khonu to not get “too
attached to that one,” so I predict Titu will be sold.)
Pages 8–10 What text evidence can you use to confirm or revise your
prediction? (I revise my prediction, because on page 8 the author reveals
that rather than being sold, Titu will be sacrificed to the sun god.)
T240 UNIT 2 WEEK 4

WEEK 4
Pages 11–15 Why did the author choose to compare Khonu to a

hesitant woodpecker on page 11? (Khonu needs to be careful with the Literature
tools as he creates the sculpture; he wants to create a work of art.) Circles
Whose thoughts are revealed on page 15? When does this take place? (the
old man Khonu; back in the same time as the beginning of the story)
Thinkmark questions to guide
After Reading the discussion. You may wish to
Respond to Reading about what students learned
Revisit the Essential Question and ask students to complete the Text about the influences that affect
the development of a culture
Ana
Analytical
W Write
W
Writing About Reading Check that students recognize Thonapu’s Leveled Reader.
point
i of view and can imagine how he would perceive Khonu’s plan.
Fluency: Expression
Model Model reading page 13 with expression. Next, reread the page Level
Apply Have students practice reading with a partner. Up
PA I R E D R E A D
“All Work and No Play”

Make Connections: Write About It IF students read the On Level fluently and
that although “All Work and No Play” is a THEN pair them with students who have
drama, it includes historical facts about influences on a culture. Then
students
discuss the Essential Question. After reading, ask students to make
connections between the cultural influences depicted in The Little • partner-read the Beyond Level main
Golden Llama and “All Work and No Play.” selection.
• make predictions and confirm or revise
them as they read on.
• note text evidence of point of view.

FOCUS ON LITERARY ELEMENTS
The Beyond Level challenges students
Students can extend their knowledge of the use of with more difficult vocabulary and
flashback in fiction and nonfiction by completing the more complex sentence structures.
ON LEVEL T241
On Level
Vocabulary
I Do
Acquire and use benefit, deftly, derision, eaves, impudence, and symmetry. Point to each
accurately grade- word, read it aloud, and have students chorally repeat it.
appropriate general
words and phrases; ‡ Would you show impudence by misbehaving or by being polite?
gather vocabulary ‡ Would a person add eaves to the basement or roof of a house?
knowledge when
considering a word ‡ If someone treats you with derision, is he or she your friend or enemy?
or phrase important
Have partners respond to these questions and explain their answers.
expression. L.6.6 ‡ Is a pitcher who throws deftly more or less likely to strike out a batter?
‡ Is a benefit of going to college getting an education or paying tuition?
‡ If a seesaw has symmetry, are the riders lopsided or balanced?
OBJECTIVES
I Do
Remind students they may figure out the meaning of a word by using
Use common, grade- what they know about Greek and Latin suffixes. Use the Comprehension
appropriate Greek and Fluency passage on Your Turn Practice Book pages 83–84 to model.
roots as clues to the Think Aloud I know that the base word calculate in the word calculations
meaning of a word
means “to figure out the amount of something mathematically.” I also
audible). L.6.4b know that the Latin suffix -ion means “the state or result of.” When I
combine these meanings, I can figure out that calculations are the results
of using math to figure out the amount or number of something.
We Do
In the next paragraph, students find astronomy. Have them figure out the
definition by using what they know about the suffix -nomy. If necessary,
say that -nomy means “a body of knowledge about a specified field.”
You Do
Before students finish the passage, provide the meaning of the suffix -ible
(“able to”). Have students determine the meanings of question on page 83
and mysterious and invisible on page 84 as they read on.
T242 UNIT 2 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
I Do
Remind students that a third-person point of view is one in which the
Explain how the narrator of the story does not take part in the action of the story, but
author develops the observes and reports on it. A third-person narrator provides plot details
and uses third-person pronouns, as well as characters’ names, to tell
text. RL.6.6 readers about characters’ actions, thoughts, feelings, and speech.
Recognize a third- We Do
Have a volunteer read the first paragraph of the Comprehension and
person point of view. Fluency passage on Your Turn Practice Book pages 83–84. Model
identifying third-person point-of-view details that help you learn about
the character of Basu, what he is doing, and why, such as “By the time the
sun was directly overhead, he should finally reach the university at Patna.
There he hoped to find Aryabhata.” Work with students to identify other
third-person point-of-view details that inform on the characters and plot.
You Do
Have students read the rest of the passage and identify details provided
by the third-person narrator that help them understand the characters
and plot.

to support analysis
of what the text says ‡ Before they read, have students preview the book, reading the title and
explicitly as well as viewing the front and back cover, as well as any illustrations.
the text. RL.6.1 ‡ As students read, remind them to use text evidence and their prior
knowledge to make predictions about the text. As they read on, they
Explain how the
author develops the can confirm or revise their predictions as needed.
Read Purposefully
text. RL.6.6 Encourage students to read different books that tell stories about what
influences the development of a culture.
Make, confirm, and
revise predictions ‡ As students read, have them fill in on Graphic Organizer 99 details that
to increase help them identify the point of view.
understanding.
Beyond Level
Historical
Fiction
The
Leveled Reader: Go
by Paul Mason • Illustrated by Dan Bridy
The Mark Digital

Before Reading
Historical
Preview and Predict

Fiction
The
PAIRED
READ Use Your Head!
‡ Read the Essential Question with students: What influences the
Mark
by Paul Mason • Illustrated by Dan Bridy
Leveled Reader
illustrations, and skim the text for characters and dialogue in The
OBJECTIVES Mark and predict what the story is about.
to support analysis
explicitly as well as Review with students that historical fiction is set in a real time and
inferences drawn from place in the past and includes facts from history. Everyday dialogue,
the text. RL.6.1
possibly containing words or phrases from the era in which the story is
Explain how an set, reveals how the characters think and feel, and helps move the plot
author develops the
forward. Historical fiction may also include flashbacks. Have students
narrator or speaker in identify evidence that The Mark is historical fiction.
a text. RL.6.6
Read on-level prose During Reading
accuracy, appropriate Close Reading
on successive
Note Taking: Ask students to use the graphic organizer in the Your
readings. RF.5.4b Turn Practice Book, page 82, while they read the selection.
Pages 2–5 What literary element does the author use to tell this story? Use
Read historical fiction. Graphic
(flashback; p. 2 shows the present day; beginning on p. 3, the story Organizer
switches to the past.) Explain to a partner how the use of flashback affects
ACADEMIC the point of view in the story. (Both parts are told in the third-person,
LANGUAGE but the present section shows Jake’s point of view and the past section
• predictions, point of
shows Col’s.) Jake does not remember Col’s story, so what is the connection
view, historical fiction
between them? (the mystery of the mark on the stone)
• Cognates:
predicciónes, ficción Pages 6–7 What do you predict will happen next? Paraphrase evidence
histórica that supports your prediction. (The chapter is titled “Thief!” Col thinks of
Bigge as a troublesome character. I predict that Col and Bigge will be
involved in an accusation about a missing tool.)
Pages 8–9 Tell a partner how you confirmed or revised your prediction.
(Confirm: Bigge accuses Col.)
T244 UNIT 2 WEEK 4

WEEK 4
Pages 10–11 Use what you know about the Latin suffix -ous to define
anxious on page 11. (Anxious looks like anxiety, which means “worry.” Literature
The suffix -ous means “full of,” so anxious must mean “full of worry.”) Circles
Pages 12–15 Tell a partner a prediction you make after reading page 12. Ask students to conduct a
(Col will save Bigge’s life and Bigge will take back his accusation.) literature circle using the
As you read on, explain how the author prepares readers for what happens Thinkmark questions to guide
to Bigge. (The author uses foreshadowing to prepare readers on page 3, the discussion. You may wish to
when Bigge tells Col the tower brings bad luck.) have a whole-class discussion
about the influences that affect
After Reading the development of a culture
Respond to Reading Leveled Reader.
Ana
Analytical
W Write
W
Writing About Reading Check that students can recognize
Bigge’s
Bi ’ point of view about the missing chisel and how it is different
from Col’s.
Fluency: Expression
Apply Have students practice reading with a partner. Gifted and Talented
Historical
H
F
Fictio n
Compare Texts
The to think about how The Mark
Read about two boys from long ago who carve statues
illustrates what influenced the

that are traditional in their culture.
PA I R E D R E A D
Use Your Head!
Characters: a group of stone carvers
bbyy PPa
Paul
aauul MMason
aasson
ssoon • Illus
Illustr
IIllu
llu
lus
us ated by Dan Bridy
culture of medieval England.
RAHITI (a stone carver)
ARANUI (a stone carver)
TEMARU (an elder)
Scene: On the island known as Rapa Nui or Easter
Island in the year 1200. It’s afternoon, and RAHITI
Students should look back
“Use Your Head!”
and ARANUI are busy carving. Many other carvers are
through the text for evidence

working around them on stone heads.
RAHITI: (tapping at the rock with his tools) It must be
quitting time. I’ve done enough chiseling for today. The
sea is calling.
ARANUI: (sitting beside him) Just a few more taps … a
little bit off here … Done! What do you think?
They stand back. The sculpture is a tiny, grinning head.
RAHITI: Now, that is one good piece of carving. Beach
of historical facts that informed
time, Aranui.
Make Connections: Write About It They lay down their tools. A moment later, they are
stopped by TEMARU storming over.
17
PAIRED
PA
READ
RE Use Your Head!
the story. Then they can write
Before reading, ask students to note that
&9B&5B/5B*B8:
/ %
LQGG
about how those facts tell about

Leveled Reader the culture beyond the specific
“Use Your Head!” is a drama that includes
historical facts about influences on a culture. Discuss the Essential characters and plot events of
Question. After reading, ask students to make connections between the story.
the cultural influences in The Mark and “Use Your Head!”
FOCUS ON LITERARY ELEMENTS

flashback in fiction and nonfiction by completing the
BEYOND LEVEL T245

Beyond Level
Vocabulary
Model
Acquire and use legacy and expertise. Write social studies-related sentences on the board
accurately grade- using the words.
appropriate general
academic and Write the words cultural and influences on the board. Discuss the meanings
domain-specific
words and phrases;
with students. Then help students write sentences using the words.
gather vocabulary
Apply
Have pairs look up and discuss the meanings of the words development
knowledge when
considering a word and civilization. Then have partners use the words to ask and answer
or phrase important questions about the week’s readings, making sure the question contains
to comprehension or one word and the answer contains the other.
expression. L.6.6
OBJECTIVES
Model
Use common, grade- passage on Beyond Reproducibles pages 83–84.
appropriate Greek
or Latin affixes and Think Aloud When I read this paragraph, I want to understand the
roots as clues to the word calculations. I know the suffix -ion means “state or result of.” That
meaning of a word
helps me figure out that calculations means “the results of calculating.” So
audible). L.6.4b calculations are the answers to mathematical problems or equations.
With students, read the second paragraph. Help them figure out the
meaning of astronomy.
Apply
Have partners read the rest of the passage. Ask them to use their
knowledge of Greek and Latin suffixes to determine the meanings of
the words question on page 83 and mysterious, invisible, fraction, and
disappointment on page 84.
Gifted and Synthesize Have partners discuss what they’ve learned by exploring
Talented
and answering this week’s Essential Question. Then have them use the
words legacy, expertise, cultural and development to write a response to the
question as it applies to the Comprehension and Fluency passage.
T246 UNIT 2 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
Model
Remind students that a third-person point of view is one in which the
Explain how the narrator of the story does not participate in the action of the story, but
author develops the observes it. A third-person narrator reports on plot details and is aware of
narrator or speaker in
one or all of the characters’ actions, thoughts, feelings, and dialogue.
a text. RL.6.6
Have students read the first paragraph of the Comprehension and Fluency
passage on Beyond Reproducibles pages 83–84. Ask open-ended
questions to facilitate discussion, such as Who is the narrator? How do you
know? What information does the narrator provide that indicates the point
of view? Have students point out the details that help them identify the
narrator’s point of view and inform them about the characters and plot.
Apply
Have students continue to identify point-of-view details in the rest of
the passage as they independently fill in Graphic Organizer 99. Then
have partners use their work to explain how the narrator’s point of view
provides them with information about the characters and plot.

to support analysis
of what the text says ‡ As students read, have them fill in Graphic Organizer 99.
‡ Remind them to make, confirm, and revise predictions as they read.
the text. RL.6.1 Read Purposefully
Explain how the
Encourage students to keep a reading journal. Ask them to read different
author develops the
point of view of the books that tell stories about what influences the development of a culture.
narrator or speaker in a ‡ Students can write summaries of the books in their journals.
text. RL.6.6
Make, confirm, and
revise predictions Gifted and Independent Study Challenge students to discuss how their books
Talented
to increase relate to the Weekly Concept of influences. Have students compare the
understanding. influences that affect the cultures in their books with the influences
described in “Cusi’s Secret” and A Single Shard.
Shared Read Go
Cusi’s Secret Digital
Before Reading
Build Background

Read the Essential Question: What influences the development of

What influences
ences the
ent of a culture?
development

Janet Broxon
a culture?
136 137
Reading/Writing
136_139_CR14_SI6_U2W4_MR_118711.indd
136 139 CR14 SI6 U2W4 MR 118711 indd 136 11/22/11
136_139_CR14_SI6_U2W4_MR_118711.indd
139
4:22CR14
PM SI6 U2W4 MR 118711 indd 137 11/14/11 11:17 AM
Workshop View “Cusi’s

‡ Explain the meaning of the Essential Question, including the Secret”
vocabulary in the question: To influence means “to affect or change
OBJECTIVES something.” Development is the way something grows. When something
influences the development of a culture, it changes the way that culture
to support analysis
of what the text says grows and advances.
explicitly as well as ‡ Model an answer: Generations of farmers in the Chinese culture
have used terrace farming to grow rice. The farmers have used
the text. RL.6.1
this practice because the mountainous landscape in China is not
Explain how an
suited for farming. Therefore the landscape has influenced the
author develops the
point of view of the development of the Chinese culture.
narrator or speaker in ‡ Ask students a question that ties the Essential Question to their
a text. RL.6.6
own background knowledge: Think about a culture you are familiar
with. How has the resources and traditions of the culture influenced its
LANGUAGE development? Turn to a partner and explain. Call on several pairs.
OBJECTIVE
Make, confirm, and
revise predictions During Reading
about a fictional text.
ACADEMIC ‡ Ask questions that help students understand the meaning of the text
LANGUAGE after each paragraph.
• prediction, point of ‡ Reinforce the meanings of key vocabulary.
view, narrator
• Cognates: predicción, ‡ Ask students questions that require them to use key vocabulary.
narrador(a) ‡ Reinforce strategies and skills of the week by modeling.
T248 UNIT 2 WEEK 4

WEEK 4
Page 137 Paragraphs 2–6

Show photographs of vicuñas. What are the
A Family Tradition vicuñas used for? (wool) What is a quipu? (a
Paragraph 1 counting tool) What is it made of? (wool) What
Model Point of View I see the pronoun they, used does Cusi remember when she thinks about quipus?
to mention the characters Cusi and her mother. If (the day she asked a man to teach her to use one)
Cusi or her mother were the narrator, would they Why wouldn’t he teach her? (only men are allowed)
refer to themselves this way? (no) This tells me
the story has a third-person point of view. Have Page 139
students restate this conclusion.
A Secret to Treasure
Paragraph 2 Paragraph 1
Have students choral read the last three sentences
Who taught Cusi’s mother to weave? (Cusi’s after you, reading with expression.
grandmother) Who taught Cusi’s grandmother? Why is Mamacona so upset? (Cusi has made a
(Cusi’s great grandmother) Explain that a legacy quipu, and women aren’t allowed to have them.)
is something handed down from the past. Have
pairs discuss why weaving is described as a legacy. Paragraph 2
A Special Invitation Who buys vicuña robes? (royal merchants)

Paragraphs 1–2 Who makes the robes? (Cusi and the others at the
Explain and Model the Strategy Show how to girls’ school) Why does Cusi want to learn to use a
use clues to make a prediction. I read that while quipu? (She wants to help keep the women who
Cusi showed her skills, the teacher “watched in make and sell vicuña robes from being cheated.)
amazement.” I predict the teacher will invite Cusi to
attend school. Paragraph 3
Whose flashback does this paragraph describe?
Paragraph 3 (Mamacona’s) Do you predict Mamacona will let
Does the teacher invite Cusi to attend school? (yes) Cusi learn to use a quipu? (Yes, because she was
Does this confirm our prediction? (yes) won over by Cusi’s hopeful plea.)
Page 138 Paragraph 4

Does the text match your prediction? (yes)
Much to Learn
Paragraph 1 After Reading
Explain and Model Greek and Latin Suffixes
Read aloud memorize and have students repeat Make Connections
after you. Explain that a memory is something ‡ Review the Essential Question.
remembered, and that -ize means “to make.” Using ‡ Make text connections.
the suffix, what does memorize mean? (to make a
‡ Have students complete ELL Reproducibles
memory or to remember something)
pages 83–85.


Historical
Fiction
The Little
Golden
Llama
Leveled Reader: Go
The Little Golden Llama
by Paul Mason
Digital
Before Reading
Historical
Preview
Fiction
The Little
Golden
PAIRED
All Work and No Play
Llama
READ
‡ Read the Essential Question: What influences the development of by Paul Mason
Leveled Reader
a culture? Leveled
LEXILE 690 ‡ Refer to Cultural Legacies: How is culture influenced by location? Readers
‡ Preview The Little Golden Llama and “All Work and No Play.” Our
OBJECTIVES
purpose for reading is to see how artisans can influence a culture.
Explain how an
author develops the
point of view of the Vocabulary
narrator or speaker in Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
a text. RL.6.6
livelihood, offering. Use the routine found on the cards. Point out the
Read on-level prose Greek and Latin suffix –hood in the word livelihood.
rate, and expression During Reading
on successive
readings. RF.5.4b Interactive Question-Response
Note Taking: Have students use the graphic organizer on the ELL
ACADEMIC Reproducibles page 82. Use the questions below after each page is
LANGUAGE read with students.
• predictions, point of Use Graphic
Organizer
view
• Cognate:
Pages 2–4 Point out the text in italics on page 2. Why do you think this
predicciónes text is set in italics, but the other text isn’t? (The text in italics represents
the present. The story that Khonu is remembering is set in the past.)
Who is telling the story set in the past? How do you know? (a narrator; the
text uses his and he, and the narrator tells the action of the characters)
Pages 5–7 Look at the picture on page 7. The story is called The Little
Golden Llama. We know that Khonu’s favorite llama, Titu, looks like the
golden one that Thonapu is making. With your partner, discuss what might
happen next in the story. Call on volunteers to share their predictions.
Pages 8–10 Tell me in your own words why you think Thonapu is going
to kill Titu as an offering to the sun god. Gesture the word offering as you
say it to reinforce meaning. (Llamas are important to the culture and are
given to thank the god for teaching their people to hunt and cook.)
T250 UNIT 2 WEEK 4

WEEK 4
Pages 11–13 Look at the picture on page 11. How is Khonu going to save
Titu? (by finishing the statue) Was your prediction about the story the Literature
same or different? Revise your prediction if necessary. Circles
Pages 14–15 How did Thonapu feel when he saw the golden llama Ask students to conduct a
statue? (angry then confused) Is Thonapu mad at Khonu? Find the words literature circle using the
that support your answer. (No, the text says he breathes a sigh of relief.) Thinkmark questions to guide
After Reading concerning what students
learned about what influences
Respond to Reading Help students complete the graphic organizer
the development of a culture
on ELL Reproducibles page 82. Revisit the Essential Question. Ask from both selections in the
students to work with partners to summarize and answer the Text Leveled Reader.
Ana
Analytical
W W
Write
Writing About Reading Have students work with a partner to
i a paragraph to describe the point of view from which The Little
write Level
Up
Historical
Golden Llama is written. Ask them to explain how they determined the
Fiction
The Little
Golden
point of view and what effect it has on the story. Llama by Paul Mason
Historical
Fiction
Fluency: Expression The Little

Golden
Llama
Model Model reading page 13 with expression. Next, reread the page by Paul Mason
PAIRED

READ

PAIRED
READ
Historical
H
F
Fictio n
Th
h e Li
L tt le
Compare Texts
Golden
Read about a boy whose work is important to
his culture.
PA I R E D R E A D All Work and No P lay lama

L
Characters:
ROWAN (a glazier)
by Pau
Paul Mason
illustrated by
James Watson
MASTER BROM (the master glazier)
FRENDREL (an apprentice)
BORIN (a glazier)
ULRIC (a glazier)
Scene: The year is 1200. A small camp near a
cathedral resembles a building site; glaziers are busy
“All Work and No Play” proficiently read the On Level and have ELL
unpacking their workshop beneath a large awning, ready
to begin work on the cathedral’s stained glass windows.
ROWAN: Come hither, Frendrel! Quickly, lad! Pull on
this rope here. Make it fast, now, and I’ll have no
impudence from you!
FRENDREL hurries to grab the tent rope attached
to the awning. ROWAN hammers a tent peg with a
mallet.
students
MASTER BROM: (out of sight, calling from the other side

of the awning) Frendrel! I bid you, where is my grozing
PAIRE
PAIR
RED

iron? I need it to cut this piece of glass.
REA
AD All Work and No
Play
17

&9B&5B/5B*B8:
/ (
LQGG
Before reading ask students to note that Leveled Reader

the genre of this text is drama. Then, • list words with which they have difficulty.
discuss the Essential Question. After reading, ask students to make • discuss these words with their partners.
connections between the information they learned from The Little
Golden Llama and “All Work and No Play.”
FOCUS ON LITERARY ELEMENTS assuming prior-knowledge and using
more domain-specific words.
flashbacks by completing the activity on page 20.


Vocabulary
OBJECTIVES Preteach vocabulary from “Cusi’s Secret,” following the Vocabulary Routine
I Do
Acquire and use found on the Visual Vocabulary Cards for words benefit, deftly, derision,
accurately grade- eaves, expertise, impudence, legacy, and symmetry.
appropriate general
words and phrases;
knowledge when
Have students work with a partner to use two or more words in sentences
or phrase important or questions. Then have each pair read the sentences aloud.
to comprehension or
Have students copy two Ask students to write Challenge students
LANGUAGE completed sentences and one sentence and one to write a sentence or
OBJECTIVE read them aloud. question. question for each word.
REVIEW VOCABULARY
I Do
Acquire and use over a few days. Read each word aloud, pointing to the word on the
appropriate general
domain-specific
Display the card for the word exotic. Say aloud the word set exotic, foreign,
gather vocabulary nearby, unusual. With students, identify the word that does not belong and
knowledge when discuss why.
considering a word
For the remaining words, have pairs create word sets including one word
to comprehension or that does not reflect the vocabulary word’s meaning. Ask them to read
expression. L.6.6 aloud the word sets for the class to identify the word that does not belong.

OBJECTIVE Give pairs word sets to Have students create word Have students identify the
Use vocabulary words. copy. Help them identify sets with one related and word that does not belong
the non-related word. one non-related word. and explain their choice.
T252 UNIT 2 WEEK 4

WEEK 4
OBJECTIVES Read aloud the first paragraph of the Comprehension and Fluency
I Do
Use common, grade- passage on ELL Reproducibles pages 83–84 while students follow
appropriate Greek along. Explain what is happening in the paragraph. Point to the word
measurements. Tell students that they can use the meaning of the Latin
meaning of a word suffix -ment to figure out the word’s meaning.
audible). L.6.4B Think Aloud I know that the Latin suffix -ment turns a verb into a noun
that describes what the verb creates. To measure means “to find the size,
length, or amount of something,” so measurements must be the sizes,
LANGUAGE
OBJECTIVE lengths, or amounts that are found.
Use Greek and Latin
suffixes to determine We Do
Have students find calculations in the first paragraph. Explain the meaning
word meaning. of the suffix -ion as “state or result of.” Help students define the word.
You Do
In pairs, have students write a definition for mysterious in the first
paragraph on page 84 using the meaning of the suffix -ous.

Tell students the meaning Tell students the meaning Have students explain
of the base word and of of the suffix. how the suffix helped
the suffix. them define the word.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Cusi’s Secret”:
Acquire and use herds, tradition, weave; and The Little Golden Llama: emperor, sculpt, valuable.
accurately grade- Define each word for students: A herd is a group of the same kind of animal.
appropriate general
academic and Model using the words for students in a sentence: I saw the herds of cattle
eating on the hillside. When I was a girl, your grandmother taught me to shear
words and phrases;
gather vocabulary wool from the alpaca in our herds. Then provide the following sentence
knowledge when frame and complete it with students: In the fields, the herds of .
considering a word
to comprehension or class to complete.
expression. L.6.6
LANGUAGE Help students copy and Provide sentence starters Have students define the
OBJECTIVE complete the sentence for students, if necessary. words they used.
Use academic frames correctly.
vocabulary and high-
frequency words.
VOCABULARY T253

Writing/Spelling
W R I T I N G T R A I T: S E N T E N C E F LU E N C Y
OBJECTIVES Explain that good writers include words and phrases that help readers
I Do
Use a variety of understand how one idea or plot event is connected to another. These
transition words, types of words and phrases are called transitions. Read the Expert Model
phrases, and clauses to
convey sequence and passage aloud as students follow along and note the transitions.
signal shifts from one
time frame or setting We Do
Read aloud paragraphs 4–6 in “Cusi’s Secret” as students follow along. Use
to another. W.6.3C a sequence chart to list the events as indicated by the transitions, noting
each transition. Model writing a summary of the fourth paragraph using
the sequence and transitions in the chart.
LANGUAGE
OBJECTIVE Have pairs write a summary of paragraphs 5 and 6, including transitions
Add transitions to You Do
revise writing. from the chart. Edit each pair’s writing. Then ask students to revise.

Have students copy the Have students add Have students revise for
edited paragraph. transitions to revise. transitions and syntax.
SPELL WORDS WITH OPEN SYLLABLES
OBJECTIVES Read aloud the Spelling Words on page T228, breaking them into syllables,
I Do
Demonstrate and attaching a spelling to each sound. Emphasize the long vowel sound
command of the in each word’s open syllable. Have students repeat the words.
conventions of
punctuation, and
sentence, read the underlined word slowly, segmenting it into syllables.
writing. L.6.2
You Do
Display the words. Have students exchange their list with a partner to
LANGUAGE
Spell words with open
syllables. Have students copy the After doing their After doing their
words, correctly spelled, corrections, have pairs corrections, have pairs
and say them aloud. quiz each other in writing. quiz each other orally.
T254 UNIT 2 WEEK 4

WEEK 4
Grammar
POSSESSIVE NOUNS
OBJECTIVES Remind students that possessive nouns name who or what owns
I Do
Demonstrate something. Compare regular nouns with possessive nouns and point out
command of the how they are different. Write on the board: That is the boy’s bike. Underline
conventions of
standard English
the possessive noun. Tell students that boy’s is a possessive noun because
grammar and usage it tells who the bike belongs to. Point out the apostrophe -s at the end of
when writing or boy’s and explain that it shows that the noun is possessive. Write on the
speaking. L.6.1 board: Those are the boys’ bikes. Underline the plural possessive noun. Say
that boys’ is a possessive noun that tells that the bikes belong to more
Use possessive nouns
than one boy. Point out the -s apostrophe and explain that the -s makes
the noun plural, and the apostrophe shows that the noun is possessive.
LANGUAGE
OBJECTIVE We Do
Write the sentence frames below on the board. Point out the nouns in
Write sentences. parentheses. Explain that students will use each to form a possessive noun
Grades K-6
that completes each sentence. Fill the sentence frames with the possessive
nouns they form. Read completed sentences aloud for students to repeat.
Language My leash came off. (dog)
Transfers
Handbook
Those sweaters all match. (girls)
Can you reach the top shelf? (closet)
Language Transfers
Handbook You Do
Have small groups brainstorm a list of nouns. Then have students write
three sentences using nouns from the list that they make possessive. Tell
Speakers of Haitian
Creole, Hmong, them to include at least one plural possessive noun.
Spanish, and
Vietnamese may Beginning Intermediate Advanced/High
use prepositions to Have the group do the Ask students to underline Have students underline
describe possessives. activity together and copy the possessive nouns and the possessive nouns and
Reinforce the use of the sentences. Help them circle the ‘s they added to indicate whether they
apostrophe -s when underline the possessive singular nouns and the are singular or plural. Ask
forming possessive nouns. Read the sentences apostrophe they added to them to explain what
nouns. aloud for them to repeat. plural nouns. belongs to each noun.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Point of View RL.6.3, Greek and Latin Suffixes Writing About Text RL.6.3,
RL.6.6 L.6.4b RL.6.6, W.6.9a
Grade 6
Assessment Includes
Weekly
State Standards online PDFs
Grades 1-6
Fluency
following schedule:
State Standards
T256 UNIT 2
WEEK 4
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 37–39 on Point of View
multiple-choice items from the Tier 2 Comprehension Intervention
COMPREHENSION
Students answer 0–6 . . . assign Lesson 154 on Suffixes -ous, -able,

VOCABULARY multiple-choice items -ence, -ion from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 37–39 on Point of View

“3” on the constructed and/or Write About Reading Lesson 194 from
WRITING responses . . . the Tier 2 Comprehension Intervention Online
PDFs.

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

commemorate Shared Read “Ozymandias” and “Life Long Friends,” 150–157
contemplate Genre Poetry
Lexile NP
forlorn
majestic
Poetry Terms Genre ............................................................. Lyric Poetry and Sonnet, T274–T275

Comprehension Skill .............................. Theme, T276–T277
lyric poetry
Literary Element ....................................... Rhyme Scheme and Meter, T278–T279
meter
Vocabulary Strategy ............................... Personification, T280–T281
rhyme scheme
Writing Traits .............................................. Word Choice, T286–T287
sonnet
Grammar Handbook............................... Appositives, T290–T291
Go
Digital
T258 UNIT 2 WEEK 5

PAST AND PRESENT
Essential Question
What can the past teach us?
WEEK 5
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
“Majestic,”“Mummy,” and “Clay,” 174–176 “Maestro” and “Tradition,” 178–179
Genre Poetry Genre Poetry
Lexile NP Lexile NP
Differentiated Text


Genre Genre
Classroom Library

TEACH AND MANAGE
How You Teach

Past and Present “Ozymandias” Majestic, Mummy, and Clay
Minilessons Lyric Poetry and Sonnet, “Maestro” and “Tradition”
Theme, Rhyme Scheme and Meter,
Personification, Writing Traits
Reading/Writing Literature
Workshop Anthology
150–159 174–179
146–147


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Theme Consonant+le Syllables
Fluency

Precise Language The Past Teaches Us
Independent
Practice Go Digital

pp. 93–94
Comprehension
Genre, p. 95
Phonics/Word Study
Literary Elements, p. 96
Grammar
Phonics, p. 98
Spelling/Word Sorts
Listening Library
Contracts Unit 2 • Week 5 • Past and Present 11
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 5
Leveled Readers Make a List, T284
Text Connections
Compare Past and
Present, T285
Ana
Analytical
W
Writing Write
W About Reading
Write an Analysis, T285
W
Weekly Assessment
T320–T321


16
( More
10 Activities
on back
Word Choice: Precise Language
Communicating Heritage Read Eva’s description. Identify places
WRITING
where vivid words and phrases can replace the
descriptions Eva has written. Revise the
SOCIAL ST
The artifact illustrated below is called a winter count, a

kind of calendar made by the Lakota Sioux. paragraph. Use precise language to strengthen it. COLLABORATE
COLLABORATE Use the Internet and other
sources to find out more about

winter counts.
tiful
grandfathher has a beau
Myy gra
M
G
e of bronze andd
belt buckle. Itt is mad
o belt
old
6
STUDIES
S
How was a winter count made? What e on it. It has red and
was its purpose? What can it tell us has a picture of a hors
9 grandfather got the
T
about the Sioux people? Keep notes blue stones on it. My

dfather, who made
of important details. belt buckle from his gran
20
You need
Minutes it. He was a cowboy.
said that the belt buck
My grandfather has
le will be mine when Theme You need
15
Minutes
Personification and ›Hyperbole To share your research

Internet or other I’m older. Someday, in
the future, I’ll give it
to
› pen or pencil
READING
about the importance of
references
winter counts in the my grandchild.
Personification gives human qualities to nonhuman
› › paper
PHONICS/W0RD STUDY
Sioux culture, prepare an pencils or markers

or nonliving
entry for a catalog at Hyperbole
things. an is an exaggerated COLLABORATE Choose a fiction selection or
statement
educational paper
center.used for dramatic effect. › poem you both have read recently.
As you reread it, make notes about
the details in the text that can help
Read these sentences aloud: 16
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • you
Interactive Games and determine
Activities • Grade 6the theme, or the
I worked my fingers to the bone on that project.
Personification Hyperbole 10
message about life that the author
•
The raindrops kissed the baby’s cheeks.
Research and Inquiry • Grade 6 wants you to understand.
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com
The trees bowed to the fierce winds.
We were dying to see that film. 016_CR14_NA_ACW_6_119294.indd 16A 3/19/12 8:23 PM
Exchange notes. Compare the

010_CR14_NA_ACS_6_119294.indd 10A 3/19/12 9:02 AM
details you each chose. Which
COLLABORATE Make a two-column chart like the one
were different? Which were 10
Minutes
shown. Discuss whether each sentence is similar? Revise the details You need
personification or hyperbole. Add it to the if necessary and combine
correct column. 20 them on one list. Discuss › fiction selections
Write one example of each type.
You need
Minutes
what the theme might be. › pencils or pens
Exchange sentences. Tell which › pencils or pens Work together to write a
› paper
of your partner’s examples is
personification and which is › paper statement of the theme.
hyperbole.
6
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • Interactive Games and Activities • Grade 6
9
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • Interactive Games and Activities • Grade 6
006_CR14_NA_ACR_6_119294.indd 6A 3/19/12 8:47 AM
009_CR14_NA_ACP_6_119294.indd 9A 3/19/12 5:33 PM

Write to Sources
and Research
Theme, T276–T277
Summarize, T281D
Theme, T281D
Analyze to Inform/Explain, T285
Summarize, p. 177
Comparing Texts, T297, T305, Theme, p. 177
T309, T315
Go Theme, pp. 93–94

Digital
Genre, p. 95
Whiteboard Theme Your Turn Practice Book

26
Go
Formal Letter, T350–T355
Go
Digital
Informative Text: Formal
Interactive Leveled Workstation Card Letter
h Edition
di i Formal Letter, Card 26 Writing Process

WEEK 5
Writing Trait: Word Choice
Precise Language, T286–T287
Word Choice: Precise

Language,
pp. 158–159
16
Word Choice:
Go Precise
Digital Language, Word Choice: Precise
Card 16 Language, p. 100
Interactive

Go
Digital
Grammar
Appositives, T290–T291 Appositives
Spelling
Consonant + -le Syllables,
T292–T293
C
Consonant + -le
Go SSyllables
Digital
Interactive

READING
Build Background Past and Present, T266– Comprehension
T267 • Genre: Lyric Poetry and Sonnet, T274–T275
Teach, Listening Comprehension Interactive Read
7
• Skill: Theme, T276–T277
Write About Reading Ana Analytical
A
Writing
W
Model Aloud: “My Friend Fred,”“Each New Moment” • Literary Elements: Rhyme Scheme and Meter,
Whole Group
T268–T269 T278–T279
and Comprehension Vocabulary Strategy: Personification,
Apply • Preview Genre: Lyric Poetry and Sonnet, T274–T275
• Preview Literary Elements: Rhyme Scheme and Meter,
T280–T281
T278–T279
Practice Your Turn 92–97
Reading/Writing Workshop Vocabulary Words in Context, T270–T271
Close Reading of Complex Text
“Ozymandius” and “Lifelong Friends,“ 150–153
Leveled Reader Just Like Pizarro, T296–T297 Leveled Reader Just Like Pizarro, T296–T297
Phonics/Decoding Decode Words With Vocabulary
Approaching Closed Syllables, T2988 2
TIER
T300 0 2
TIER
Level Vocabulary TIER

Comprehension TIER
0 2 • Identify Important Details, T302
2 2
• Identify Related Words, T301 • Review Theme, T303
Leveled Reader Nat's Treasure, T304–T305 Leveled Reader Nat's Treasure, T304–T305
On Level Vocabulary Review Vocabulary Words, T306 Comprehension Review Theme, T307
Small Group
Leveled Reader Digging In, T308–T309 Leveled Reader Digging In, T308–T309
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Theme, T311
Level T310
Shared Read “Poetry”, T312–T313 Leveled Reader Nat's Treasure, T314–T315

English Phonics/Decoding Decode Words With
Closed Syllables, T298
Vocabulary Review Vocabulary, T316
Writing Writing Trait: Word Choice, T318
Language Vocabulary Grammar Appositives, T319
LANGUAGE ARTS Writing Process: Formal Letter, T350–T355

Writing • Writing Trait: Word Choice/Precise Language, • Writing Trait: Word Choice/Precise Language,
Whole Group
T286–T287 T286–T287
Grammar Grammar Appositives, T290 Grammar Appositives, T290
Spelling Consonant + le Syllables, T292 Spelling Consonant + le Syllables, T292
Build Vocabulary • Academic Vocabulary, T294 • Review Connotation and Denotation, T294
T262 UNIT 2 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Consonant + le Syllables, Fluency Expression and Phrasing, T283 Integrate Ideas
Integrate Ideas
Close Reading Majestic,
Mummy, Clay, 174–177
Literature
Close Reading “Maestro" and "Tradition”,
Anthology 178–179
Leveled Reader Just Like Pizarro, T296–T297 Leveled Reader Paired Read: “Saving Italy,” Leveled Reader Literature Circle, T297
Phonics/Decoding Build Words ords Wit
With T297 Comprehension Self-Selected Reading,
TIER
Consonant + le Syllables, T298
8 2 Phonics/Decoding Practice Consonant + le T303
Fluency Expression and Phrasing, T302 2 2
TIER
Syllables, T299
Vocabulary Personification, T301
Leveled Reader Nat's Treasure, T304–T305 Leveled Reader Paired Read: “The Leveled Reader Literature Circle, T305
Vocabulary Personification, T306 Photograph,” T305 Comprehension Self-Selected Reading,
T307
Leveled Reader Digging In, T308–T309 Leveled Reader Paired Read: “Land of the Leveled Reader Literature Circle, T309
Vocabulary Dead,” T309 Comprehension
• Personification, T310 Gifted and • Self-Selected Reading, T311 Gifted and
• Synthesize, T310 Talented • Analyze: Past and Present, T311 Talented
Leveled Reader Nat's Treasure, T314–T315 Leveled Reader Paired Read: “A Dream Leveled Reader Literature Circle, T315
Phonics/Decoding Build Words With Fulfilled,” T315
Consonant + le Syllables, T298 Vocabulary Additional Vocabulary, T317
Vocabulary Personification, T317 Phonics/Decoding Practice Consonant + le
Spelling Words With Consonant + le Syllables, T299
Syllables, T318
LANGUAGE ARTS
• Writing Trait: Word Choice/Precise Language, • Writing Trait: Word Choice/Precise Language, • Writing Trait: Word Choice/Precise Language,
T286–T287 T286–T287 T286–T287
Grammar Mechanics and Usage, T291 Grammar Appositives, T291 Grammar Appositives, T291
Spelling Consonant + le Syllables, T293 Spelling Consonant + le Syllables, T293 Spelling Consonant + le Syllables, T293
• Personification, T295 • Shades of Meaning, T295 • Morphology, T295

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

instruction.

Connection of Ideas Inferences T273
Genre Rhyme Scheme T275
Sentence Structure T279
“Ozymandias” and “Lifelong

Friends” Lexile NP

Prior Knowledge Gold Rush T281A
Genre Alliteration T281C
Purpose Entertain and Inform T281E
“Majestic,” “Mummy,” and “Clay” Lexile NP
“Maestro” and “Tradition” Lexile NP

SCAFFOLD
support Workshop Nat’s Treasure T314–T315
"Ozymandias" and "A Dream Fulfilled" T315
THEN scaffold instruction using the small "Lifelong Friends"
group suggestions. T312–T313

WEEK 5
instruction focus.
more complex text.
Quick Check
Genre Lyric Poetry and Sonnet T275
Comprehension Skill Theme T277
Literary Elements Rhyme Scheme and Meter T279
Beyond
Vocabulary Strategy Personification T281
Phonics/Fluency Consonant + -le Syllables, T305
Expression and Phrasing T283

ing
Approach ELL
T297 T315
T 315
Additional Vocabulary T317 Personification Writing Trait: Spelling Grammar

create remains T317 Word Consonant + -le Appositives
disappointment survive Choice T318 Syllables T318 T319
formulas wakening


LESS O
IN I
M
N
10 Build Background
Mins
Go
Have students read the Essential Question on page 146 of the
Reading/Writing Workshop.
Discuss the photograph of the ruins with students. Focus on how the
speaker thinks about the ruins and their connection to the past.
Workshop ‡ Ruins of structures that were built long ago, like these, have a way of Concept
making people contemplate the lives of the builders.
OBJECTIVES ‡ Whether the original structures were built to commemorate
Interpret information important people or gods, or for simpler purposes, the fact that they
media and formats
still stand allows people to reflect on and learn from the past.
Watch Video
(e.g., visually,
quantitatively, orally)
and explain how it Talk About It
contributes to a topic, Ask: Why might standing inside the temple cause the speaker to
text, or issue under COLLABORATE contemplate the past more than looking at photographs would? Have
study. SL.6.2 View Photos
students discuss in pairs or groups.
Follow rules for
collegial discussions, ‡ Model using the graphic organizer to generate words and phrases
set specific goals and related to examining objects made long ago. Add students’
deadlines, and define contributions.
individual roles as Use Graphic
needed. SL.6.1b ‡ Have students complete the organizer, generating additional related Organizer
words and phrases. Then have partners talk about a time they
Build background learned something from the past.
knowledge on the
relationship between
the past and the
present. Collaborative Conversations
Take on Discussion Roles As students engage in partner,
small-group, and whole-class discussions, have them take on
assigned roles, including
‡ a questioner to ask questions of everyone and keep the
discussion moving.
‡ a recorder to take notes and report back to the class.
‡ a discussion monitor to keep everyone on topic and ensure
everyone gets a turn to talk.
T266 UNIT 2 WEEK 5

WEEK 5
Essential Question
Go Digital!
I’d seen photographs of ruins like this.

But it wasn’t until we were standing
right inside this Greek temple in Sicily
that I started contemplating what people
might have been thinking 2,400 years ago.
Why did they choose this place? How did
they decide on the number of columns?
And what can something that has survived all
these years tell us about ourselves?
As we looked at the beautiful scene, it was as
if we could hear the voices of people from long ago,
commemorating their job well done.
Talk About lt
Marc Schlossman/Photographer’s Choice/Getty Images
Write words you have learned

about examining objects made
long ago. Then talk with a Lessons from
the Past
partner about a time you learned
something from the past.
146 147
146_147_CR14_SI6_U2W5_WO_118711.indd 146 READING/WRITING WORKSHOP, pp. 146–147 1/27/12 8:36 AM

146_147_CR14_SI6_U2W5_WO_118711.indd 147 2/10/12 8:13 AM

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Ask students to Lessons from
temple. The people who describe the ruins in the discuss how the photo the Past
built this lived thousands photograph. Ask: What do shows the relationship
of years ago. Ask students you want to know about between the past and
to tell you why people the people who built the the present. Ask: What
visit the ruins today. Use temple? Why would people might you contemplate
the word contemplate want to visit the ruins while visiting the ruins?
to elaborate on their today? Clarify students’ Elicit reasons to support
responses. responses. students’ responses.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Past and Present Digital
Tell students that just as in stories and novels, poetry can be
media and formats about events in the past or the present. Let students know that you
(e.g., visually, will be reading aloud two poems—one a sonnet and the other a lyric
quantitatively, orally) poem—that tell about things that happened in the past that also affect
and explain how it
the present.
View
text, or issue under Illustrations
study. SL.6.2 Preview Genre: Sonnet, Lyric Poetry
Analyze how a Explain that one of the poems you will read is a sonnet, and the other is
particular sentence, a lyric poem. Discuss features of a sonnet:
chapter, scene, or
stanza fits into the ‡ has fourteen lines and a pattern to its end rhymes
overall structure of a ‡ includes pairs of stressed and unstressed syllables in each line
the theme, setting, or Discuss features of lyric poetry:
plot. RL.6.5 ‡ expresses a speaker’s thoughts or personal feelings about
something
• Identify ‡ has a musical quality but does not always rhyme
characteristics of a
sonnet. Preview Comprehension Strategy: Visualize
• Identify
Point out that active readers often try to visualize, or picture in their
characteristics of a
lyric poem. minds, what is happening in texts they read. This is especially true with
poetry because visualizing can help readers better understand and
appreciate the meaning of a poem.
ACADEMIC
LANGUAGE Use the Think Alouds on page T269 to model the strategy.
• sonnet, lyric poem,
visualize Respond to Reading
• Cognates: poema
lírico, visualizar
Think Aloud Clouds Display Think Aloud Master 2: I was able to
picture in my mind . . . to reinforce how to use the visualize strategy. © The McGraw-Hill Companies, Inc.
Genre Features With students, discuss the elements of the Read Model Think
Alouds
Aloud that let them know one poem is a sonnet and the other is
a lyric poem. Ask them to think about other poems that you have Genre Features
read or that they have read independently that were sonnets or

lyric poems.
Summarize Have students restate the most important ideas from “My Use Graphic
Friend Fred” and “Each New Moment” in their own words. Organizer
T268 UNIT 2 WEEK 5

WEEK 5
My Friend Fred I’ve seen rainbows through the drops,

Fred was small and noisy and fun, And danced through storms into the light,
He laughed as often as he spoke, I’ve carried loads up slanted hills
He loved the wind and rain and sun, And set them tumbling from the height. 3
And often shared a smile or joke. 1 Of all these things that make my life,
“Life is full of trials,” he’d say, And speak to me from deep within,
“But you are stronger than them all. One calming fact amid the noise,
Don’t let your fears get in your way, One truth whispered beneath the din.
Just walk right through and stand up tall.”
I learned a lot from my friend Fred, “There is always time to change,
And though he moved some months ago, Each new moment is here to teach.
I sometimes hear him in my head, Old, cold mistakes are of the past,
His good advice I take and know. Bright dreams you’ve dreamed dance within reach.”
With new friends now I smile and say, “It’s not too late, begin anew!
“Don’t let your fears get in your way!” To feel the power in your heart,
Each New Moment Take a step, be brave, be bold,
And claim your new day, your new start.”
I think about the days gone by,
The things I’ve seen and learned and done,
The times I stumbled in the dark,
The times I smiled into the sun.
I’ve climbed blue mountains, crossed rough seas,
I’ve sailed a sky of clouded white,
I’ve traveled rocky roads and watched
Until the moon dipped out of sight. 2
moodboard/Corbis
1 Think Aloud I’ll pause 2 Think Aloud After reading

for a moment so I can use this stanza, I’ll visualize where
details in the sonnet to the speaker of the lyric poem
visualize Fred, or form a has been and what he or she
picture of him in my mind. has done. This will help me
understand what I read.
3 Think Aloud I can use

descriptive details in
this stanza to visualize
the speaker’s life and
better understand the
poem’s theme.

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

Workshop
Define: A forlorn person is lonely and miserable.
OBJECTIVES Example: Lisa felt forlorn when her best friend moved away.
forlorn
Acquire and use Ask: What is an antonym for forlorn?
accurately grade-
appropriate general
academic and Use Visual
domain specific Definitions Glossary
words and phrases; ‡ commemorate When you commemorate something, you do
gather vocabulary
knowledge when
something to honor or remember it.
considering a word ‡ contemplate To contemplate is to think about something
or phrase important seriously for a long time.
to comprehension or
expression. L.6.6 ‡ majestic Something is described as majestic if it is grand
and impressive.
Poetry Terms
Introduce each poetry term on Reading/Writing Workshop page 149.
‡ lyric poetry Lyric poetry has a songlike quality and expresses
the speaker’s thoughts and feelings.
‡ sonnet A sonnet is a 14-line poem that expresses a single,
complete thought. Cognate: soneto
‡ rhyme scheme Rhyme scheme is the pattern of rhymes at the end
of lines in a poem.
‡ meter Meter is the pattern of stressed and unstressed
syllables in a poem.
Talk About It
Have students choose three vocabulary words or poetry terms and
COLLABORATE write a question about each for a partner to answer.
T270 UNIT 2 WEEK 5

WEEK 5

SCAFFOLD
Use Visuals Look at the Describe Have students Discuss Ask student
photograph for the word describe the photograph pairs to write a story to
forlorn. Does the girl look for forlorn. Ask: How does go with the photograph
happy? Does she look sad? a forlorn person feel? for forlorn. Have pairs
Elicit that another word Have students work in include the word in their
for forlorn is sad. Ask: pairs to discuss reasons story. Then have them
How might you make a why someone might be read their stories to the
forlorn person feel better? forlorn. Repeat correct class and discuss why
Elaborate on students’ answers slowly and the girl is forlorn. Clarify
responses. clearly for the class. students’ responses.
p. 91 p. 91 p. 91
VOCABULARY T271
I met a traveler from an antique land
Who said: “Two vast and trunkless legs of stone
Stand in the desert . . . Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read

Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed:
And on the pedestal these words appear:
‘My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!’

(bkgd) De Agostini/Getty Images;
Nothing beside remains. Round the decay

(i) Chris Deeny/Alamy
Of that colossal wreck, boundless and bare

The lone and level sands stretch far away.”
Essential Question
(bkgd, b) Lissa Harrison; (c) Oleksiy Maksymenko/Alamy

What can the past teach us? —Percy Bysshe Shelley
Read how two poets

experience the past and
what they learn from it.
150 151

150_153_CR14_SI6_U2W5_MR_118711.indd
1:29 PM 151 1/27/12 1:32 PM
Shared Read
Connect to Concept: The statue is portrayed as trunkless and half
Past and Present sunk in the sand. It represents a ruined and fallen
Explain that “Ozymandias” and monarch. The king has a “sneer of cold command,”
“Lifelong Friends” are poems about but his own words suggest that immortality
people’s relationship with the past. cannot be achieved through coercion. Power and
Reading/Writing arrogance eventually are victims of time.
Workshop Read both poems with students.
Close Reading Reread “Lifelong Friends”: Model using word

choice to interpret the speaker’s thoughts about
Reread “Ozymandias”: Tell students that you the print shop. Remind students that a speaker’s
are going to take a closer look at the poem. As perspective about a subject is called tone.
you reread, focus on the description of the statue.
Ask: How is the statue of Ozymandias characterized? The speaker describes the print shop as gloomy
Then paraphrase the traveler’s comments about and lacking sunlight, but he also says that his heart
the king. Cite text evidence to answer. sang and his pulse raced each time he worked with
type and ink. Books were his tutors, and he loved
the experience of setting words on a page.
T272 UNIT 2 WEEK 5

WEEK 5
Each time I worked with type and ink,

I always trembled just to think
That all those many rows of words
Would soon fly up and out like birds.
Those books were tutors glad to share

When I was but a lad of ten,
Their words with people everywhere,
I joined the world of working men,
So many books for eager hands,
Apprentice was the name I took,
For rich and poor in many lands.
(bkgd) Michael Betts/Photographer’s Choice/Getty Images; (tl) Tetra
Images/Getty Images; (c) p72/Alamy; (bl) Hulton Archive/Stringer/
I learned the way to print a book.

Though now my youth has passed away,
The print shop had an air of gloom,
And near the hearth I spend my day,
And sunlight seemed to shun the room,
When I’m forlorn, I contemplate
My master was a man I feared,
The many books I helped create.
He raged at me and pulled his beard.
As I commemorate my past,
Getty Images
The printing press was friend to me,

One view of mine will always last:
Majestic as a mighty tree,
Each book a lifelong friend might be
And
And so I grew to love that place,
To someone, yes, but most to me.
My heart
My h would sing, my pulse would race.
—Constance Andrea Keremes
Make Connections
Talk about the way in which the past affects the
speaker in each poem. ESSENTIAL QUESTION
Explain how reflecting on the past could have

an influence on you in the present. TEXT TO SELF
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Make Connections
ESSENTIAL QUESTION
Encourage students to use text evidence as they
Connection of Ideas
talk about how the speaker in each poem reflects
on the past. Ask students to discuss what they Help students understand how the traveler’s
think the poems suggest about all humans and descriptions of the statue, the setting, and
about present times. the King’s inscription in “Ozymandias” are
connected.
Continue Close Reading ‡ What do the words on the pedestal
Use the following lessons for focused rereadings. suggest about the king? (His attempt
at immortality through power was
‡ Lyric Poetry and Sonnet, pp. T274–T275
unsuccessful.)
‡ Theme, pp. T276–T277
‡ How does the description of the desert
‡ Rhyme Scheme and Meter, pp. T278–T279 connect to the king’s life and legacy? (Both
‡ Personification, pp. T280–T281 are bare and lone. Nothing remains.)
SHARED READ T273

Genre: Poetry
LESS O
IN I
M
N
10 Lyric Poetry and Sonnet
Mins
Go
1 Explain Digital
Share with students the following key characteristics of lyric poetry
and sonnet.
Lyric poetry expresses a speaker’s strong, personal thoughts
I met a traveler from an antique land
‡
and feelings about an object, person, event, or idea. It has a




Essential Question

Read how two poets

light, musical rhythm and is usually short.

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Workshop ‡ The sonnet is a form of lyric poetry, made up of fourteen lines. Lesson
‡ The meter of a sonnet is usually iambic pentameter: Each line has

OBJECTIVES
ten syllables, with a stress on every other syllable.
read and comprehend ‡ The rhyme scheme of a sonnet is usually either abbaabba for the
literature, including first eight lines and cdecde for the last six lines, or abab cdcd efef
stories, dramas, and
gg. However, some sonnets break from these rhyme schemes
poems, in the grades
6–8 text complexity altogether.
band proficiently, with
scaffolding as needed 2 Model Close Reading: Text Evidence
range. RL.6.10 Model identifying and analyzing characteristics of lyric poetry in
Analyze how a “Ozymandias” on page 151.
particular sentence, ‡ Musical Quality As you read aloud the poem, emphasize the
chapter, scene, or
songlike quality in the rhythm. Explain that the juxtaposition of
overall structure of a stressed and unstressed syllables creates a moderately light beat.
text and contributes ‡ Speaker’s Thoughts and Feelings Point out that the speaker
in the poem is quoting the traveler. Ask: How do the words frown,
plot. RL.6.5 sneer of cold command, and hand that mocked them help you
understand the traveler’s thoughts about the dead king?
Recognize the ‡ Structure and Rhyme Count the lines in the poem and remind
characteristics of lyric
poetry and sonnet.
students that a sonnet has fourteen lines. Then point out the
end rhymes. Ask: Does this poem follow the usual rhyming patterns
for a sonnet?
ACADEMIC
LANGUAGE
• lyric poetry, sonnet, 3 Guided Practice of Close Reading
rhyme, meter
Have partners determine whether “Lifelong Friends” on pages 152–
• Cognates: poesía
COLLABORATE 153 is a sonnet, lyric poetry, or both. Then have pairs explain how
lírica, soneto, rima
they arrived at their answers. Ask partners to share their conclusions
with the class.
T274 UNIT 2 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students tell whether “Lifelong
Friends” is a lyric poem, a sonnet, or
both? Can they explain their answers?

ELL Develop p. T315
A C T Access Complex Text ONLEVEL PRACTICE BOOK p. 95
Genre
Students may have difficulty recognizing the
rhyme scheme in “Ozymandias.”
‡ Explain that the word pair stone and
frown (lines 2 and 4) is an example of near
rhyme—words considered a rhyme pair
because their sounds are similar.
‡ Out of the first eight lines, which end in
like rhymes? (lines 1, 3, 5; lines 2 and 4;
lines 6 and 8) Write ababacdc on the board.
‡ Out of the last six lines, which end in like
rhymes? (lines 11, 13, 15; lines 14 and 16)
Write edefef on the board. APPROACHING BEYOND ELL
p. 95 p. 95 p. 95
GENRE T275
Comprehension Skill
LESS O
IN I
M
N
10 Theme
Mins
Go
1 Explain Digital
Explain to students that the theme of a poem is an idea or message
about life a poet wants readers to understand. Tell students that a
theme is a complete thought: real friendship is its own reward, or love I met a traveler from an antique land
conquers all. Themes are often ideas or statements about human




Essential Question

nature or life that are universally felt to be true.

Read how two poets
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Workshop ‡ Poets rarely state a theme directly, so readers must find key Lesson
details in the text that provide clues about the message.
OBJECTIVES ‡ Students can look at words and imagery the speaker uses to
Cite textual evidence describe objects, places, or people and then think about the
to support analysis
associations the descriptions suggest.
explicitly as well as ‡ Students can also note comparisons or contrasts that stand
inferences drawn from out in the poem and then think about what message the
the text. RL.6.1
comparisons and contrasts convey. Explain that figurative
Determine a theme language—metaphors and similies—often hint at a poem’s
or central idea of a
text and how it is
theme.
conveyed through ‡ As students analyze a poem they ask themselves, “What
particular details; statement about life might the poet want to convey?”
personal opinions or 2 Model Close Reading: Text Evidence
judgments. RL.6.2
Model using the graphic organizer to summarize the main ideas in
“Lifelong Friends.” Identify key details that point to the theme of the
ACADEMIC poem.
LANGUAGE
• theme, details Ana
Analytical Write About Reading: Analyze Model how to use key details from
Writing
W
• Cognates: tema, the organizer to analyze ideas that point to the theme of the poem.
detalles
SKILLS TRACE 3 Guided Practice of Close Reading

THEME Have pairs complete a graphic organizer for “Ozymandias,” recording
COLLABORATE descriptive details the traveler tells the speaker. Have them
Introduce U2W5
summarize key events and then determine the poem’s theme. Help
Review U3W1, U3W2,
U4W3, U4W4, U4W6, U5W6,
students interpret details as they complete the organizer.
U6W5 Ana
Analytical Write About Reading: Analyze Ask pairs to work together to
Writing
W
Assess U2, U3, U4, U6 write an analysis of details that helped them determine the theme
of the poem. Call on pairs to share the analyses and themes.
T276 UNIT 2 WEEK 5

WEEK 5
Theme Monitor and

Differentiate
The theme of a poem is the overall idea, or message about life,
that the poet wants to communicate. Usually, the poet does not
state the theme directly. To determine a poem’s theme, look
for key details that provide clues about the message the poet
wants to convey. Quick Check
Find Text Evidence
In “Lifelong Friends,” the speaker describes the “gloom” of the print As students read, do they identify
shop and how his master “raged.” Yet he loves working with the descriptive details that suggest a
“majestic” printing press and the idea of making books for people
to read. I can look for more details about this contradiction to infer
message about life? Can they analyze
the poet’s message and identify the theme of poem. the details to discover a theme in
What message does
the poem?
Detail the poet want to share?
The print shop had an air of gloom

L ABOR ATE
Detail CO L
Your Turn Small Group Instruction

My master was a man I feared
Detail Reread “Ozymandias.” Identify If No Approaching Level Reteach p. T303
When I’m forlorn, I contemplate, key details and record them
in the graphic organizer. Then ELL Develop p. T313
The many books I helped create.
use the details to determine If Yes On Level Review p. T307
Theme the theme.
Challenging work can be fulfilling. Go Digital!
Use the interactive graphic organizer
155

Comprehension: Theme and Fluency
Name
ENGLISH LANGUAGE LEARNERS A. Reread the passage and answer the questions.
Possible responses provided.
SCAFFOLD 1. What do the words in line 2—“I hear songs I can’t understand”—tell
you about the speaker’s experience at the grandmother’s pueblo?
The people speak a different language and may have customs that are
different from what the speaker is used to at home.
Beginning Intermediate Advanced 2. Based on the speaker’s descriptions in stanzas 2, 3, and 4, how do
you think the speaker feels about being at the pueblo?
The descriptions show an interesting, welcoming place. It seems like
the speaker feels comfortable there.
Recognize Reread the Comprehend Reread Explain Have partners
3. How does the speaker describe the blanket from Grandma? How
second stanza of “Lifelong the first four stanzas of identify details in the does the blanket make the speaker feel?
The words “holds me in its arms all night” sound like the blanket is
Friends.” Define words “Lifelong Friends.” Ask: poem that show how very comforting and makes the speaker feel secure and loved.
such as gloom, shun, and How does the speaker see the speaker’s feelings 4. Based on the details and descriptions, what do you think is the
theme of this poem?
A place that seems different or foreign can still be a comfortable,
raged and give examples. the print shop at first? How change over time. Then secure place where you can feel welcomed and loved.
Then ask: Would you do his feelings change? have them use descriptive B. Work with a partner. Read the passage aloud. Pay attention to
expression and phrasing. Stop after one minute. Fill out the chart.
describe a place this way Have students complete details to explain the
Number of Words Correct
if you looked forward to the frame: At first, the theme. Have pairs share First Read
Words Read –
–
Errors
=
=
Score
going there? (no). speaker thinks the shop themes they discovered Second Read – =
is . Then he feels and explain how details

about it because . from the poem support
the theme. 94 Practice • Grade 6 • Unit 2 • Week 5

pp. 93–94 pp. 93–94 pp. 93–94

Literary Elements
LESS O
IN I
M
N
10 Rhyme Scheme and Meter
Mins
Go
1 Explain Digital
Explain to students that rhyme scheme is the pattern of rhyming
words found at the end of lines of poetry. Meter is the pattern
of stressed and unstressed syllables that gives a line of poetry a
predictable rhythm.
Reading/Writing
‡ Active readers listen for sound patterns in poetry. They notice
Present the
Workshop which lines end with rhymes. As they read, they begin to see Lesson
a pattern develop, and they anticipate rhymes at the end of
OBJECTIVES certain lines.
Determine the ‡ Rhyme schemes are indicated by assigning a different letter of
meaning of words
and phrases as they
the alphabet to each new rhyme in a stanza. For example, aa
are used in a text, indicates that the first two lines end in rhyming words. If the next
including figurative two lines rhyme but are different from the first pair of rhymes,
and connotative they are designated as bb.
meanings; analyze
the impact of a ‡ Careful readers also pay attention to groups of stressed and
specific word choice unstressed syllables. Then they look for the pattern of stressed
on meaning and and unstressed syllables within each line.
tone. RL.6.4
Point out that noticing rhyme scheme and meter helps readers hear
Analyze how a
the musical quality of a poem. It helps them focus on important
chapter, scene, or words and contributes to the emotional quality in the text.
overall structure of a 2 Model Close Reading: Text Evidence
to the development of Model focusing on rhyme scheme and meter in “Lifelong Friends” on
the theme, setting, or pages 152–153. Reread the poem, emphasizing the end rhymes in
plot. RL.6.5
each pair of lines as well as the alternating stress in the syllables.
Recognize rhyme
scheme and meter in 3 Guided Practice of Close Reading
poetry.
Have partners work together to reread the last four lines of
COLLABORATE “Ozymandias” on page 151 and to identify the rhyme scheme using
ACADEMIC letters. Have them discuss the meter, rereading the lines aloud as
LANGUAGE
• rhyme scheme, meter
often as needed to hear the poem’s sound pattern. Have partners
• Cognates: esquema
share their findings with the class as they reread the poem aloud.
de rima, metro
T278 UNIT 2 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify rhyme scheme
in poetry? Do they correctly describe
the meter?

ELL Develop p. T315

Sentence Structure
Students may need help counting syllables
based on sound rather than spelling patterns.
‡ How many syllables do you see in the word
traveler in line 1 of “Ozymandias”? (three)
How many syllables do you hear? (two)
‡ Point out that syllables sometimes
combine to preserve the rhythm of the
line.
‡ How many syllables do you see in line 10?
(eleven) Read the line aloud. How many
syllables do you hear? (ten) APPROACHING BEYOND ELL
p. 96 p. 96 p. 96
LITERARY ELEMENTS T279

Vocabulary Strategy
LESS O
IN I
M
N
10 Personification
Mins
Go
1 Explain Digital
Explain to students that personification is figurative language in
which something nonhuman, such as an animal, object, or idea,
is given human form, characteristics, or qualities. Personification in I met a traveler from an antique land
poetry helps readers relate to what a poet is describing. It also helps




Essential Question

readers understand on a personal level difficult or abstract concepts

Read how two poets
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Reading/Writing
Workshop or thoughts. Present the
Lesson
‡ Explain that as students notice a poet’s descriptive language,
OBJECTIVE they look for details that pair animals, objects, ideas, forces
Demonstrate of nature, and places with human qualities. They ask: Is this
understanding of nonhuman thing acting, looking, or feeling the way a human
figurative language,
might?
word relationships,
and nuances in word ‡ Students then determine what the poet wants readers to
meanings. Interpret understand or appreciate through the use of personification. If
figures of speech (e.g.,
a poem states that the wind whispered, it may be that the poet
personification) in
context. L.6.5a wants readers to appreciate the gentleness of the wind.
‡ Personification helps students picture or visualize the thing
ACADEMIC described. It can help them understand on a personal level
LANGUAGE something abstract.
• personification,
interpret
• Cognates:
personificacíon, Identify the poet’s use of personification in the sixth line of “Lifelong
interpretar Friends” on page 152. Then model interpreting the personification
to better understand what the language conveys.

Have students work in pairs to find two more examples of
COLLABORATE personification in “Lifelong Friends.” Remind them to think about
whether the descriptions of nonhuman things in the poem could
SKILLS TRACE be applied to a human. When they have located examples of
PERSONIFICATION personification, have partners discuss how the figurative language
helps them understand the poet’s ideas. Ask pairs to share their
Introduce U2W5
interpretations with the class.
Review U2W5, U4W1,
U5W1
Assess U2
T280 UNIT 2 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify personification in
the poem? Can they interpret what the
figure of speech means? What the poet
is saying?

ELL Develop p. T317

SCAFFOLD
Identify Help Discuss Point out the Explain Point out the
students identify the word shun in “Lifelong word shun in line 6 of
personification in line Friends,”and define it for “Lifelong Friends” and ask
6 of “Lifelong Friends,” students. Ask: Why would students to define it. Have
and define for them sunlight avoid a room? partners explain how the
the word shun. Ask: Can Have partners discuss personification of sunlight
sunlight really avoid a what type of room in the stanza helps them
room on purpose? (no) would cause sunlight understand the room and
Can a person? (yes) Help to avoid it. Elicit from the speaker’s feelings.
students describe a room students how the cognate
that sunlight would avoid. evitar for avoid helps
them understand the
description of sunlight.
p. 97 p. 97 p. 97

Develop
Comprehension
LEXILE
“Majestic” NP
“Mummy”
“Clay”
Gr e
925 1185
185
Literature Anthology NP Non-Prose

‡ Whole Class
‡ Small Group
‡ Independent
ESSENTIAL QUESTION
Question. Have students discuss how the
poems might help them answer the question.

What makes this text complex? Prior Knowledge
Prior Knowledge Provide background information about the Gold
Rush. Tell students that in 1848, gold was discovered
Genre
in California. By 1849, tens of thousands of gold
prospectors occupied the area; they were known
as 49ers. By the mid-1850s, there were so many
prospectors in the area that the surface gold was
gone; people left, leaving towns abandoned.
T281A UNIT 2 WEEK 5

WEEK 5
Note Taking:
1 It has been years since guests have spent the night, As students read the selection, ask them to
yet here it sits, majestic in its state take notes by filling in the graphic organizer
of disrepair, a shadow of the sight
on Your Turn Practice Book page 92 to
it once projected, ill-aware of fate.
record the details that reveal theme.
When gold ran out the miners laid in wait,
and word got out, which slowed the westward drift,
migration stalled while those in stead debate
1 Skill: Theme
decided if economies would lift. How is the hotel majestic in its state of
With nothing else to draw, the end was swift, disrepair? (as a symbol of prosperity) What
more vacancies, the empty rooms were cold.
image describes its current condition
No longer could the owners man the shift,
and nothing left—the hotel hadn’t sold.
compared to its former majesty? (a shadow
The long abandoned property, forlorn,
of the sight it once projected) Which
displays its fading windows as we mourn. line tells that the hotel’s abandonment
—Jack Huber
happened quickly? (“With nothing else to
draw, the end was swift”) Add the details
and theme to your organizer.
Detail
majestic as a symbol of prosperity
Detail
shadow of the sight it once projected
Detail
“with nothing else to draw, the end was swift”
Theme
175 Fortunes and greatness are fleeting.
174_177_CR14_SA6_U2W5_SEL_118712.indd 175
‡ How does the poem help you understand the Gold ELLs may have difficulty with the concept of the
Rush? (It suggests how the Gold Rush created abandonment of entire towns. Gold is very valuable.
businesses such as the Hotel Majestic, and that its What might people do if gold were found in a place?
end brought about the end of these businesses, (move there to find the gold) What would they do if
leaving the buildings and towns abandoned.) the gold ran out? (They would likely move away.)
Before reading, review the meanings of these
words: disrepair, migration, vacancies, abandoned.

Develop
Comprehension
2 Genre: Lyric Poetry
What is described in the first eight lines
of the poem “Mummy”? (a mummy) How
are the last eight lines different from this
3
description? (They tell about the speaker’s
feelings about the mummy.) Paraphrase It all goes back to clay
Mummy
Beads and bowls and bricks
text evidence to tell what the speaker 2 baked and built into houses
thinks. (It would be great if the mummy Pots and paints and possibly poetry
could share stories about the past and So small a thing scratched on terrene tablets
This mummy lies,
history.) Which form of poetry is usually
all those many years ago
Closed in death
reserved. Used by permission of Marian Reiner.; (r) © Marilyn Singer. PHOTO: (l) Richard T. Nowitz/Corbis; (r) African/The Bridgeman Art
Jars to hold cool water

TEXT: (l) From THE WAY THINGS ARE AND OTHER POEMS by Myra Cohn Livingston. Copyright © 1974 Myra Cohn Livingston. All rights
short and expresses the speaker’s thoughts

Library/Getty Images; (frames) Emanuele Taroni/Photodisc/Getty Images; (bkgd) Steve Taylor/Photographer’s Choice/Getty Images.
Red-lidded eyes, Jars to hold dry bones

and feelings? (lyric poetry) While, underneath A legend of lives lived
The swaddled clothes, plain or fancy
Brown arms, brown legs foolishly or well
3 Literary Elements: Meter Lie tight enclosed. A history of the world
What miracle
Take turns reading aloud “Clay” with a If he could tell
in this earth unearthed
It all goes back to clay
partner. How would you describe the meter Of other years
—Marilyn Singer
you hear in the poem? (The poem has He knew so well;
What wonderment
irregular meter; not every line has the same To speak to me
number of syllables.) The riddle of
His history.
— Myra Cohn Livingston
176

Genre
Have a student read aloud lines 2 and 3 of “Clay.” Have students point out the words in lines 2 and 3 of
‡ What do you notice about the words on these lines? “Clay” that begin with B. Ask students to repeat these
(several of them begin with the letter B) words after you: beads, bowls, bricks, baked, built.
Explain that this is called alliteration, a sound device Repeat with the P, T, and L words in lines 4, 5, and 9.
used to emphasize an idea. Have students identify Then have partners read aloud the poem to each
other examples of alliteration in the poem. (line 4 other, making sure they clearly pronounce the lines
with P; line 5 with T; line 9 with L) with alliteration.
T281C UNIT 2 WEEK 5

WEEK 5
Respond to
RESPOND TO READING Reading
Summarize Detail
Summarize
Think about what the speaker of Review with students the details from their
Detail
“Majestic” wants to commemorate. Then theme organizers. Model how to use the
use important details to summarize the Detail
details to summarize “Majestic.”
poem. Information from your Theme
Theme
Chart may help you.
Ana
Analytical
W
Writing W
Write About Reading: Paraphrase Ask
students to use their organizers to write
Text Evidence an explanation of the poem in which they
1. Is “Majestic” an example of a sonnet, lyric poetry, or
both? Explain your answer. GENRE paraphrase text details.
2. What is the rhyme scheme in the first four lines of
the poem “Mummy,” and what is the meter, or the
pattern of stressed and unstressed syllables in each Text Evidence
line? LITERARY ELEMENTS 1. Genre Answer It is both. Evidence It has
3. How does the poet use personification in the fourteen lines with ten syllables each in
beginning of the poem “Majestic”? PERSONIFICATION
pairs of stressed and unstressed syllables,
4. Reread “Clay.” Use details from the text to explain the as in line 6. It also expresses the speaker’s
message the author is trying to communicate to the
reader. WRITE ABOUT READING
feelings about the hotel.
2. Literary Elements Answer abcb; in each
Make Connections pair of lines, every other syllable of the first
The poets contemplate some aspect of the
line is stressed, and the two-syllable word in
past. What are some important things we
could learn from the mummy in Myra Cohn each second line is read quickly, with equal
Livingston’s poem, or the jars and tablets stress on the syllables. Evidence The end
described in “Clay”? TEXT TO WORLD
words in lines 2 and 4 rhyme: lies and eyes,
but the end words in lines 1 and 4 don’t.
The words small, thing, mummy, closed,
177
death, and lidded are stressed.
3. Personification Answer The poet
174_177_CR14_SA6_U2W5_SEL_118712.indd 177
describes the hotel as if it’s human.
Evidence In line 4, the words “ill-aware of
fate” describe the hotel as if it were a person
Make Connections who had no idea what was about to happen
Text to World Have partners work together to cite to him or her.
evidence from “Mummy” or “Clay” that show what the Ana
Analytical
W
Writing 4 Write About Reading: Theme The details
4.
mummy or the jars and clay tablets can teach us about that describe the uses of clay—beads,
the past. Ask partners to discuss their findings with bricks, pots, tablets for poetry, jars, and
the class. vessels for the bones of the dead—along
with the metaphor of these things as the
legend on a map that explains how people
once lived, support the poet’s message: the
earth will reclaim what it has provided.

Develop
Comprehension
LEXILE
“Maestro” NP
“Tradition”
Grade Band 6-8 Lexile Range
Gr e
925 1185
185
NP Non-Prose

‡ Whole Class
‡ Small Group
‡ Independent
Compare Text
Students will read more poems that explore
the past. Have them do a close reading for
deep understanding. Have them note details
that show the theme and summarize to focus
on key ideas. They will use the text evidence to
compare these poems with other poems.

Purpose Explain to students that while the purpose of
poetry is largely to entertain, poetry can also serve
to inform readers about things that affect people,
society, and the world.
‡ Who are the speakers in “Tradition?” (people of
African descent)
T281E UNIT 2 WEEK 5

WEEK 5

What roles do memory and tradition play
in these poems? With a partner, paraphrase
From Under the Sunday Tree the details that show the importance of
memory and tradition. (In “Maestro,” the
Pineapples! pumpkins! chickens! w
wee
1 speaker remembers his mother’s singing as
carry them on our heads you see
we can glide along forever the audience applauds his performance. His
and not drop a thing, no never
memory of his family’s happy, musical past
never even use our hands
never put a finger to it is presently alive inside him. In “Tradition,”
you know how we learned to do it?t? the speakers describe present skills that
knowledge came from other lands ds came from their ancestors’ culture. The
Africans of long ago
tradition is connected to history, which
passed it down to us and so
now we pass it on to you is spoken about as if it is something the
for what is old is also new speakers carry into the present.)
pineapples, pumpkins, chickens, we
we
carry more than the things you see
we also carry history
ee
Make Connections
— Eloise Greenfield
Essential Question Have students
paraphrase and share how the past is
commemorated in these poems.
Text to Text Have partners report to the
TEXT: © 1988 BY ELOISE GREENFIELD. Used by permission of HarperCollins
ollins
p Colli ns
n ew
ndrew
Publishers. PHOTO: (t) Travel Pictures Ltd/SuperStock; (frame) Andrew
class about how these poems have taught

rperC
e
Make Connections
ndr
What do these poets remember and celebrate from the them about the past, as compared to
Paterson/Photographer’s Choice RF/Getty Images.
past? Why is it important to them? ESSENTIAL QUESTION expository texts about the past. (The poems
What have these poems added to your knowledge use personal memories and traditions to tell
about the past that you might not have learned in
about the past and the feelings associated
other texts? TEXT TO TEXT
with it. Expository texts present facts to tell
about the past.)
179
178_179_CR14_SA6_U2W5_PP_118712.indd 179
‡ How do you know? (The knowledge they possess Encourage students to notice cognates in the poem:
“came from other lands/Africans of long ago.”) tradition/tradición; Africans/los africanos. Ask if
‡ What factual event must have occurred between anyone can find another cognate. (history/historia)
“long ago” and today that allows the speakers to Explain that when the poet says, “we also carry
pass that knowledge on as something new? (The history,” she means that the knowledge the speakers
people of Africa must have left there and come to have comes from history and also that they are
another place, possibly the U.S.) where they are today because of history.

Phonics/Fluency
LESS O
IN I
M
N
20 Consonant + le Syllables
Mins
Go
Use combined
all letter-sound Explain that some words are made up of a syllable that ends with -le.
correspondences,
syllabication patterns, Write the word simple on the board. Point out that when a word Consonant +
le Syllables
and morphology ends in -le, the consonant before it plus the letters -le form the last
(e.g., roots and syllable. Tell students that this is called a consonant + le syllable.
affixes) to read Present the
Underline the last syllable, ple, in the word simple. Model how to Lesson
multisyllabic words pronounce the syllable and use it to read the whole word.
context. RF.5.3a 2 Model
Read on-level prose Write on the board the consonant + le syllables and sample words
listed below. Model how to pronounce each syllable. Then model
rate, and expression how to read each word.
on successive ble as in table fle as in ruffle tle as in little
readings. RF.5.4b
cle as in uncle gle as in giggle zle as in puzzle
Rate: 117–137 WCPM dle as in riddle ple as in dimple
ACADEMIC
3 Guided Practice
LANGUAGE Remind students of the difference between open syllables and
• expression, phrasing closed syllables. While open syllables end in a vowel and usually
• Cognates: expresión, have a long-vowel sound, closed syllables end in a consonant and
fraseo I met a traveler from an antique land
usually have a short-vowel sound. Point out that this knowledge



will help students read words with a consonant + -le syllable. Have


Essential Question

Read how two poets

150 151
students read the consonant + -le syllables above and then chorally
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read the sample words. Discuss the vowel sounds. “Ozymandias”
Refer to the sound

Language Transfers
sounds that do not
Hmong, and Korean.
T282 UNIT 2 WEEK 5

WEEK 5

Monitor and
In the first column, write bun, siz, can, peb, mid, man, fa, no, bri,
Differentiate
sta, ma, bea, and sti. In the second column, write bundle, sizzle,
candle, pebble, middle, mantle, fable, noble, bridle, stable, maple,
beagle, and stifle. Quick Check
Q
Have students chorally read the word or syllable in the first Can students decode multisyllabic
column. Ask students whether it is an open syllable or a words with consonant + -le syllables?
closed syllable. Help students use this information to correctly Can students read fluently and with
pronounce the syllable. Then ask students to underline the expression and phrasing?
consonant + -le syllable in the longer word in the second
column. Model how to read the word. When finished, have
students chorally read the words.
pp. T298, T302
ELL Develop
pp. T315, T318
pp. T304–T305
Beyond Level Apply
pp. T308–T309
Expression and Phrasing
Explain/Model Tell students that reading expressively and
with proper phrasing helps communicate the emotions in
poetry. A listener better understands the meaning of a poem
when it is read with expression and in chunks of words that
go together. ONLEVEL PRACTICE BOOK, p. 98
Turn to the poems on Reading/Writing Workshop pages
150–153. Model using strong expression and careful phrasing
as you read aloud “Ozymandias.”
Practice/Apply Ask students to work in two groups. Have
one group read two lines of the poem expressively and with
careful phrasing. Then have the other group read the next pair
of lines expressively and with careful phrasing. Have students
continue alternating by group until they have read the entire
poem. When completed, have students read the poem one
more time through to themselves. Offer feedback as needed.

passages.
p. 98 p. 98 p. 98
Wrap Up the Week

Integrate Ideas
L STU

IA
DI
SOC
ES
Past and Present
OBJECTIVES Make a List

Gather relevant
information from Explain that students will complete a short research project about the
multiple print and decline of an ancient civilization. They will then use their research to make
digital sources; assess a list of reasons for the civilization’s collapse. Discuss the following steps:
the credibility of each
source; and quote
or paraphrase the
1 Choose a Topic Students should discuss what they know about
data and conclusions ancient civilizations as discussed in this week’s readings. Have them
of others while choose one civilization to focus on, such as the people of Easter Island,
avoiding plagiarism Uruk, and Chaco Canyon, as well as the Mayans and Romans.
and providing
basic bibliographic
information for 2 Find Resources Review how to locate and assess reliable print and
sources. W.6.8 online resources. Students should evaluate which sources are credible
and most valuable for describing their chosen civilization and the
• Use credible sources. reasons for its collapse. Remind students to record the author, title, and
• Find relevant details publication information for all sources.
and evidence.
• Use skimming and
scanning techniques.
3 Guided Practice Have students skim and scan as they review their
selected sources and take notes. Remind them to quote, summarize, or
paraphrase relevant details and essential evidence as they take notes.
ACADEMIC
LANGUAGE
• research, credible,
4 Create the Project: List Have students make a list of reasons for their
skim, scan, resources chosen civilization’s collapse. As students prepare their lists, have them
• Cognate: recursos refer to Research Process Checklist 3 to evaluate their work. Students
should prepare to post their lists on the Shared Research Board.
Marc Schlossman/Photographer’s Choice/Getty Images
Present the List

Have each student present his or her list to another student. Encourage
students to use formal language for their presentations. Afterward, have
students post their lists on the Shared Research Board, review one other’s
lists, and offer feedback.
T284 UNIT 2 WEEK 5

WEEK 5

Compare and contrast
texts in different forms Cite Evidence Explain that, using the texts
or genres (e.g., stories COLLABORATE they read this week, students will work in
and poems; historical groups to compare information about what
novels and fantasy the past can teach us. Model how to compare
stories) in terms of
their approaches to this information by using examples from the
similar themes and poems “Ozymandias” and “Lifelong Friends,”
topics. RL.6.9 Reading/Writing Workshop pages 150–153,
Review the key as well as the week’s Leveled Readers. Review
ideas expressed class notes and completed graphic organizers.
and demonstrate You also may wish to model going back into
understanding of
the text for more information. Use a Four-Door
through reflection and Foldable® to record comparisons. Groups
paraphrasing. should then draw conclusions about what the
SL.6.1d past can teach us.
Students should cite at least three examples from each text.

Analytical
W

Draw evidence
from literary or Cite Evidence Explain that students will write about a text they read this
informational texts week. They’ll use the text to analyze the author’s use of literary language.
to support analysis,
Discuss analyzing literary language by asking how and why questions.
reflection, and
research. W.6.9 ‡ Why do you think the author included similes, metaphors,
Write informative/
personification, and other types of literary language?
explanatory texts ‡ How did the author use literary language to communicate the theme?
to examine a topic
and convey ideas, Use Your Turn Practice Book page 99 to read and discuss the student
concepts, and model. Have students select a text and review its literary language. They
information through should write an analysis that explains the author’s use of literary language.
the selection, Remind them that good explanatory writing includes relevant facts,
organization, and
definitions, specific details, and quotations, and uses appositives correctly.
content. W.6.2 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
Precise Language Digital
FPO Expert Model Explain that writers of all types of text use precise
language to convey an idea or message. They craft vivid images that Friends.”
p
Expert Model
use language to appeal to readers’ senses. For example, a writer could from “
”
choose a common word like chair to describe something on which a The printing press was friend to me,
Majestic as a mighty tree,
And so I grew to love that place,
person might sit. But by using the more precise and descriptive phrase My heart would sing, my pulse would race.
Each time I worked with type and ink,
Reading/Writing plush, jewel-toned ottoman to describe the item, the writer creates a Expert
Workshop Model
clearer and more interesting picture in readers’ minds. Precise language
helps writers paint a picture in words. It keeps their descriptions fresh,
OBJECTIVES
engaging, and accurate.
Produce clear 158_159_CR14_SI6_U2W5_WRT_118711.indd 158 2/1/12 4:35 PM
and coherent Read aloud the expert model from “Lifelong Friends.” Ask students to
writing in which COLLABORATE listen for precise language that helps them visualize and understand Editing Marks
the development,
how the speaker feels about the printing press. Have partners discuss
organization, and Jun s revisions. Grammar Handbook
style are appropriate the effects of the descriptive words. My Mini Music Machine
Student Model
I never go anywhere without my mp3

to task, purpose, and Student Model Remind students that precise language gives readers miniscule
player. This machine is so small that it
fits right in my pocket. The tiny device
audience. W.6.4
a clear and accurate understanding of an idea and helps them visualize my favorite is “music to my ears.” When
I need an escape on my way home, I
ti ti t Y
Use precise language and remember what is described. Read aloud the student draft “My Student
and domain-specific Mini Music Machine.” As students follow along, have them focus on the Model
vocabulary to inform
revisions the writer made to use more precise language.
about or explain the
topic. W.6.2d Invite partners to discuss how Jun’s revisions strengthened the
158_159_CR14_SI6_U2W5_WRT_118711.indd 159 1/27/12 1:37 PM
COLLABORATE descriptions and clarified his ideas. Ask them to suggest other precise
• Analyze precise or vivid words or phrases Jun might use to improve the writing.
language to
visualize.
• Use precise
language to revise
writing.
ACADEMIC
LANGUAGE
• precise, vivid,
description, visualize Genre Writing
G
• Cognate: visualizar
Informative Text
For full writing process lessons and rubrics, see:
‡ Formal Letter, pp. T350–T355
T286 UNIT 2 WEEK 5

WEEK 5

SCAFFOLD

Write Help students Practice Ask students to Discuss Check for
complete the sentence complete the sentence understanding. Ask: How
frames. The writer frames. Encourage does the writer describe
describes his mp3 player as students to provide his mp3 player? How
miniscule because . details. The writer does he use it? What does
He uses it to on his describes his mp3 player as he think of it? How does
way home. He thinks his and . He uses it precise language help you
mp3 player is necessary to . He thinks his mp3 understand the writer’s
and . player is and . thoughts and feelings?
Have partners discuss.

Writing Every Day: Word Choice

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Precise Language Writing Entry:
Precise Language Use Your Turn Practice Book page Precise Language
Prewrite Provide students with 100 to model precise language. Revise Have students revise their
the prompt below. Wherever I go, I bring my sketchpad writing from Day 1 by replacing
Describe an item that is important to and special pencil. They are two of common words and phrases with
you. Use precise language to explain my favorite possessions. The pages vivid, precise ones that allow
the item to someone who may not are blank until I draw a picture readers to visualize descriptions
know about it. on them. This is why I love my and ideas.
Have partners make a list of items sketchbook so much. Use the Conferencing Routines.
that have special meaning to them. Model adding precise language. Circulate among students and
Then have them jot down words or stop briefly to talk with individuals.
The pages are cold and vacant until,
phrases that precisely and vividly Provide time for peer review.
full of anticipation, I set my pencil and
describe each item. recreate the image I see before me. Edit Have students use Grammar
Draft Have each student select Handbook page 456 in the
Discuss how the revision helps the
an item to write about. Remind Reading/Writing Workshop to
reader see how the writer feels
students to include precise edit for errors in using appositives.
about the item. Help students add
language in their drafts. precise language to the model.
Teacher Conferences
Talk about the strengths of Focus on how the writer uses Make concrete suggestions
the writing. the target trait for the week. for revisions. Have students
You selected an interesting You could strengthen the writing work on a specific assignment,
item that you value highly. The by replacing some common such as those to the right, and
organization of your ideas helps words with precise language then meet with you to review
me understand what the item that grabs the reader’s attention progress.
does and how you use it. and helps explain why the item
is so special to you.
T288 UNIT 2 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Precise Language Precise Language Discuss with the class what they
Prewrite Ask students to search Revise Have students revise learned about including precise
their Writer’s Notebooks for the draft writing from Day 3 by language to help readers better
topics on which to write a draft. replacing common words with understand and visualize. Invite
Or provide a prompt such as the precise language that tells more volunteers to read and compare
following: about the person or place and draft text with text that has been
Describe a person or a place from helps readers appreciate students’ revised. Have students discuss the
your past that you often think about. memories. As students are writing by focusing on how the
Explain why this is a vivid memory. revising their drafts, hold teacher language clarifies and describes.
Include precise language that helps conferences with individual Allow time for individuals to
readers visualize what you describe. students. You may also wish to have reflect on their own writing
students work with partners to peer progress and record
conference. observations in
their topics, ask them to create a
Edit Invite students to review the their Writer’s
word web with the person or place
Notebooks.
Brian Summers/First Light/Corbis
in the center and precisely-worded rules for appositives on Grammar

descriptions in the outer circles. Handbook page 456 in the
Students can use their webs to Reading/Writing Workshop and
begin their drafts. then edit their drafts for errors.
Peer Conferences
Suggested Revisions Focus peer response groups on using precise
Provide specific direction to help focus young writers. language to convey strong mental images.
Focus on a Sentence
Read the draft and target one sentence for revision. Replace this
common phrase with precise language that describes .
Focus on a Section
✓ Does the language appeal to readers’
senses? Does it accurately describe?
Underline a section that needs to be revised. Provide specific
suggestions. Your description is engaging. I might understand ✓ Can readers visualize from the precise
better if you replaced with more precise language. language in descriptions?
Focus on a Revision Strategy ✓ Are any descriptions or explanations

Underline a section of the writing and ask students to use unclear?
a specific revision strategy, such as substituting. Replacing ✓ What vague language can be replaced?
with more descriptive words will help me visualize .

Grammar: Appositives
DAY
DAY DAY
DAY
1 2
The Disease caused many childs It is vitul that you find the Key to
to be paralyzed before doctors find Jorge’s house. It cant be replaced?
FPO a cure. (1: disease; 2: children; 3: (1: vital; 2: key; 3: can’t; 4: replaced.)
found)
Introduce Appositives Review Appositives

Reading/Writing ‡ An appositive is a noun or Review appositives. Have students
Workshop pronoun placed next to a noun explain their function in sentences.
or pronoun to identify or explain
OBJECTIVES it. This is my sister Kate. James Essential and Nonessential
Use punctuation Madison’s wife, Dolley, was a Appositives
(commas,
parentheses, famous first lady. ‡ An essential or restrictive
dashes) to set off ‡ An appositive phrase includes appositive defines a noun so the
nonrestrictive/ the appositive and the words sentence can be understood. My
parenthetical
elements. L.6.2a that modify the appositive. The cousin Susan plays the violin.
seniors, Claudia and she, love ‡ A nonessential or
• Identify essential to dance. Madison, our fourth nonrestrictive appositive is
and nonessential president, held many other offices. not necessary to understand the
appositives
Have partners discuss appositives sentence. The bone doctor, an
• Use commas,
hyphens, and using page 456 of the Grammar expert in his field, worked all day
parentheses to Handbook. and night.
set off parts of
sentences
COLLABORATE
TALK ABOUT IT
Go
Digital INSERT APPOSITIVES
Ask partners to use appositives
NEEDED OR NOT?
In groups of three, ask one student
to discuss a possession they have to say a sentence using either
used for many years. As they talk, a restrictive or nonrestrictive
Appositives students can ask questions such appositive. The other two students
as What is…? to encourage their identify the type and explain why it
Grammar partner to describe nouns using is or is not essential to understand
Activities appositives. the meaning of the sentence.
T290 UNIT 2 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Dave an excellent driver operate’s a Kate an expert cook made dinner. It The snow a soft white blanket was
truck for a living. (1: Dave,; 2: driver,; was trust me on this delicious. all he saw for days. Accept for melted
3: operates) (1: Kate,; 2: cook,; 3: was—; snow. There was no water. (1: snow,;
4: this—) 2: blanket,; 3: Except; 4. snow, there)

Using Commas, Dashes, and Have students correct errors in Use the Daily Language Activity and
Parentheses these sentences. Grammar Practice Reproducibles
‡ Use commas to set off 1. The king a greedy tyrant kept page 50 for assessment.
nonessential appositives. The all the money and food for
cake, a chocolate one, was himself. (1: king,; 2: tyrant,) Reteach
delicious. The prize went to Des, Use Grammar Practice
2. The author a prize-winning
my buddy. Reproducibles pages 46–49
poet published his first novel.
‡ Use dashes to show a strong (1: author,; 2: poet,) and selected pages from the
break in thought within a Grammar Handbook for additional
3. My aunt, Jenny, will visit this
sentence. A snake—it was so long reteaching. Remind students that
month. (1: aunt; 2: Jenny)
—appeared by my boot. it is important to use appositives
4. The team has a new coach a correctly as they speak and write.
‡ Use parentheses to set off
former professional player.
nonessential facts within a Check students’ writing for use of
(coach,)
sentence. She hit more home the skill and listen for it in their
runs (38 in 2008) than any other Have students check their work speaking. Assign Grammar Revision
catcher. using Grammar Handbook Assignments in their Writer’s
As students write, refer them to pages 456, 476, and 478. Notebooks as needed.
Grammar Handbook pages 456,
476, and 478.
See Grammar Practice Reproducibles pages 46–50.
COMBINE SENTENCES RESTRICTIVE OR APPOSITIVELY CORRECT

Have partners write two sentences NONRESTRICTIVE Have small groups make a list
that describe a noun or pronoun: Have students write five sentences of nouns— persons, places, or
Wes is a dancer. He is my cousin. with restrictive and nonrestrictive things—on scraps of paper. Teams
Then have them combine the appositives. Teams quiz each take turns choosing a noun and
sentences so that an appositive other on whether each appositive adding appositives to identify the
modifies a noun: My cousin Wes is a is essential or nonessential. If it person, place, or thing. If they
dancer. Pairs can then decide how is nonessential, students can say write it in a sentence with correct
to punctuate the appositive. where commas should be placed. punctuation, they get a point.
GRAMMAR T291
Spelling: Consonant + -le Syllables

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review the spelling patterns for
command of the
conventions of segmenting syllables and open and closed syllables. Then
standard English emphasizing the consonant + le read each sentence below, repeat
capitalization, endings. the review word, and have students
punctuation, and write the word.
spelling when Model for students how to spell
writing. Spell the word simple. Segment the 1. Tia felt panic as the car spun.
correctly. L.6.2b word into syllables, and then 2. Cutting wood is hard labor.
attach a spelling to each syllable.
3. A cup is a unit of measurement.
Point out that ple is the consonant
Spelling Words + le spelling found at the end of Have students trade papers and
simple squabble squiggle
royal durable throttle the word. Remind students that check the spellings.
national incurable securable consonant + le spellings should be Challenge Words Review this
valuable scramble beagle kept together in the same syllable. week’s spelling patterns. Then read
survival scruple dimple
muscle quadruple bicycle Demonstrate sorting the spelling each sentence below, repeat the
whistle noodle words by pattern under key words challenge word, and have students
Review panic, labor, unit beagle, noodle, and dimple. Sort a write the word.
Challenge literal, timetable few words. Point out that not all of 1. The word’s literal meaning
the spelling words can be sorted was different from what Chad
Differentiated Spelling under these key words.
Approaching Level meant.
Then use the Dictation Sentences 2. The timetable had the wrong
simple squabble squiggle
royal durable throttle
from Day 5. Say the underlined hour for the train’s departure.
national incurable securable word, read the sentence, and repeat
valuable scramble beagle the word. Have students write the Have students write the words in
survival scruple befuddle words and then check their papers. their word study notebooks.
muscle needle bicycle
whistle noodle
Beyond Level
simple
royalty
squabble
durable
squiggle
throttle COLLABORATE
WORD SORTS
national incurable securable
invaluable scramble beagle
survival scruples befuddle
muscle quadrupled bicycle Have students cut apart the Complete the pattern sort using
whistle tabernacle Spelling Word Cards in the Online the key words, pointing out the
Resource Book and initial the back consonant + le or al endings. Have
of each card. Have them read the students use Spelling Word Cards
words aloud with a partner. Then to do their own pattern sort. A
have partners do an open sort. partner can compare and check
Have them discuss why they sorted their sorts. Have students record
the words the way they did. their sorts.
T292 UNIT 2 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the three Write these sentences on the board. Use the Dictation Sentences for
words below into their word study Have students circle and correct the posttest. Have students list
notebooks. Ask them to use an each misspelled word. Make sure misspelled words in their word
online dictionary or etymology site students have access to a print study notebooks. Look for students’
to research the origin of each word or digital dictionary to check and use of these words in their writings.
and write a word history in their correct their spelling.
word study notebook. 1. When the coach blew the Dictation Sentences
1. royal (from French roial and wistle, the sqabel stopped. 1. The cake recipe was simple.
Latin regalis and rex, meaning (whistle; squabble) 2. The royal palace is magnificent.
“king”) 2. The painted squigle looked like 3. Sing our national anthem!
2. valuable (from Latin valere, a beagel. (squiggle; beagle) 4. Valuable jewelry is expensive.
meaning “be strong, of value”; 3. The royel family appeared at
and French valoir, meaning 5. The cat’s survival made the news.
the parade for the nashional
“be worth”) holiday. (royal; national) 6. Her arm muscle felt sore.
3. muscle (from Latin musculus, 4. The recipe seemed simpel, but 7. The boy blew a whistle loudly.
meaning “little mouse”) the noodells did not taste right. 8. Do not squabble with your sister!
Challenge students to come up (simple; noodles) 9. This old hat is very durable.
with other word histories for Error Correction Remind students 10. This sickness is incurable.
spelling, review, or challenge words. to say a word syllable by syllable 11. It was a scramble to finish on time.
Have them write the word histories when spelling it. Then have them 12. His only scruple was not to steal.
in their word study notebooks and reread the word to see if it looks
discuss them with a partner. correct.
13. Watch this investment quadruple!
14. She finished the last noodle.
15. She drew a squiggle on the board.
16. The army will throttle the
See Phonics/Spelling Reproducibles pp. 55–60. rebellion.
17. The door was easily securable.
18. Her pet beagle is very cute.
SPEED SORT BLIND SORT 19. When she smiled, a dimple
Have partners do a speed sort to Have partners do a blind sort, appeared.
see who is faster. Then have them taking turns to read each Spelling
20. The bicycle race lasted a day.
find words with the consonant + Word Card while the partner sorts
le spelling pattern in the week’s it under its key word. Have them Have students self-correct the tests.
reading. Have them record the take turns until they have sorted
words in their Day 2 pattern sort in all their words. Then have students
their word study notebooks. explain how they sorted the words.
SPELLING T293
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Demonstrate
understanding of
figurative language, 1. How does the United States forms of this week’s words by
word relationships, commemorate the signing adding, changing, or removing
and nuances in
of the Declaration of inflectional endings.
word meanings.
Distinguish among Independence? ‡ Draw a four-column chart on
the connotations 2. What might you contemplate the board. Write contemplate
(associations) of
before deciding whether to in the first column. Then write
words with similar contemplates, contemplated, and
denotations buy a new computer?
(definitions) (e.g., contemplating in the remaining
3. What might your face look like
stingy, scrimping, three columns.
if you felt forlorn? Act it out.
economical, ‡ Have students share sentences
unwasteful, 4. Where would you want to
thrifty). L.6.5c using each word form.
travel to see majestic scenery?
‡ Students can add to the
Expand vocabulary chart doing the same for
commemorate and then share
endings and suffixes.
sentences using the different
forms of the word.
Vocabulary Words ‡ Have students copy the chart
commemorate forlorn into their word study notebooks.
contemplate majestic
COLLABORATE
vie
ACADEMIC VOCABULARY CONNOTATION AND Re w
Discuss the week’s poetry terms. DENOTATION

‡ Display lyric poetry, sonnet, rhyme ‡ Display the words forlorn and
scheme, and meter. unhappy. Ask students to give
the denotation, or dictionary
Define the terms and discuss
Go ‡
their meanings with students.
definition, of each word.
Digital ‡ Write lyric, lyrics, and lyrical. Have
‡ Have pairs discuss differences
in meaning between the words.
partners look up and define
Ask: Which word says someone is
other related words with the
extremely sad? Which word only
Vocabulary same root. Have partners ask
suggests some sadness?
and answer questions using
the words. ‡ Have pairs use a thesaurus
Vocabulary
to find words with similar
Activities ‡ Repeat with rhyme and meter.
denotations, such as miserable.
T294 UNIT 2 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Review last week’s and this week’s ‡ Have students write sentences Ask students to create Word
vocabulary. Have students orally in their word study notebooks Squares for each vocabulary word.
complete each sentence stem. using this week’s vocabulary. ‡ In the first square, students write
1. Each year, we take time to ‡ Tell them to write sentences that the word (e.g., contemplate).
contemplate as we show what each word means. ‡ In the second square, students
commemorate . ‡ Provide the Day 3 write their own definition of the
2. During the royal wedding, the sentence stems 1–3 for students word and any related words,
looked majestic. needing extra support. such as synonyms (e.g., think,
3. At my new school, I felt forlorn ponder, hatch an idea).
until I was finally able to . Write About Vocabulary Have ‡ In the third square, students
students write something related draw an illustration that will help
4. The impudence of the
to the theme of learning from them remember the word (e.g.,
was met with derision when
the past in their word study someone with a thought bubble
he .
notebooks. For example, they above his or her head).
5. The leaped deftly from might write about how majestic
the to the roof’s eaves. ‡ In the fourth square, students
ancient monuments were built
6. The symmetry displayed by a to commemorate heroes and
antonyms for the word (e.g.,
allows it to . encourage people to contemplate
ignore, forget).
7. One benefit of being a talented their accomplishments.
is that it is easy to .
PERSONIFICATION SHADES OF MEANING MORPHOLOGY

Remind students that Help students generate words Draw a T-chart and write
personification is used to describe related to majestic. Write majestic commemorate in the left column.
something nonhuman as if it were on the board, followed by four ‡ In the right column, write -ion
human. blank lines, and ending with the and -ive. Discuss how the suffixes
‡ Display Your Turn Practice word horrible. change the meaning and part
Book page 93. Read the second ‡ Have partners generate words to of speech.
stanza. Explain that the poet fill in the blanks, working down ‡ Have pairs add the suffixes to
personifies the state of New the synonym scale from majestic commemorate and discuss the
Mexico. and then up the antonym scale meanings of the resulting words.
‡ Have students complete to horrible.
‡ Have pairs add words to which
page 97. ‡ Ask students to copy the -ion and -ive can be added. Have
‡ Have students share their completed scale into their word them copy the chart into their
responses with a partner. study notebooks. word study notebooks.
VOCABULARY T295
Approaching Level
Realistic
Fiction
Just Like
Pizarro
by Carly Schuna • illustrated by Andrew
Burdan
Leveled Reader: Go
Just Like Pizarro Digital
Before Reading
Realistic
Preview and Predict

Fiction
Just Like
PAIRED
Pizarro
by Carly Schuna • illustrated by Andrew
Burdan
Poetry
READ
‡ Read the Essential Question with students: What can the past
Leveled Reader
teach us? Leveled
illustrations, and skim the text for characters and dialogue. Then
OBJECTIVES have them predict what the story is about.
to support analysis
Review Genre: Realistic Fiction
explicitly as well as Review with students that realistic fiction includes a first- or third-
inferences drawn from person narrator who tells a story that could happen in real life. Realistic
the text. RL.6.1
fiction also includes realistic settings and plot events, as well as
Determine a theme characters who speak and act like real people. Have students identify
evidence that Just Like Pizarro is realistic fiction.
text and how it is
conveyed through
particular details;
During Reading
the text distinct from Close Reading
judgments. RL.6.2 Note Taking: Ask students to use the graphic organizer on Your Turn
Practice Book page 92 while they read the selection.
Read poetry.
Pages 2–4 With a partner, discuss the differences between the way Erik Use Graphic
Organizer
feels about his exam and his trip. (He is not looking forward to his exam;
ACADEMIC he is excited about his trip.)
LANGUAGE
• realistic fiction,
Pages 5–8 What details on page 5 show that Erik is thinking about his
poetry, visualize, trip more than his test? (He can’t remember any of the material for the
theme test that he reviewed with his mom the night before.) What important
• Cognates: ficción point does Mr. P make about history on page 6? Paraphrase to answer.
realista, visualizar, (Thinking about what history has to do with your own life can make
tema
you like it more.) How does Erik feel about Pizarro? (He doesn’t like him
very much.)
Pages 9–10 How does thinking about food in the past affect the way Erik
thinks about food in the present? (It makes him appreciate it.)
T296 UNIT 2 WEEK 5

WEEK 5
Pages 11–15 Which words on page 11 help you visualize Lima? (tall,
beautiful, wide, bustling, built directly into the mountain) What Literature
example of personification does the author use on page 12? (“I heard Circles
some English words drift over from the next stand.”) How does Erik’s
knowledge of the past affect how he reacts to the girls? (He relates their
behavior to Pizarro’s and steps in to right their wrong toward the Thinkmark questions to guide
shopkeeper.) the discussion. You may wish to
have a whole class discussion
After Reading
regarding past and present from
Respond to Reading both selections in the Leveled
Reader.
Level
Ana
Analytical
W Write
W
Writing About Reading Make sure students cite text evidence
that
h shows
h that when Erik thought about his personal feelings about
Up
Pizarro, he was able to remember historical facts about him.
Fluency: Expression and Phrasing

Model Model reading page 8 with proper expression and phrasing.
PA I R E D R E A D
“Saving Italy” THEN pair them with students who
have proficiently read the On Level and
Make Connections: Write About It have students
Before reading, ask students to note that Leveled Reader • echo-read the On Level main selection.
“Saving Italy” is a type of poem called • use self-stick notes to mark details that
a sonnet that, like Just Like Pizarro, describes how the past can teach reveal the theme.
us something. Then discuss the Essential Question. After reading, ask
students to make connections between Erik’s feelings about history
and the poet’s feelings about art.

Analytical Writing
A
‡ Have students use text evidence to compare a poem and complex sentence structures.
to a story.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H C LO S E D S Y L L A B L E S
2
OBJECTIVES Explain that every syllable in a word has one vowel sound. Write happen
I Do
Use combined on the board and read it aloud. Segment the word. Point out that when
knowledge of a syllable ends in a consonant and has a short-vowel sound, it is called
all letter-sound
correspondences, a closed syllable. Repeat with mentor, kitten, hotter, and unfit. Remind
syllabication patterns, students about r-controlled vowel sounds as needed.
and morphology
(e.g., roots and We Do
Write bitten, hunger, summer, and window on the board. Model how to
affixes) to read decode the first word, identifying the closed syllables and the vowel
accurately unfamiliar sounds. Help students decode the remaining words.
multisyllabic words
in context and out of Add these words to the board: admit, copper, manner, timid. Have students
context. RF.5.3a You Do
read each word aloud and identify its closed syllable(s) and vowel sounds.
Then point to the words in random order for students to read chorally.
Decode words with
closed syllables. Repeat several times.
TIER
B U I L D W O R D S W I T H CO N S O N A N T + le S Y L L A B L E S
2
I Do
Use combined parts, or syllables. Explain that students will be building longer words that
knowledge of end with a consonant + le syllable. Point out that the spelling -le creates
all letter-sound
correspondences, the sound /ә l/.
Display these Word-Building Cards one at a time: bat, dan, man, tle,
(e.g., roots and gle. Model sounding out each syllable. Have students chorally read each
affixes) to read syllable. Work with students to combine the syllables to create new words
accurately unfamiliar that end with a consonant + le syllable. Have students chorally read the
multisyllabic words
words: battle, dangle, mantle, mangle.
context. RF.5.3a Write other syllables on the board, such as cas, brit, gig, jun, and tan. Have
You Do
pairs work to build words that end with a consonant + le syllable. Then
Build words with
consonant + le have partners share the words they built and compile a class list.
syllables.
T298 UNIT 2 WEEK 5

WEEK 5
P R AC T I C E CO N S O N A N T + le S Y L L A B L E S
OBJECTIVES
I Do
Remind students that in words that end with a consonant + le, the
Use combined consonant and the letters le form the final syllable of the word. Explain
knowledge of that the spelling -le creates the sound /ә l/. Write the words handle and
all letter-sound
correspondences,
maple on the board and read them aloud. Model how to segment the
syllabication patterns, words and underline the consonant + le syllable endings. Remind students
and morphology of the difference between open and closed syllables.
(e.g., roots and
affixes) to read
We Do
Write the words bubble, circle, cycle, fable, noodle, and settle on the board.
accurately unfamiliar Model how to decode the first word; then guide students as they decode
multisyllabic words
the remaining words. Help them first identify the consonant + le syllable
context. RF.5.3a ending. Then help them determine whether the first syllable is open
or closed. Guide students to divide the words into syllables using the
Decode words with syllable-scoop procedure to help students read one syllable at a time.
consonant + le
syllables. You Do
read. If time permits, encourage students to brainstorm additional words
that end in consonant + le.
Approaching Level
Vocabulary
TIER
2
OBJECTIVES Choose review words from High-Frequency Word Cards 41–80. Display
I Do
Acquire and use one word at a time, following the routine:
accurately grade-
academic and
domain-specific
We Do
gather vocabulary
knowledge when
You Do
or phrase important
expression. L.6.6 speaking and writing. For example, provide sentence starters such as There
are eight . Ask students to write each word in their Writer’s Notebook.
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T300 UNIT 2 WEEK 5

WEEK 5
OBJECTIVES
I Do
Display the commemorate Visual Vocabulary Card and say aloud the
Acquire and use word set commemorate, neglect, honor, disregard.
accurately grade-
appropriate general Point out that honor is the only word in the set that means almost the
academic and same thing as commemorate.
domain-specific
words and phrases; Display the vocabulary card for contemplate. Say aloud the word set
contemplate, remove, organize, ponder. With students, identify the word
knowledge when
considering a word that has almost the same meaning as contemplate and discuss why.
or phrase important
expression. L.6.6 saying aloud the word set. Ask students to identify the word that means
almost the same thing as the vocabulary word and explain why.
‡ forlorn, determined, joyful, hopeless
‡ majestic, dingy, grand, humble
P E R S O N I F I C AT I O N
OBJECTIVES
I Do
Demonstrate Reproducibles page 93. Read the poem aloud. Point to the first two lines
understanding of of stanza two: “New Mexico, so dry and vast, / Holds a painted canvas
before me.” Explain that, to understand personification, students must look
word relationships,
and nuances in word for details that pair animals, objects, ideas, forces of nature, or places with
meanings. Interpret human qualities and determine why the author made those pairings.
personification) in Think Aloud The poet gives the state of New Mexico a human ability—
context. L.6.5a the ability to hold up a painted canvas. If I keep reading, I see that the
painted canvas is of deserts, valleys, and mountains. The poet must mean
that New Mexico’s landscape is so beautiful that it’s like a painted canvas.
Write what the poet gives a human quality to and why.
We Do
Point to the first two lines of stanza three. With students, discuss what the
poet gives a human quality to and how the use of personification helps
the reader understand the poet’s ideas.
You Do
Have students determine how the poet uses personification in the rest of
the poem.
VOCABULARY T301
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when reading poetry aloud, good readers change the pitch
I Do
Read on-level prose and tone of their voice to properly express the emotions in the poem.
and poetry orally with They also chunk words that go together, or use proper phrasing, to help
rate, and expression the listener understand the poem. Read aloud the first two stanzas of the
on successive Comprehension and Fluency passage on Approaching Reproducibles
readings. RF.5.4b page 93. Tell students to listen for your expression and phrasing.

Read the rest of the poem aloud and have students repeat each line after
proper expression and you, using the same expression and phrasing. Explain that you adjusted
phrasing. your voice to emphasize the romantic and nostalgic tone of the poem.
You Do
passage. Remind them to focus on their expression and phrasing. Listen in
and, as needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y I M P O R TA N T D E TA I L S
2
OBJECTIVES Read aloud the first stanza of the Comprehension and Fluency passage
I Do
Determine a theme on Approaching Reproducibles page 93. Explain that the speaker talks
or central idea of a about visiting “my grandmother’s pueblo.” The songs the speaker hears are
text and how it is
conveyed through probably part of the speaker’s family heritage. The happy and smiling folks
particular details; who welcome the speaker to the family land are probably the speaker’s
provide a summary of relatives. Point out that these are important details and that they all relate
the text distinct from to family.
judgments. RL.6.2 Read the second stanza. Ask: What is this stanza about? What details does
We Do
the poet include? Guides students to recognize that the stanza is about the
Identify important
details.
beautiful landscape of New Mexico and that the details that support that
topic include “dry and vast” and “deserts and valleys and mountains.”
You Do
Have students read the rest of the poem. After reading each stanza, they
should write down important details. Review their lists with them and
help them explain why the details they chose are important.
T302 UNIT 2 WEEK 5

WEEK 5
REVIEW THEME
OBJECTIVES
I Do
Remind students that the theme of a poem is the overall idea or message
Determine a theme about life that a poet wants to convey. Explain that poets rarely state the
or central idea of a theme within the poem itself. To determine the theme, readers should
text and how it is
conveyed through
look for clues that reveal the message the poet is trying to convey. Readers
particular details; can ask themselves: What is the topic of the poem? What details about the
provide a summary of topic does the poet include? How does the poet describe things? What is the
the text distinct from poem’s tone?
judgments. RL.6.2 Read together the first stanza of the Comprehension and Fluency passage
We Do
on Approaching Reproducibles page 93. Model identifying that the
Identify theme.
speaker is reminiscing about being welcomed to the “family land” at
“grandmother’s pueblo.” Then work with students to identify details that
point to the theme in the rest of the poem.
You Do
Have students identify details in each stanza. Students should then use
those details to determine the theme of the poem.

Cite textual evidence Have students choose a fiction book for sustained silent reading. Remind
to support analysis
students that:
explicitly as well as ‡ they should look for clues to the theme by thinking about what the
inferences drawn from characters say and do and by what the author’s attitude toward the
the text. RL.6.1
characters’ actions seems to be.
Determine a theme
‡ visualizing what is happening in the text will help them better
text and how it is understand the descriptive or figurative language the author uses.
conveyed through
particular details;
Read Purposefully
provide a summary of Have students record on Graphic Organizer 148 clues to the theme as they
the text distinct from read independently. After they finish, they can conduct a Book Talk, each
judgments. RL.6.2
telling about the book that he or she read.
‡ Students should share their organizers and answer this question: What
Identify clues to the details helped you determine the theme of the book?
theme of a text and
determine theme. ‡ They should also tell the group about any sections that they visualized
to clarify descriptive or figurative language.
COMPREHENSION T303
On Level
Realistic
Fiction
Na ’
Tr e a s u r e
by David Murph
y • illustrated by
Gerad Taylor
Leveled Reader: Go
Nat’s Treasure Digital
Before Reading
Preview and Predict
Realistic
Fiction
Na ’
PAIRED
Tr e a s u r e • illustrated by Gerad
Taylor
Poetry
by David Murphy
READ
Leveled Reader
teach us? Leveled
illustrations, and skim the text for characters and dialogue. Then
OBJECTIVES have them predict what the story is about.
to support analysis
the text. RL.6.1
evidence that Nat’s Treasure is realistic fiction.
text and how it is
conveyed through
particular details;
During Reading
judgments. RL.6.2 Note Taking: Ask students to use their graphic organizer while they
read the selection.
Read poetry.
Pages 2–4 What details on pages 2 and 3 reveal Nat’s attitude toward Use Graphic
Organizer
making money? (“there had to be an easier way to raise money…”; Nat
ACADEMIC didn’t want to accept that a good investment takes time.)
LANGUAGE
Pages 5–7 How is Nat affected by what he has learned about his
poetry, visualize, namesake from the past? (He is convinced he can learn how to get
theme rich quick.)
• Cognates: ficción Pages 8–10 What happens on page 8 that reveals Nat’s continuing
realista, visualizar,
tema
attitude toward money and work? Paraphrase text evidence to answer. (He
is excited and willing to believe the computer ad; this shows that he still
thinks he can get something valuable without working for it.) How does
visualizing what Nathaniel Sorenson saw when the mist cleared help you
understand what he was feeling? (Students should connect the image of
the suddenly clear sky with his excitement about the gold.)
T304 UNIT 2 WEEK 5

WEEK 5
Pages 11–12 What does Nat’s mother point out that causes Nat to see
Nathaniel Sorenson differently? (The treasure didn’t belong to him.) Literature
Pages 13–15 Discuss how personification on page 13 helps you Circles
understand the weather. (“Tearing at the trees” and “tossing leaves” Ask students to conduct a
creates an image of a violent and destructive wind.) What does it mean literature circle using the
that Nat felt he had earned his computer “in more ways than one”? (Nat Thinkmark questions to guide
not only earned the money for the computer, but he earned the right the discussion. You may wish to
to have it because he had worked so hard for it.) have a whole-class discussion
regarding past and present
After Reading from both selections in the
Leveled Reader.
Respond to Reading
Ana
Write
W
Analytical
W
Writing About Reading: Make sure students cite text evidence Level
that
h sh hows that Nat once thought he could get money quickly, without
effort, but he learned that earning money through hard work is better. Up
PA I R E D R E A D IF students read the On Level fluently and

“The Photograph” proficiently read the Beyond Level and have
students
Make Connections: Write About It • partner-read the Beyond Level main
Before reading, ask students to note that selection.
Leveled Reader
“The Photograph” is a type of poem called • note details that help them visualize.
a sonnet that tells about an important person from the past. Then • discuss the story’s theme.
discuss the Essential Question. After reading, ask students to make
connections between Nat’s Treasure and “The Photograph” and how
they both depict experiences from the past that relate to the present.
Analytical Writing
A The Beyond Level challenges students
by including more domain-specific
COMPARE TEXTS vocabulary and complex sentence
‡ Have students use text evidence to compare a poem structures.
to a story.
ON LEVEL T305
On Level
Vocabulary
I Do
Acquire and use commemorate, contemplate, forlorn, and majestic. Point to each word, read
accurately grade- it aloud, and have students chorally repeat it.
appropriate general
words and phrases; ‡ Are you honoring something if you commemorate it?
gather vocabulary ‡ Should you contemplate a meaningless task for hours?
knowledge when
considering a word Have partners respond to these questions and explain their answers.
to comprehension or ‡ Might a sad event cause someone to become forlorn?
expression. L.6.6 ‡ Could a small, simple building be majestic?
OBJECTIVES
I Do
Remind students that understanding personification can help them
Demonstrate interpret the message or ideas a poet is trying to express. Use the second
understanding of stanza of the Comprehension and Fluency passage on Your Turn Practice
word relationships, Book page 93 to model.
and nuances in word
meanings. Interpret
Think Aloud The poet gives a human ability to the state of New
figures of speech (e.g., Mexico—the ability to hold up a painted canvas. The canvas depicts
personification) in deserts, valleys, and mountains. This must be the landscape of New
context. L.6.5a Mexico. By describing the landscape as a painted canvas held up by the
state, the poet is expressing that the landscape is incredibly beautiful.
We Do
Have students read the next stanza, where they encounter “Nature
proudly displays / Her work for us to savor.” Have students determine how
this use of personification helps the poet express an idea.
You Do
Have students interpret the use of personification in the remaining stanzas
as they read the rest of the poem.
T306 UNIT 2 WEEK 5

WEEK 5
Comprehension
REVIEW THEME
OBJECTIVES
I Do
Remind students that the theme of a poem is the overall idea or message
Determine a theme about life that the poet wants to convey. Explain that poets rarely state the
or central idea of a theme of a poem directly. To determine the theme, readers should think
text and how it is
conveyed through
about the topic of the poem and about how the poet describes details
particular details; related to the topic. They should also look for other clues, such as tone,
provide a summary of that reveal the message the poet is trying to convey.
We Do
Have a volunteer read the first stanza of the Comprehension and Fluency
judgments. RL.6.2 passage on Your Turn Practice Book page 93. Have students identify the
topic and list details about the topic the poet includes. Then have them
Identify theme.
identify the tone of the stanza. Model determining that the stanza is
about family and that the poet conveys a nostalgic tone. Then work with
students to identify details that point to the theme in the next stanza.
You Do
Have partners identify clues to the theme in the remaining stanzas. Then
have them determine the theme of the poem.

Cite textual evidence Have students choose a fiction book for sustained silent reading.
to support analysis
of what the text says ‡ Before they read, have students preview the book, reading the title and
explicitly as well as viewing the illustrations.
the text. RL.6.1 ‡ As students read, remind them to look for details and other clues that
help reveal the theme of the book.
Determine a theme
or central idea of a Read Purposefully
text and how it is
conveyed through Encourage students to read different fiction books about people reflecting
particular details; on their pasts.
‡ As students read, have them fill in on Graphic Organizer 148 details that
personal opinions or will help them determine the theme of the book.
judgments. RL.6.2 ‡ They can use the organizer to write a summary of the book.
Identify clues to the
‡ Ask students to share their summaries and their reactions to the book
theme of a text and with classmates.
determine theme.
Beyond Level
Realistic
Fiction
Digging
In by Carly Schuna
illustrated by Rebe
cca Kereopa
Leveled Reader: Go
Digging In Digital
Before Reading
Preview and Predict
Realistic
Fiction
Digging
PAIRED
Poetry
In by Carly Schuna
illustrated by Rebecca
Kereopa
READ
Leveled Reader
teach us? Leveled
illustrations, and skim the text for characters and dialogue and
OBJECTIVES predict what the story is about.
to support analysis
the text. RL.6.1
evidence that Digging In is realistic fiction.
text and how it is
conveyed through
particular details;
During Reading
judgments. RL.6.2 Note Taking: Ask students to use their graphic organizer while they
read the selection.
Read poetry.
Pages 2–4 What do the important details reveal about Jeremy? (Jeremy Use Graphic
Organizer
is impatient and frustrated with his artistic abilities. He shows a similar
ACADEMIC attitude toward speaking Spanish. Jeremy doesn’t understand the value
LANGUAGE of patiently sticking with something.)
poetry, visualize, Pages 5–9 What does Jeremy think the dig has to offer him? Turn to a
theme partner and explain. (Nothing; he would rather be drawing the beautiful
• Cognates: ficción sky.) How do the descriptions on page 8 help you understand Jeremy’s
realista, visualizar, feelings? (Visualizing the mounds of soil and the tiny fragments to be
tema
found shows that Jeremy is dreading his task.) Paraphrase the important
details on page 9. (Jeremy is extremely bored by sifting for shards. He
thinks art camp would be more exciting, but only if he could suddenly
be a better artist.) Tell a partner why these details are important. (They
show Jeremy has no interest in the past and doesn’t appreciate hard
work and dedication.)
T308 UNIT 2 WEEK 5

WEEK 5
Pages 10–12 How does the personification that excitement “tapped

at his chest” explain the importance of the moment? (A person taps at a Literature
door to be let in; Jeremy’s excitement lets in a new way for Jeremy to Circles
think about the past.) Why does the design interest Jeremy? (It is proof
that people from the past made art too.)
Pages 13–15 What do Jeremy’s Spanish skills reveal? (He has learned Thinkmark questions to guide
to stick with something.) How has the discovery of the shard affected the discussion. You may wish to
Jeremy? (He now has an interest in art from the past. That art inspires have a whole-class discussion
him to spend more careful time with his own art.) about what students learned
regarding past and present from
both selections in the Leveled
After Reading Reader.
Respond to Reading
Ana
Write
W
Analytical
W
that
h shows
h that Jeremy went from impatience with sifting for shards to
excitement and a newfound patience with difficult tasks.

Next, reread the page aloud and have students read along with you. Gifted and Talented
Realistic
R
F
Fictio n
to imagine they are from the
Compare Texts
Read a poem about another way of thinking about D i g g in g future and they have discovered
PA I R E D R E A D
how the past is buried.
Laof n d In
In by Carly Schuna
illustrated by Rebecca Kereopa Jeremy’s sketchbook. Remind
Dead
t he
them that his sketchbook shows
the full range of his drawings,
“Land of the Dead” from his early failed attempts to
The graveyard seems so beautiful at night,
his later color drawings. Have
So still, so silent—peaceful in the dark.
partners work together to write a

Illustration: James Watson
The moon’s rays make the stones so clear and bright, PAIRED
They cast a glow and shine on, pale and stark. READ Poetry
17
short essay about what they can

&9B&5B/5B*B8:
/ %
LQGG

that “Land of the Dead” is a poem that learn about the past (today) from
tells about remembering the people from the past. Then discuss the the sketchbook.
Essential Question. After reading, ask students to make connections
between Digging In and “Land of the Dead” in terms of the lessons to
be le
learned from the past.
Analytical Writing
A
COMPARE TEXTS
‡ Have students use text evidence to compare a poem
to a story.
BEYOND LEVEL T309

Beyond Level
Vocabulary
Model
Acquire and use commemorate and contemplate. Use the words to write sentences on the
accurately grade- board that reflect on the past.
appropriate general
academic and Write the words hardships and apprentice on the board and discuss the
domain-specific
words and phrases;
meanings with students. Then help students create word webs with
gather vocabulary related words for hardships and apprentice.
knowledge when
Have partners discuss why it’s important to reflect on one’s past. Then
or phrase important have students work in pairs to write sentences that express their ideas,
to comprehension or using the words above.
expression. L.6.6
OBJECTIVES
Model
Read aloud the second stanza of the Comprehension and Fluency passage
Demonstrate on Beyond Reproducibles page 93.
understanding of
figurative language, Think Aloud The poet gives the state of New Mexico the human ability
word relationships, to hold up a painted canvas. A painted canvas is a piece of artwork. This
and nuances in word
meanings. Interpret
canvas depicts deserts, valleys, and mountains—the landscape of New
figures of speech (e.g., Mexico. By describing the landscape as a painted canvas held up by the
personification) in state, the poet is expressing that the landscape is incredibly beautiful.
context. L.6.5a
With students, read the next stanza. Help them understand the poet’s use
of personification in “Nature proudly displays / Her work for us to savor.”
Apply
Have partners read the rest of the poem. Ask them to interpret the poet’s
use of personification in the remaining stanzas.
Gifted and Synthesize Have partners add to the poem a new stanza that includes
Talented
the use of personification. Challenge pairs to explain how their stanza
builds on the ideas the poet expresses and conveys the poem’s theme.
T310 UNIT 2 WEEK 5

WEEK 5
Comprehension
REVIEW THEME
OBJECTIVES
Model
Remind students that identifying the theme of a poem helps readers
Determine a theme understand the big idea or message about life that the poet wants to
or central idea of a communicate. To determine the theme, readers should look for clues that
text and how it is
conveyed through
reveal the message the poet is trying to convey. They should think about
particular details; what details the poet includes—and leaves out—and analyze how the
provide a summary of poet describes ideas and events. They should also think about the poet’s
the text distinct from tone and attitude toward the topic.
judgments. RL.6.2 Have students read the first stanza of the Comprehension and Fluency
passage on Beyond Reproducibles page 93. Ask open-ended questions
Identify theme.
to facilitate discussion, such as Who does the speaker visit? Who welcomes
the speaker? What land is this? What is this first stanza about? What tone does
the poet use? Students should support their responses with text evidence.
Apply
Have students note details that point to the theme in the rest of the poem
as they independently fill in Graphic Organizer 148. Then have partners
use their organizers to determine the theme of the poem.

Cite textual evidence Have students choose a fiction book for sustained silent reading.
to support analysis
of what the text says ‡ As students read, have them fill in Graphic Organizer 148.
‡ Remind them to use the details to determine the theme of the book.
the text. RL.6.1 Read Purposefully
Determine a theme Encourage students to keep a reading journal. Ask them to read different
books about people who reflect on their pasts.
text and how it is
conveyed through ‡ Students can write summaries of the books in their journals.
particular details;
Gifted and Analyze Have students write a letter to a character in a book they’ve
personal opinions or Talented
judgments. RL.6.2 read, asking several questions about what the character learned by
reflecting on his or her past. Challenge students to then write a letter in
Identify clues to the response from the point of view of the character.
theme of a text and
determine theme.
Shared Read Go
Poetry Digital
Before Reading
Build Background I met a traveler from an antique land

Read the Essential Question: What can the past teach us?



Essential Question

Read how two poets

150 151
Reading/Writing ‡ Explain the meaning of the Essential Question, including the

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Workshop View
vocabulary in the question: Events that happened before the present— “Ozymandias”
and “Lifelong
or before now—took place in the past. The Essential Question is asking Friends”
OBJECTIVES what can we learn about past events to help us understand both the
Analyze how a
past and the present.
chapter, scene, or ‡ Model an answer: Many events and experiences in life are repeated.
stanza fits into the By learning about past events, we can better understand how to handle
events in the present. We can also better understand ourselves and make
to the development of better decisions about how to live our lives.
the theme, setting, or ‡ Ask students a question that ties the Essential Question to their own
plot. RL.6.5
background knowledge: Tell a partner about an event from your own
past. Maybe you moved to a new town. Maybe you had a fight with a
LANGUAGE friend that you regret. How can thinking about this event help you deal
OBJECTIVE with events in the present? What would you do differently or similarly?
Determine theme. Call on several pairs to share their thinking.
ACADEMIC During Reading

LANGUAGE
• tone, quote, Interactive Question-Response
theme, sonnet,
personification ‡ Ask questions that help students understand the meaning of the
• Cognates: tono, tema, text after lines or stanzas in each poem.
personificación ‡ Reinforce the meanings of key vocabulary.
T312 UNIT 2 WEEK 5

WEEK 5
Page 151 Stanza 2

Where did the speaker work when he was ten? (in a
“Ozymandias” print shop)
Lines 1–8 Explain and Model Rhyme Scheme and
Point to antique in the first line. Explain that Meter Rhyme scheme refers to the rhyming words
antique means “old, or something from the past.” at the ends of lines in a stanza. In this stanza, the
What stands in the desert? (a statue) Guide words at the ends of the lines are gloom, room,
students to understand that just the legs of a feared, and beard. That tells me the rhyme scheme is
statue remain standing. aabb. Meter is the pattern of stressed and unstressed
syllables. Read the stanza aloud, and have students
Lines 10–11 repeat. Point out the unstressed-stressed meter,
Choral read the lines with students, using proper and draw attention to the musical quality it
expression and phrasing to convey the majestic creates when read aloud.
tone of the quote.
Stanza 3
What gives this quote a majestic tone? (The Explain and Model Personification Explain
use of first-person, starting with “my”; the phrase that giving a human quality to the printing
“king of kings”; and the warning to the mighty press helps the reader understand the speaker’s
to “despair” all give this quote a majestic tone.) feelings. What human quality did the speaker give
Where does the quote appear? (on the pedestal of the printing press? (He called it his friend.) What
the statue) Who is the statue of? (Ozymandias) Who does this tell you about how the speaker felt about
was Ozymandias? (a king) working at the print shop? (He enjoyed it, the way
he would enjoy spending time with a friend.)
Lines 12–13
Model Theme Some clues to the theme of this Page 153
sonnet include details that the poet uses to describe
the statue in its present state, including “nothing Stanzas 4–6
beside remains,” “decay,” “colossal wreck,” and How does the speaker feel about the books he
“boundless and bare.” What do these details suggest printed? (He is proud to have created them
about the theme of this sonnet? (The theme of this because “they were tutors glad to share / Their
sonnet is that nothing or no one, no matter how words with people everywhere.” Each book is very
mighty, lasts forever.) important to him, and will always be: “Each book
a lifelong friend might be / To someone, yes, but
Page 152 most to me.”)
“Lifelong Friends” After Reading

Stanza 1
Make Connections
How old is the speaker during the events of the
poem? (ten) Is the speaker a man or woman? (a ‡ Review the Essential Question.
man) How do you know? (He calls himself “a lad” ‡ Make text connections.
in line 1.) Is the poem about the speaker’s present ‡ Have students complete ELL Reproducibles
experiences or past experiences? (past experiences) pages 93–94.


Realistic
Fiction
Na ’
Tr e a s u r e
by David Murph
y • illustrated by
Gerad Taylor
Leveled Reader: Go
Nat’s Treasure Digital
Before Reading
Preview
Realistic
Fiction
Na ’
Tr e a s u r e
PAIRED
Taylor
• illustrated by Gerad
by David Murphy
Poetry
READ
‡ Read the Essential Question: What can the past teach us?
Leveled Reader ‡ Refer to Listening to the Past: How is seeing something from the past Leveled
LEXILE 630 different than hearing about it? Readers
‡ Preview Nat’s Treasure and “A Dream Fulfilled.” Our purpose for reading
OBJECTIVES
is to see what lesson we can learn about the past.
to support analysis
of what the text says Vocabulary
explicitly as well as Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
the text. RL.6.1
expedition, genuine. Use the routine found on the cards. Point out the
cognates: expedición, genuino.
Determine a theme
text and how it is During Reading
conveyed through
particular details; Interactive Question-Response
the text distinct from Note Taking: Have students use the graphic organizer on the ELL
personal opinions or Reproducibles page 92. Use the questions below after each page is
judgments. RL.6.2 read with students. Use Graphic
Organizer
Read on-level prose Pages 2–4 On page 3, Nat’s mom says that if something looks too good
to be true, it probably is too good to be true. What does she mean? (Nat’s
rate, and expression mom is cautioning him that most things take hard work to achieve.
on successive Things that look too good to be true are likely not true.) Has there ever
readings. RF.5.4b been a time when you saw something that was too good to be true?
Pages 5–7 An expedition is a journey, often to discover something. What
Read poetry.
was Nathaniel Sorenson looking for on his expedition? (a cave with hidden
treasure) Why do you think he had to raise money for his expedition? (It
ACADEMIC takes a lot of money to travel and lots of supplies are needed.)
LANGUAGE
• poetry, Pages 8–12 Personification is giving human qualities to something
visualize, theme, that isn’t human. Look at the way the mist is described on page 10. What
personification human thing is it doing to the mountain? (hiding it) How does this
• Cognates: visualizar, description help you visualize and understand the text? (I can imagine the
tema, personificación
difficulty Sorenson had on his expedition trying to find the cave.)
T314 UNIT 2 WEEK 5

WEEK 5
Pages 13–15 What lesson did Nate learn from reading about Nathaniel
Sorenson? (It’s better to work hard than try to get rich quick.) Do Literature
you think this is the story’s theme, or message the author wants you to Circles
understand? (yes) Discuss with a partner a time when you have learned a
lesson from the past. Allow volunteers to share their stories or elaborate on
each other’s responses. Thinkmark questions to guide
After Reading have a whole-class discussion
concerning what students
Respond to Reading Revisit the Essential Question. Ask students to learned about what the past can
work with partners to answer the Text Evidence Questions on page 16. teach us from both selections in
the Leveled Reader.
Support students as necessary and review all responses as a group.
Ana
Analytical
W Write
W
Level
h sh
that hows that Nat once thought he could get money quickly, without
effort, but he learned that earning money through hard work is better.

Model Model reading page 15 with expression and phrasing. Next,
Up
reread the page aloud and have students read along with you.
PA I R E D R E A D

“A Dream Fulfilled” answered the questions
Make Connections: Write About It proficiently read the On Level and have ELL
Before reading, ask students to note that Leveled Reader students
“A Dream Fulfilled” is a poem that teaches • echo-read the On Level main selection
an important lesson from the past. Then discuss the Essential Question. with their partners.
After reading, ask students to make connections between the • review the vocabulary words.
information they learned from Nat’s Treasure and “A Dream Fulfilled.”
• find examples of personification.

Analytical Writing
A
COMPARE TEXTS assuming prior knowledge and using
‡ Have students use text evidence to compare a poem more domain-specific words.
to a story.


Vocabulary
OBJECTIVES Preteach vocabulary from the Shared Read poems “Ozymandias” and
I Do
Acquire and use “Lifelong Friends,” following the Vocabulary Routine found on the Visual
accurately grade- Vocabulary Cards for commemorate, contemplate, forlorn, majestic.
appropriate general
words and phrases;
knowledge when
Have students work with a partner to name an antonym or synonym for
or phrase important each word.
to comprehension or
Help students copy an Ask students to write Challenge students to
LANGUAGE antonym or synonym for their answers in complete write a synonym and an
OBJECTIVE each word. sentences. antonym for each word.
REVIEW VOCABULARY
I Do
Acquire and use over a few days. Read each word aloud, pointing to it on the Visual
accurately grade- Vocabulary Card, and have students repeat after you. Then follow the
appropriate general
domain-specific
Display the vocabulary card for the word benefit. Ask: Which is a benefit:
gather vocabulary something that helps you or hurts you? Discuss why something that helps
knowledge when you is correct. Ask choice questions for deftly and derision and discuss.
considering a word
Display the remaining cards. Have pairs write a choice question for each
to comprehension or word and read their questions aloud for the class to answer.
expression. L.6.6
LANGUAGE Provide questions for Have students write their Ask students to write an
OBJECTIVE students to copy, and help questions and include an explanatory answer for
Use vocabulary words. them read them aloud. answer. each of their questions.
T316 UNIT 2 WEEK 5

WEEK 5
OBJECTIVES Read aloud the second stanza of the Comprehension and Fluency passage
I Do
Demonstrate on ELL Reproducibles page 93, while students follow along. Explain that
understanding of giving human abilities or feelings to nonhuman objects, animals, or ideas
word relationships,
is called personification.
and nuances in word Think Aloud New Mexico is a state, and I know that a state cannot hold
meanings. Interpret something up. So this must be an example of personification. A painted
personification) in
canvas is a type of artwork. Most people think of artwork as beautiful.
context. L.6.5a The canvas shows deserts and valleys and mountains. I think the poet uses
personification to emphasize the beauty of the landscape in New Mexico.
LANGUAGE Guide students to find and interpret the poet’s use of personification in
OBJECTIVE We Do
the next stanza. Write what the poet gives a human ability to on the board.
Interpret use of
personification. Have partners find and interpret the poet’s use of personification in the
You Do
rest of the poem.

Help students Ask students to locate Have students explain
locate examples of examples of personification what the poet achieves
personification and and identify the human through each use of
understand their use. quality personified. personification.
OBJECTIVES List academic vocabulary and high-frequency words from “Ozymandias”

I Do
Acquire and use and “Lifelong Friends”: create, remains, survive; and Nat’s Treasure:
accurately grade- disappointment, formulas, wakening. Define each word for students: When
appropriate general
academic and
you create something, you make something or cause something to happen.
domain-specific
Model using the words for students in a sentence: The chef can create a
gather vocabulary meal from just three ingredients. When I’m forlorn, I contemplate the many
knowledge when books I helped create. Then provide sentence frames and complete them
considering a word with students: A might help create .
or phrase important
to comprehension or
You Do
expression. L.6.6 class to complete them.

OBJECTIVE Help students copy and Provide sentence starters Have students define the
Use academic complete the sentence for students, if necessary. words they used.
vocabulary and high- frames correctly.
frequency words.
VOCABULARY T317

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 poets express their ideas and feelings by using precise
I Do
Use precise language language that helps readers visualize what they are describing. Read the
and domain-specific Expert Model passage aloud as students follow along. Identify the precise
about or explain the words and phrases that the poet uses to express how the speaker feels.
topic. W.6.2d
We Do
Reread the fifth stanza from “Lifelong Friends” as students follow along.
Identify the main idea. Model your thinking as you use a word web to note
LANGUAGE precise words and phrases that relate to the main idea.
OBJECTIVE
Replace common Have pairs use words and phrases from the web to write two sentences
words and phrases You Do
about the stanza. Edit their writing, noting common words and phrases
in writing with more
precise ones. that can be replaced with more precise ones. Then ask students to revise.

Have students copy the Have students revise Ask students to explain
revised sentences. their sentences, choosing why their revisions are
additional common words more precise.
and phrases to replace.
S P E L L W O R D S W I T H CO N S O N A N T + le S Y L L A B L E S
OBJECTIVES Read aloud the Spelling Words on page T292, emphasizing the consonant
I Do
Demonstrate + le syllable in each word. Explain that the spelling -le creates the sound
command of the /ә l/. Have students repeat the words.
conventions of
punctuation, and
sentence, read the underlined word slowly, emphasizing the consonant
spelling when writing. + le syllable. Have students repeat after you and write the word.
Spell correctly. L.6.2b
You Do
LANGUAGE
Spell words with
consonant + le Have students copy the After doing their Have pairs explain which
syllables. words correctly and say corrections, have pairs words were difficult to
the words aloud. quiz each other. spell and why.
T318 UNIT 2 WEEK 5

WEEK 5
Grammar
APPOSITIVES
OBJECTIVES Remind students that an appositive is a noun or pronoun next to a

I Do
Demonstrate noun or pronoun to identify or explain it. Point out how appositives and
command of the adjectives are different. Write on the board: That is my dog Sparky. Joe, my
conventions of
standard English
uncle, gave him to me. Underline the appositives. Explain that Sparky is
grammar and usage an appositive that clarifies who my dog is, and my uncle clarifies who Joe
when writing or is. Then write: The civil rights activist Rosa Parks was admired by many. The
speaking. L.6.1 student, a sixth-grader, wanted to write a report about her. Underline the
appositives. Explain that in the first example, the noun being explained
LANGUAGE is too general without the appositive. It is needed to understand the
OBJECTIVE sentence. In the second example, the appositive is not essential.
Use appositives.
We Do
Write the sentences below on the board. Ask volunteers to identify the
Grades K-6
appositives and whether they are essential or nonessential. Underline

each appositive, and read sentences aloud for students to repeat.
Language
Transfers
Handbook The chef, a British woman, opened a restaurant.
The gymnast Shannon Miller won many medals.
Language Transfers
The explorer Ferdinand Magellan was Portuguese.
Handbook
The team leader for the club is Joe, my best friend.
In Hmong and Spanish,
adjectives follow the
You Do
Brainstorm a list of people, places, and things with students. Have pairs
nouns they modify. write two sentences about one item on the list, one with a nonessential
Students may have
trouble understanding
appositive and one with an essential appositive.
and correctly forming
appositive phrases Beginning Intermediate Advanced/High
that include the Provide sentences for Ask students to underline Have students identify the
appositive and words students to copy. Ask their appositives and type of appositive they
that modify it (an them to underline the explain which type of used in each sentence
expensive painting). appositives in each appositive they used in and explain why the
Model correct usage sentence. each sentence. appositive is essential or
and repeat. nonessential.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Theme RL.6.1, RL.6.2 Personification L.6.5a Writing About Text RL.6.1,
RL.6.2, W.6.9a
Grade 6
Assessment Includes
Weekly
State Standards
online PDFs
Grades 1-6
Fluency
following schedule:
State Standards
T320 UNIT 2
WEEK 5
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 34–36 on Theme from
multiple-choice items the Tier 2 Comprehension Intervention
COMPREHENSION
Students answer 0–6 . . . assign Lesson 167 on Personification

VOCABULARY multiple-choice items from the Tier 2 Vocabulary Intervention
Students score less than . . . assign Lessons 34–36 on Theme

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

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

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
The Big Idea: What can we gain from reading about past civilizations?
REVIEW AND EXTEND

Reader’s Theater
The Case of the Uncooked Eggs The Case
Uncookedof the
Eggs
by Myka-Lynn
Sokoloff
Genre Play CAST:
Bus Driver
Nicole
Monique
Odette
Jeanne
Fluency Accuracy, Rate, and Soldier

Market Woman
-Hill
Farmer
© Macmillan/McGraw
Messenger
Schoolteacher
Prosody Judge
Lawyer 1
Lawyer 2
Poor Man
SETTING:
A Small Town
in Haiti
The Case of the

Uncooked Eggs
151
IRAA6_CA_BM_Play_U
02_RD10.indd
151
2/3/08 10:09:26
PM
Reading Digitally
“Who Owns History?”
Comprehension Close Reading
Study Skills Using Online Sources
Research Navigate Links to Information Go Digital!
Level Up Accelerating Progress

From From From From
APPROACHING ON LEVEL ENGLISH BEYOND LEVEL
To ON LEVEL To BEYOND LEVEL LANGUAGE LEARNERS To SELFSELECTED
To ON LEVEL TRADE BOOK
Advanced
Level
Trade
Tra Book
Tr
On Level Beyond On Level
Approaching On Level ELL Beyond
T322 UNIT 2 WEEK 6

WEEK 6
ASSESS
Presentations
Research and Inquiry
Project Presentations
Project Rubric
Writing
Informative Writing Presentations
Writing Rubric
Unit Assessments
UNIT 2 TEST FLUENCY
Evaluate Student Progress

McGraw-Hill
M
Mc cG
Grraw
aw-H
-Hil
ill
il
Use the McGraw-Hill Reading Wonders eAssessment reports to Reading
R
Reea
adding
din Wonders
ing Wo
in W ond
nder
der
ers
ers
evaluate student progress and help you make decisions about eAssessment
eA
Ass
sse
essssm
me
enn
ntt
small group instruction and assignments.
‡ Student and Class Assessment Report
Digital Vision/Getty Images
‡ Student and Class Standards Proficiency Report

‡ Student Profile Summary Report

DAY 1 DAY 2
READING
READING
Reader’s Theater
Re Reader’s Theater, T326 Reader’s Theater, T326
the
“The
“T
T Case of the “The Case of the Uncooked Eggs” “The Case of the Uncooked Eggs”
The Case of gs
Uncooked
by Myka-Lynn
Eg
Sokoloff Uncooked Eggs”
U Assign Roles Model Fluency: Accuracy, Rate,
Whole Group
CAST:
and Prosody
Bus Driver
Nicole
Model Fluency: Accuracy, Rate,

Monique
Odette
Jeanne
Soldier
Market Woman
Farmer
and Prosody g Digitally, T328

Messenger
Schoolteacher
Reading
raw-Hill
Judge
Lawyer 1
© Macmillan/McG
Lawyer 2
Poor Man
SETTING:
in Haiti
A Small Town
The Case of the

Egg 151
ed Eggs
Uncooked
“Who Owns History?”
Research and Inquiry, T330–T331
PM
2/3/08 10:09:26
fpo
151
U02 RD10.indd
Play_U02_RD10.indd
IRAA6_CA_BM_Pl
Information from Multiple Sources

“Who Ownss
History?”
DIFFERENTIATED INSTRUCTION Level Up to Accelerate

Level Up to On Level Level Up to On Level
Lost in Time, T336 Lost in Time, T336
Approaching vie
Re w
Spiral Review Comprehension Skills
vie
Re w
Level Unit 2 PDFs Online Unit 2 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level

Lost in Time, T337 Lost in Time, T337
On Level
Small Group
Level Up to Self-Selected Level Up to Self-Selected

Beyond Trade Book, T339 Trade Book, T339
Level
English Level Up to On Level

Lost in Time, T338
Level Up to On Level
Lost in Time, T338
Language
Learners
Writinsgs LANGUAGE
LANGUAGE ARTS
ARTS
Proce
Share Your Writing, T334 Share Your Writing, T334

Whole Group
Informative Writing Informative Writing

Prepare to Present Your Writing Discuss Peer Feedback
Writing
T324 UNIT 2 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
g Digitally, T328
Reading Reader’s Theater, T326 Research and Inquiry, T332–T333
“Who Owns History?” Performance Presentations
Unit Assessment, T340–T341
Level Up to On Level Level Up to On Level Level Up to On Level

Lost in Time, T336 “Words from the Past,” T336 Literature Circle, T336
vie
Re w
Unit 2 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level Level Up to Beyond Level

Level Up to Self-Selected Level Up to Self-Selected Level Up to Self-Selected

Trade Book, T339 Trade Book, T339 Trade Book, T339
Level Up to On Level Level Up to On Level Level Up to On Level

Share Your Writing, T334 Share Your Writing, T334 Share Your Writing, T335
Informative Writing Present Your Informative Writing Informative Writing
Rehearse Your Presentation Evaluate Your Presentation Portfolio Choice

Reader’s Theater
The Case of the Uncooked Eggs
Introduce the Play ‡ After reading each character’s part,
The Case of the
Explain that The Case of the Uncooked ask partners to note the character’s
Uncooked Eggs
by Myka-Lynn Sokoloff
Eggs is based on a famous Haitian traits. Model how to find text
CAST:
Bus Driver
Nicole
Monique folktale. It tells the story of a woman evidence that tells about
the characters.
Odette
who learns that acts of kindness really

Jeanne
Soldier
Market Woman
Farmer
do pay off in the end. Distribute the

Messenger
© Macmillan/McGraw-Hill
Schoolteacher
Judge
Lawyer 1
Lawyer 2
Poor Man
Elements of Drama handout and the Assign Roles
SETTING:
scripts from the Teacher’s Resource Depending on the number of students,

AS
Small Town in Haiti
The Case of the Uncooked Eggs 151 Online PDF, pages 2–3, 13–28. you may wish to divide the play into
‡ Review the features of a play. several sections with different students
playing roles.
IRAA6_CA_BM_Play_U02_RD10.indd 151 2/3/08 10:09:26 PM
Go Digital! ‡ Review the characters, explaining

that they live in a small town in Haiti.
Teacher’s Resource
Explain that the action alternates
Practice the Play
Online PDF
pp. 2–3, 13–28 between Nicole, Monique, and Odette Each day, allow students time to practice
walking home in present day and their parts in the play. Pair fluent readers
Jeanne’s life sometime in the past. with less fluent readers. Pairs can echo-
‡ Point out the sound effects
read or chorally read their parts. As
of knocking on the door and a needed, work with less fluent readers
gavel banging. to mark pauses in their script, using one
slash for a short pause and two slashes
Shared Reading for longer pauses.
OBJECTIVES Throughout the week have students
Read on-level text Model reading the play as students
with purpose and follow along in their scripts. work on the Reader’s Theater
understanding. Workstation Activity Card 24.
Focus on Vocabulary Stop and discuss
RF.5.4a Once the students have practiced
any vocabulary words that students may
Read on-level prose not know. You may wish to teach: reading their parts several times, allow
and poetry orally with students time to practice performing
accuracy, appropriate ‡ thatched ‡ adjourned
the script.
‡ kilometers ‡ sustained
on successive
readings. RF.5.4b ‡ sisal ‡ unwarranted Perform the Reader’s Theater
Use context to Model Fluency As you read each ‡ As a class, discuss the similarities and
confirm or self- part, state the name of each character, differences between performing a
correct word
recognition and and read the part, emphasizing the play aloud and reading it silently.
understanding, appropriate phrasing and expression. Have partners discuss their favorite
rereading as and least favorite aspects of
necessary. RF.5.4c Discuss Each Role performing the play.
‡ After reading the parts of Nicole and ‡ Lead a class discussion on ways that
Odette, ask students to identify what groups can make their performances
information they know that Monique more enjoyable for the audience.
doesn’t know.
T326 UNIT 2 WEEK 6

WEEK 6
ACTIVITIES
LOOK FOR CLUES ABOUT THE SETTING

Explain that this play is set in a small town in the island country
of Haiti. In order to better understand the play and its characters,
students should look for clues about the setting. Have small groups of
students reread the play and discuss the following questions. Then have
them discuss how the setting affects the characters and their actions.
1. What languages do the 3. How do the villagers pay for what
people of Haiti speak? How they need? What does this tell you
can you tell? about when this play takes place?
2. What kinds of crops are 4. What other things does the play
grown in Haiti? teach you about Haiti?
MAKE A RECORDING
Provide an audio or video recorder and have each group record

a section of their performance. Have them listen to or watch the
recording and discuss what they like about their performances and
what can be improved. Ask them how adding additional sound might
benefit the performance. Have them suggest music or sound effects
they would add and where they would add them. Allow them to
re-record their performances, incorporating the improvements.
‡ Review the definitions of difficult words, including ramshackle, knapsack,

gnawed, and verdict. Define idioms such as tipped his cap.
‡ Team an ELL student with a fluent reader who is also reading the part of
Jeanne. Have each reader take turns reading the lines. Determine which
reader will read which lines at the performance.
‡ Help students pronounce words that might be difficult, including the
French words and phrases s’il vous plait, merci, bonjour, au revoir, and oui.
Have them read the script several times to improve intonation.
READER’S THEATER T327

Reading Digitally
Go Digital!
OBJECTIVES
Integrate information Who Owns History?
presented in different
media or formats Before Reading
(e.g., visually,
Preview Scroll through the online article “Who Owns History?” at
quantitatively) as
well as in words to www.connected.mcgraw-hill.com. Clarify how to navigate through
develop a coherent the article. Point out the interactive features, such as hyperlinks, roll-
understanding of a over pop-ups, and the slideshow. Explain that you will read the article
topic or issue. RI.6.7 together first and then access these features.
Trace and evaluate
the argument and Close Reading Online
specific claims in a
text, distinguishing Take Notes Scroll back to the top and read the article aloud. As you
claims that are read, ask questions to focus students on the problem of determining
supported by reasons who owns artifacts and on solutions to the problem. Students should
and evidence from
claims that are not.
also analyze how headings help organize the selection. Have students
RI.6.8 take notes using Graphic Organizer 76. After each section, have
partners paraphrase the main ideas, giving text evidence. Help them
understand the selection. Make sure that students understand domain-
ACADEMIC
LANGUAGE specific terms, such as archaeological, antiquities, and heritage.
• key words, Access Interactive Elements Help students access the interactive
archaeological,
elements by clicking or rolling over each feature. Discuss what
antiquities, heritage
information these elements add to the text.
• Cognates:
arqueológico, Tell students that they will reread parts of the article to help them
antigüedades answer a specific question: Who is claiming ownership of the bust of
Nefertiti, and why?
Navigate Links to Information Point out that hyperlinks appear
as colored, underlined text on a Web page. Remind students that a
hyperlink provides a connection from one Web page to another.
Discuss the importance of using more than one source to compare
information on a topic. Model using a hyperlink to jump to an external
Web page. Then have students compare the article’s information in the
section National Property or Shared Heritage? with information from
the linked page at the Supreme Council of Antiquities site. Discuss
any information on the new Web page related to the question Who is
claiming ownership of the bust of Nefertiti, and why?
T328 UNIT 2 WEEK 6

WEEK 6

Analytical
Writing
W IA
L STU
CONNECT TO CONTENT
DI
SOC
ES
Summarize Review students’ graphic Historical Inquiry
organizers. Model using the information to Point out that historians and other social
summarize “Who Owns History?” scientists, such as archaeologists, use methods
Ask students to write a summary of the article, of historical inquiry to prove that their findings
stating the problem and the actions that are authentic. Discuss how historians look
people can take to solve it. Partners should for primary sources such as artifacts, official
discuss their summaries. documents, buildings, letters, and diaries.
Make Connections Have students compare Explain that archaeologists search for artifacts
what they learned about ancient cultural as evidence of ancient history. Help students
artifacts with what they learned about past scroll through the article and identify artifacts,
civilizations in other texts in this unit. such as the bust of Nefertiti. Discuss how
thieves might affect our knowledge of history.
RESEARCH ONLINE INDEPENDENT STUDY

Key Words and Search Results Investigate
Discuss the importance of using direct search Choose a Topic Students should brainstorm
terms when researching online. For example, questions related to the article. For example,
if students want to find out about museums they might ask: Why is Queen Nefertiti an
in Texas, they should type in Texas museums, important historical figure? Then have students
not just Texas or museums. Remind students to choose a question to research.
include only the most important words in their Conduct Internet Research Review how
search (not the articles a, an, and the) and to using specific search words and spelling them
double-check the spelling of the words. correctly helps students locate information on
Say that on a Results page, the most relevant the Internet. If necessary, remind students how
results usually appear first. Model clicking on to conduct an Internet search.
the hyperlink for a top result and then using Present Have groups present a report or
the Back button to return to the Results page. slideshow on the topic of who owns artifacts.
READING DIGITALLY T329

The Big Idea: What can we gain from reading about past civilizations?
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 research, present these minilessons.
Research Skill: Information from Multiple Sources

OBJECTIVES Using the Library or Media Center
Write narratives
to develop real or When gathering information, the library or media center is a good place
imagined experiences for students to start. They can search for information in library catalogs,
or events using electronic databases, and online search engines.
effective technique,
relevant descriptive ‡ Explain that school and public libraries offer a wide variety of sources,
details, and well- such as books, magazine and newspaper articles, other print reference
structured event materials, podcasts, DVDs, photographs, and historical documents.
sequences. W.6.3
‡ If possible, visit the school media center with students to demonstrate
Conduct short
research projects how to use the library’s catalog. Most library catalogs can be searched
to answer a by keyword, author, title, date, or subject. Remind students that a
question, drawing librarian or media specialist can also assist in research.
on several sources
and refocusing
the inquiry when
Evaluating the Reliability of Sources
appropriate. W.6.7 Good researchers evaluate whether a source is valid before taking notes
Gather relevant or using information from the source.
information from ‡ To evaluate a source, students can ask themselves questions such
multiple print and
digital sources; assess as: What are the author’s credentials? Is the source well known and
the credibility of each reputable? Is the information current or relevant to the time period
source; and quote I am researching?
or paraphrase the
data and conclusions ‡ Point out that good researchers look for bias when gathering and
of others while analyzing information. To look for bias, students can evaluate whether
avoiding plagiarism the text seems informational or persuasive. Explain that biased sources
and providing are acceptable for some projects.
basic bibliographic
information for ‡ Model evaluating a solid, unbiased source, such as an encyclopedia
sources. W.6.8 entry. Then model evaluating an unreliable source, such as an
unreliable Web site, as well a biased source.
COLLABORATE
Go Manage and assign projects online.
Digital Students can also work with their
group online.
T330 UNIT 2 WEEK 6

Choose a Project! WEEK 6
Essay About Contributions of an Early Civilization IA

L STU
DI
SOC
ES
1 ESSENTIAL QUESTION
What contributions were made
by early civilizations?
Goal
Research teams will choose an early civilization,
research more about its contributions, and
write an argument essay about whether these
contributions are still important today.
Play About the Development of Democracy IA

L STU
DI
SOC
ES
Goal
Research teams will research two figures
involved in the development of the U.S.
government, and write a short play in which the
two figures talk about their democratic ideals.
Commercial About an Invention IA

L STU
DI
SOC
ES
What was life like for people in
ancient cultures?
Goal
Research teams will write and record a
commercial about a simple invention that made
a daily task in an ancient culture easier.
Interview About the Influences on an Ancient Culture IA

L STU
DI
SOC
ES
What influences the
development of a culture?
Goal
Research teams will write and perform an
interview with a person from an ancient culture
about influences on that culture. Students may
use the Interview Form Online PDF.
Interview About the Decline of an Ancient Civilization IA

L STU
DI
SOC
ES
Goal
Research teams will write and perform an
interview with a historical member of an ancient
civilization about the decline of the civilization.
Teams may use the Interview Form Online PDF.
RESEARCH AND INQUIRY T331

Distribute the Research Roadmap Online PDF. Have students use the
roadmap to complete the project.
Conducting the Research

STEP 1 Set Research Goals
Discuss with students the Essential Question and the research project. As
appropriate, have them look at the Shared Research Board for information
they have already gathered. Each group should
‡ evaluate library resources they are familiar with and brainstorm new
resources they would like to learn more about.
‡ decide on each member’s role: Who will be responsible for technology? Who
will provide graphics? Who will be the interviewer and the interviewee?
STEP 2 Identify Sources

Have the group brainstorm where they can find the information. Suggest
‡ social studies textbooks, nonfiction texts, and government Web sites.
‡ primary sources, such as online interviews, blog entries, or opinion pieces.
‡ secondary sources, such as journal, newspaper, or magazine articles.
Remind students that using a variety of sources will ensure a more complete
and accurate presentation.
STEP 3 Find and Record Information

Have students review the type of information they need and then do the
research. Remind them use multiple sources and to cite sources correctly.
STEP 4 Organize
After they finish their research, team members can meet to review Audience
and analyze the information they collected. First, they should classify Participation
and categorize their notes and decide which are the most useful ‡ Encourage the
in creating the end product. They can create a rough draft of the audience to
product in order to make decisions about categories of information. comment on
the parts of the
presentations that
STEP 5 Synthesize and Present were particularly
Have team members synthesize their research and decide on their well done as well as
to suggest ways the
final message. presentations could
‡ Encourage students to use all available technologies to enhance be improved.
their presentations. Audio recordings, visual displays, actual ‡ Ask students to
photographs, and so on, would all make good enhancements. discuss what they
have learned about
‡ Students should check that the key ideas are included and their past civilizations.
findings relate to the Big Idea.
T332 UNIT 2 WEEK 6

Review and Evaluate WEEK 6
Distribute the Student Checklist and Project Rubric Online

PDFs. Use the Project Rubric and the Teacher Checklist below
to evaluate students’ research and presentations.
Student Checklist Teacher Checklist

Research Process Assess the Research Process
✓ Did you narrow your focus for your research? ✓ Selected a focus.
✓ Did you use several sources? ✓ Used multiple sources, including primary and
✓ Did you use primary and secondary sources? secondary, to gather quality information.
✓ Did you give credit to all of your sources? ✓ Cited sources for information.
✓ Used time effectively and collaborated well.
Presenting
✓ Did you practice your presentation? Assess the Presentation
✓ Did you speak clearly and loudly enough for ✓ Spoke clearly at a proper pace and volume.
others to hear? ✓ Used appropriate gestures.
✓ Did you support your topic with appropriate ✓ Maintained eye contact.
facts and details? ✓ Established a main message that answered
✓ Did you answer the Essential Question and the Essential Question and Big Idea.
Big Idea? ✓ Used multimedia to express information.
✓ Did you use multimedia components, ✓ Shared tasks among all group members.
visual displays, or props to enhance your
presentation? Assess the Listener
✓ Listened quietly and politely.
✓ Made appropriate comments and asked
clarifying questions.
✓ Kept an open mind to different ideas.
Project Rubric
4 Excellent
E 3 Good
G 2 Fair
F 1 Unsatisfactory
U
The student
Th Th
The student Th
The student Th
The student
‡ presents information ‡ presents information ‡ attempts to present ‡ may show little grasp
clearly. adequately. information. of the task.
‡ includes many details. ‡ provides adequate ‡ may offer few or vague ‡ may present irrelevant
‡ gathers information details. details. information.
from multiple reliable ‡ gathers information ‡ gathers information ‡ gathers information
sources to better from reliable sources from one or more from one source or
understand a specific to better understand a unreliable sources to unreliable sources
topic. specific topic. discuss a specific topic. unrelated to the topic.
RESEARCH AND INQUIRY T333

Celebrate Share Your Writing
Presentations Speaking Checklist
Giving Presentations Review the Speaking Checklist with
students as they practice.
Now is the time for students to share one of the pieces of
informative/explanatory writing that they have worked on ✓ Have your notes, visuals, and
through the unit. concrete evidence ready.
You may wish to invite parents or students from other classes to ✓ Have your digital equipment
the presentations. ready.
✓ Stand up straight.
Preparing for Presentations ✓ Make eye contact with the
Tell students that they will now think about and prepare the best audience.
way to present their writing. ✓ Speak clearly, slowly, and loudly
enough for everyone to hear.
Allow students time to prepare and rehearse their presentation.
Encourage them to reread their writing, making notes about
✓ Speak with proper inflection and
phrasing.
which points to emphasize, either through tone or gesture. Point
out that their familiarity with the material will allow them to look
✓ Share visuals and concrete
up from the text and make eye contact with their audience. evidence at the appropriate times.
✓ Remember to smile.
Students should consider visuals or digital elements that can
ons with
enhance their presentations. Discuss a few possible options
students.
‡ Should they include a digital slideshow of relevant images?
ages?
‡ Are there diagrams or maps that will help them explain
n key
points?
‡ Can they pass around or display brochures or other concrete
oncrete
Digital Vision/Getty Images

evidence that would add meaning and clarity to their
presentation?
Students can practice for a partner at school, with familyy
members at home, or in front of a mirror. Share the
following checklist with students to help them focus
on important parts of their presentations as they
rehearse. Discuss each point on the checklist.
T334 UNIT 2 WEEK 6

WEEK 6
Listening to Presentations
Remind students that they will be part of the audience for other students’ presentations. A
listener serves an important role. Review with students the following Listening Checklist.
Listening Checklist
During the presentation After the presentation
✓ Listen to the speaker carefully and ✓ Do not be afraid to ask questions if
quietly, without interrupting. something is unclear.
✓ Pay attention to the speaker’s use of ✓ When asking a question, repeat the
visuals or concrete evidence. ideas you heard first to make sure you
✓ Take notes on one or two things you understood them.
liked about the presentation. ✓ Respect people with differing opinions.
✓ Jot down questions or comments ✓ Make a positive comment about the
about unclear points. 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 this criteria.
Published Writing Writing Entry Revisions

Does your writing Do your revisions show
‡ use facts and logical order to develop the ‡ added facts or details to develop ideas?
topic? ‡ the replacement of vague, everyday words
‡ use transitions to connect ideas? with precise language?
‡ include precise language? ‡ more or better transitions?
‡ have few spelling and grammatical errors? ‡ a stronger conclusion?
‡ exhibit neat and clear publishing techniques?
Go PORTFOLIO
Digital
Students can submit their writing to be
considered for inclusion in their digital
portfolio. Students’ portfolios can be
shared with parents.
CELEBRATE: SHARE YOUR WRITING T335

Approaching Level
Expository
Text
Lost
in Time
Expository
Text
by Howard Raymond
to On Level
Lost
in Time
by Howard
Howard Raymond
Raymond
Lost in Time
PAIRED
READ Words from the Past
Before Reading
Preview Discuss what students remember about the Indus people
who lived long ago. Tell them they will be reading a more challenging
PAIRED
version of Lost in Time.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
LEXILE 750
A C T During Reading
OBJECTIVES
Lack of Prior Knowledge Point out that archaeology is the
read and comprehend
literary nonfiction in study of ancient times and the people who lived then. Explain that
the grades 6–8 text archaeologists study ancient civilizations by digging up what is
complexity band left of the places the people lived. Have partners work together as
proficiently, with
they read to make a list of things archaeologists discovered about
scaffolding as needed
at the high end of the the Indus civilization.
range. RI.6.10 Sentence Structures Chorally read the first paragraph on
page 2, then point out the questions. Explain that the author is
asking readers to imagine that they are in the scene themselves.
Then ask: Who is asking these questions? (the reader) Whose role
does the author want the reader to take? (an archaeologist’s) To
whom are the questions directed? (the reader asks himself or herself
the question) See another example on page 13.
Connection of Ideas Explore the relationship between the main
text and the text features in the title. Have students read the main
text on pages 8–9, then review the photos, caption, and sidebar
on page 9. Discuss what additional information the text features
provide and how they help students better understand the main
text. Repeat with text features on other pages.
After Reading
Ask students to complete Respond to Reading on page 18 after they
T336 UNIT 2 WEEK 6

WEEK 6
On Level
Expository
Text
Lost
in Time
Expository
Text
by Howard Raymond
to Beyond Level
Lost
in Time
by Howard Raymond
Lost in Time
PAIRED
READ
EAD Words from the Past
Before Reading
Preview Discuss what students remember about the Indus people
who lived thousands of years ago. Tell them they will be reading a
PAIRED
more challenging version of Lost in Time.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
LEXILE 960
A C T During Reading
OBJECTIVES
read and comprehend
Lack of Prior Knowledge Build background knowledge to
literary nonfiction in support content vocabulary. Explain how in an egalitarian
the grades 6–8 text society, all people, whether artists, laborers, or any other class,
complexity band can use the resources in the community and can have a voice in
proficiently, with
their government. Have students reread the first paragraph on
at the high end of the page 12 and find evidence to support the conclusions of some
range. RI.6.10 archaeologists.
Sentence Structures Read aloud the question at the beginning
of the first paragraph on page 3. Discuss reasons why the text
might pose questions like this. Ask: How does the question help
you set a purpose for reading the paragraph? (I can read to find the
answer to the question.) Discuss how answering questions in the
text can help students pose their own questions as they read.
Connection of Ideas Explore how the timeline on page 15
supports the problems and solutions presented in the text. Have
students read each event listed on the timeline and discuss the
problems it created, along with solutions that resulted from
the event. Then discuss how other text features in the selection
support understanding of problems and solutions.
After Reading
LEVEL UP T337
Expository
Text
Lost
in Time
Expository
Text by Howard Raymond
to On Level
Lost
in Time
by Howard
Howard Raymond
Raymond
Lost in Time
PAIRED
READ Words from the
th Past
Before Reading
Preview Remind students that the purpose of expository text is to
PAIRED
inform. Discuss what students remember about the Indus people who
Words from the Past
READ
lived thousands of years ago.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards to review the vocabulary.
LEXILE 760 Use the routine found on the cards. Point out the cognates: comunal,
milenio, inscripción, artefacto, utilizar.
OBJECTIVES
By the end of the year, A C T During Reading
read and comprehend
literary nonfiction in
the grades 6–8 text Lack of Prior Knowledge Familiarize students with the various
complexity band meanings of the multiple-meaning word seals on page 14. Explain
proficiently, with
that a seal can be used as a noun to name both a type of animal
at the high end of the and something that joins two things together. It can also be used
range. RI.6.10 as a verb that means “to close securely.” Discuss which meaning
most closely connects to the meaning of seals in the text.
Organization Help students better understand the problem-
and-solution text structure. Reread the third paragraph on page
8 and identify the problem faced by the Indus people. (flooding)
Choral-read the fourth paragraph and ask students to describe
how the problem was solved. (The Indus moved to higher ground
and built walls to keep water out.) Have pairs find other examples
of problems and solutions in the text.
Sentence Structure Explain that students can break difficult
sentences into simpler ones that are easier to understand. Point
out the last sentence in the second paragraph on page 4. Model
breaking the compound sentence into two simple sentences.
After Reading
T338 UNIT 2 WEEK 6

WEEK 6
Advanced
Beyond Level
Expository
Text
Level
Trade Book
T
to Self-Selected Trade Book
Lost
in Time
by Howard Raymond
Independent Reading
Before Reading
Work with students to identify the particular focus of their reading
PAIRED
based on the text they choose. Have students who choose the same
Words from the Past
READ
title work in groups to carefully read the selection.
Leveled Reader
LEXILE 1050
Close Reading
Taking Notes Assign a graphic organizer for students to use in taking
OBJECTIVES notes as they read. Reinforce a specific comprehension focus from the
unit by choosing one of the graphic organizers that best fits the book.
read and comprehend
literature/informational Examples:
text in the grades
Fiction Informational Text
band proficiently, with Point of View Text Structure: Problem and
scaffolding as needed Solution
range. RL/RI.6.10 Graphic Organizer 144 Graphic Organizer 142
Ask and Answer Questions Remind students to ask questions

as they read and to jot down their questions on index cards. After
group members read the text and discuss the sections, they can share
their notes and work together to find text evidence to support their
answers. Ask students to write responses to their 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
From whose point of view is What is the main problem posed
this story written? How do you in the text? Explain the key ideas
know? How does this point of that describe the solution to the
view affect the story? problem.
LEVEL UP T339
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: ENGLISH WRITING:
• Text Structure: Problem and • Latin Roots L.6.4b LANGUAGE • Writing About Text
Solution RI.6.2, RI.6.5 • Greek and Latin CONVENTIONS: W.6.9a–b
• Text Structure: Compare and Prefixes L.6.4b • Kinds of Nouns L.3.1c • Writing Prompt-
Contrast RI.6.3, RH.6.5 • Connotation and • Singular and Plural Informative
• Point of View RL.6.3, RL.6.6 Denotation L.6.5c Nouns L.3.1b W.6.2a–e
• Theme RL.6.1, RL.6.2 • Greek and Latin • More Plural
Suffixes L.6.4b Nouns L.3.1b
• Personification L.6.5a • Possessive
Nouns L.6.2d
• Appositives L.6.2a
Grade 6
Unit
Assessment Includes
‡ Writing Prompt
State Standards
Additional Assessment Options
Grades 1-6
Conduct assessments individually using the differentiated

passages in Fluency Assessment. Students’ expected fluency
Fluency
Assessment goal for this unit is 117–137 WCPM with an accuracy rate of
95% or higher.
State Standards
Grades K-6
Running Records
Use the instructional reading level determined by the Running Record
Running Records/
Benchmark Books
LEVELS: REBUS – 80
calculations for regrouping decisions. Students at Level 50 or below
should be provided reteaching on specific Comprehension skills.
• Includes Benchmark Books
Levels: Rebus–28
• Includes Reading Passages
Levels: 30–80
T340 UNIT 2
UNIT 2
TESTED SKILLS
T If … Then …
Students answer 0–9 . . . reteach the necessary skills using
COMPREHENSION multiple-choice items Lessons 34–39 and 79–84 from the Tier 2
correctly . . . Comprehension Intervention Online PDFs.
Students answer 0–7 . . . reteach the necessary skills using Lessons

VOCABULARY multiple-choice items 148, 149, 154, 157, 167, and 172 from the Tier
correctly . . . 2 Vocabulary Intervention Online PDFs.
ENGLISH Students answer 0–7 . . . reteach the necessary skills using Lessons
LANGUAGE multiple-choice items 1–8 from the Tier 2 Writing and Grammar
CONVENTIONS correctly . . . Intervention Online PDFs.
Students score less than “2” . . . reteach tested skills using appropriate
WRITING on short-response items and lessons from the Strategies and Skills and/
“3” on extended constructed or Write About Reading sections in the Tier 2
response items . . . Comprehension Intervention Online PDFs.
Students score less than “3” . . . reteach tested skills using the Tier 2 Writing
on the writing prompt . . . and Grammar Intervention Online PDFs.
Students have a WCPM score . . . reteach the tested skills using the Tier 2
of 0–116 . . . Fluency Intervention Online PDFs.
students requiring:
TIER

TIER
Reevaluate Student Grouping

View the McGraw-Hill Reading Wonders eAssessment Class Unit
Assessment reports available for this Unit Assessment. Note students who
are below the overall proficiency level for the assessment, and use the
reports to assign small group instruction for students with similar needs.
SUMMATIVE ASSESSMENT T341

Writiensgs Genre Writing: Informative Text
Proc
Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . T344

Formal Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
l
Modoen
Less Reading Extended Complex Text
Who Created Democracy? . . . . . . . . . . . . . . . . . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . BM1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
Go
Digital For Additional Resources
Review Comprehension Lessons
Unit Bibliography
Word Lists
Literature and Informational Text Charts
Web Sites
Resources www.connected.mcgraw-hill.com
T343
INFORMATIVE TEXT Explanatory Essay
ritings
W ces
EXPERT MODEL
Pro on 1
Less Read Like a Writer Go
Digital
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Expe
Expert
Expe
Exp
Ex
xper Model • Explanatoryy Es
Ancient
A i t Id
Ess
Essay
ssay
ssa
say
ayy • 21
Ideas tto M
Modern
d
21
M
Medicine
di i
Point out that it is important to be able to explain a topic
to readers. When you explain in writing how a particular
by Chris G.
G
It might be hard to believe, but many of the methods your
subject or event is generally understood, you are writing

doctor uses to treat you go back 2,500 years. Medicine in
ancient Greece relied on mysticism until about 500 BCE.
Greeks once thought that only the gods could cure the sick. A
man named Hippocrates had different ideas. He promoted the
idea of “rational medicine.” Since rational means “clear and
sensible,” rational medicine relied on observation by a
physician who looked carefully at what was happening with the
an explanatory essay. Explanatory writing may also take
patient. Physicians began to look for logical reasons for
illnesses.
Science played a role in treating the sick for the first time.
the form of an informational essay or a how-to text, such
as procedures, assembly instructions, a how-to manual, or
Medical professionals emphasized diet. They used remedies
that were mainly herbal to treat and cure illness. They believed
in maintaining balance in the body—just as today’s doctors do.
directions to a place. Read and discuss the features of an Writer’s

Hippocrates is probably best known today for writing “The

Hippocratic Oath.” It was a code of ethics that young
physicians swore to follow. Most medical students in the
Workspace
explanatory essay.
United States today still swear to an oath that is based on
Hippocrates’ original pledge. Hippocrates and his fellow
physicians emphasized observation and experimentation. They
thought that was the only way to understand human health.
Provide copies of the Expert Model Online PDF 21 and the

Physicians researched topics in order to learn more about them.
This was a new and groundbreaking approach at the time.
Features of an Explanatory Essay Online PDF 22 in Writer’s

Unit 2 • Explanatory Essay
Expert Model Workspace.
Features of an Explanatory Essay

OBJECTIVES
‡ It introduces a topic and develops related ideas.
Introduce a topic;
organize ideas, ‡ It includes facts, definitions, quotations, and details to support
concepts, and and develop ideas.
information, using
strategies such ‡ It groups related facts, definitions, and details into paragraphs.
as definition, ‡ It uses precise language and content words.
classification,
comparison/contrast, ‡ It uses linking words to connect ideas.
and cause/effect; ‡ It provides a conclusion that relates to the topic.
include formatting
(e.g., headings),
graphics (e.g.,
charts, tables), and Discuss the Expert Model
multimedia when
Use these questions to prompt discussion of explanatory essay features.
useful to aiding
comprehension. COLLABORATE
‡ What is the topic? (the relationship between modern medicine and
W.6.2a ancient medical methods)
Develop the topic ‡ How do facts, definitions, quotations, or details in the fourth
with relevant
facts, definitions,
paragraph help you understand the topic? (The quotation from
concrete details, Hippocrates’ records shows how similar medical records in the past
quotations, or other were to medical records today.)
information and
examples. W.6.2b
‡ What are some examples of precise language, content words, and
linking words in the essay? (rational medicine; anatomy; controlled
medical experiments; since; although; despite)
ACADEMIC
‡ How does the conclusion support the topic of the essay? (It sums up
LANGUAGE
• explanatory essay, what the details in the essay explain: the influence of ancient medicine
topic, evidence, thesis on modern medicine.)
• Cognate: tesis
T344 UNIT 2 WEEK 6

USE WITH WEEKS 13
PREWRITE
Discuss and Plan
Purpose Discuss with students the purpose for writing an explanatory
essay. They can explain a topic so that others will understand it.
Audience Have students think about who will read their explanatory ENGLISH LANGUAGE
essays, such as classmates, teachers, and people who need to learn LEARNERS
about the topic. Ask: What do you want your readers to understand about Beginning
your topic? Demonstrate Comprehension
Provide this frame to allow students
Teach the Minilesson to identify their essay topic: My
essay will explain .
Develop the Topic Explain that writers of explanatory essays
Intermediate
introduce the topic by stating the thesis, or main idea to be
explored. Then they develop the topic, providing related facts, Explain Have partners tell each
other about their essay topics.
definitions, quotations, and details to explain the ideas that
support the topic. They may group together comparisons and Advanced/High
contrasts, causes and effects, problems and solutions, definitions, or Expand Have partners work
classifications, and may include headings, bulleted lists, and other together to write a topic sentence
formatting or graphics to organize and develop ideas. They end with that also explains the thesis of their
essay.
a conclusion that comes out of the ideas presented.
Distribute copies of the Model Graphic Organizer Online PDF 23 in
Writer’s Workspace. It shows the topic in the center of the web and
ideas that develop the topic in the outer circles. Point out that each
paragraph of the Expert Model presents an idea that develops the
topic, and each idea is supported by related details or evidence. MODEL GRAPHIC
ORGANIZER
Your Turn Model Graphic Organizer • 23
Choose Your Topic Have students work in small groups to brainstorm

Like today, diet Hippocrates
and herbs were wrote doctor’s
used to treat pledge used
illness. today.
COLLABORATE ideas about how the past and the present are related. Remind them to
focus on a topic that they can explain. Ask questions to prompt thinking. Topic
Have students record their topics in their Writer’s Notebooks.

Modern medicine has
its roots in ancient
Greek medicine.
‡ What has happened in the past that has affected the present? What is
happening in the present that might affect the future? Hippocrates
introduced observation
and recording methods
Like today, real bodies
were used to
understand anatomy
used today.
What kind of evidence would help explain your ideas about the past
and health.
‡
and the present?

‡ What language and vocabulary do you associate with the topic?
Plan Provide copies of the blank Graphic Organizer Online PDF 24 in
Writer’s Workspace. Ask students to state the topic they will write about
and then add ideas to the web that they will use to develop the topic.
WRITING PROCESS T345

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o INFORMATIVE TEXT Explanatory Essay
DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Use appropriate
transitions to clarify Review the features of explanatory essays. Provide copies of Digital
the relationships the Student Draft Model Online PDF 25 in Writer’s Workspace.
among ideas and Read the draft and have students identify the features.
concepts. W.6.2c
Use precise language Teach the Minilesson
and domain-specific
vocabulary to inform Linking Words To help readers connect ideas, writers Writer’s
about or explain the Workspace
topic. W.6.2d
of explanatory essays include linking words and phrases.
Provide examples and discuss the connections they make:
Provide a concluding
statement or section ‡ Connect additional ideas with previous ones: and, also.
that follows from
‡ Connect examples with ideas: for example, for instance.
the information
or explanation ‡ Connect ideas in sequence: firstly, next, finally.
presented. W.6.2f
‡ Connect ideas and results: therefore, consequently, so.
‡ Connect ideas with the reasons for them: because, since, as.
ACADEMIC
‡ Connect ideas with contrasting ideas: but, however, although.
LANGUAGE
• linking words, precise Have students share linking words from texts they have read.
language, content
words
• Cognate: lenguaje Your Turn
preciso
Write a Draft Have students review the graphic organizer they
prepared in Prewrite. Remind them to use linking words and phrases to
connect ideas and to write a conclusion that follows from the information
presented.
Teacher Conferences
Talk about the strengths of Focus on how a writer uses a Make concrete suggestions
the writing. writing trait. for revision.
The linking words you use help me The ideas you include all relate Using more content words, rather
see how your ideas relate to one to the topic. Some more evidence than general terms, would better
another. would develop those ideas even explain your topic.
better.
T346 UNIT 2 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 26 in Writer’s Revised Student Model • Explanatory Essay • 26
Workspace. Read it aloud and have students note the revisions that Sasha Blast from the Past
by Sasha M.
made. Discuss reasons for the specific revisions, such as how replacing In the 24th century, our technology is a part of our bodies.
biology
everyday words with strong words makes the essay more engaging. Our computer chips, communication devices, and entertainment
Due to this technology, known as digital-biology,
libraries are embedded in our brains. We can call ourselfs not
only wireless, but also device-less. However, a small device
discovered during a recent archaeological dig suggests that
Teach the Minilesson people were not as lucky only three centuries ago.
The Where
Several aspects of the devices location may be important
Precise Language and Content Words Remind students that

to figuring out what it is. First, the site was a mall in north
america. A mall was a large inclosed area containing many
shops. Records show that mall shops ranged from those that
writers of explanatory essays choose words carefully, using precise sold nothing but socks to those that sold fishes, puppys and
Second,
other pets. The shop where the device was found was called
A radio was an electronic device for receiving broadcasts.
language rather than general or vague words. Writers also use “The Radio Store.” These clues indicate that the device is for

listening.
content words that relate to the subject, such as science or history. The What
The physical caracteristics of the device are clues to how it
works. It measures almost two inches by two inches it is about
Using such language helps writers maintain a formal style. These dimensions make
one-quarter inch thick. The size makes the device very easy to
hold in one’s hand, so it’s clear that it is meant to be carried. A
and has plastic buds that fit into one’s ears.
Have partners find examples of revisions in the Revised Student cord plugs into the bottom of the device. On the front of the
device is a rectangular screen and a circle with the following
Model that show how the writer added precise language and labels and symbols:

content words. Discuss how the revisions better explain the topic.
Your Turn
Revise Have students use the peer review routine and questions to
COLLABORATE review their partners’ drafts. Then have students select suggestions from
the peer review to incorporate into their revisions. Provide the Revise and
Edit Checklist Online PDF 28 in Writer’s Workspace to guide them as they
revise. Suggest that they consider adding precise language and content
words to their essays. Conference with students as needed.
Peer Conferences Use these questions for peer review.
Review with students the routine for peer ✓ Do ideas help develop the topic?
review of writing. They should listen carefully as
the writer reads his or her work aloud. Students
✓ Are ideas and evidence organized
into paragraphs or sections?
begin each review by telling what they liked
about the writing. Then they ask a question ✓ Do linking words connect ideas?
that will help the writer think more about the ✓ Are precise language and content
writing. Finally, they make a suggestion that will words included?
make the writing stronger. ✓ Is a conclusion provided?

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o INFORMATIVE TEXT Explanatory Essay
PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With some guidance
and support from Provide copies of the Edited Student Model Online PDF 27 in Digital
peers and adults, Writer’s Workspace. Read the model aloud and have students
develop and note the editing changes that Sasha made. Use the specific
strengthen writing
as needed by
edits to show how editing for comma usage, possessive and
planning, revising, plural nouns, spelling, capitalization, and run-on sentences
editing, rewriting, improves the explanatory essay.
or trying a new Writer’s
Workspace
approach. W.6.5
Your Turn
Use technology,
including the
Edit Have students use the edit questions on the Revise and
Internet, to produce Edit Checklist to guide them as they review and edit their drafts on their
and publish writing own. Remind them to edit for mechanical errors first and then go back
as well as to interact and edit for usage errors.
and collaborate with
others; demonstrate
sufficient command Publish
of keyboarding skills For the final presentation of their explanatory essays, have students
to type a minimum
choose a format for publishing. Students may want to consider:
of three pages in a
single sitting. W.6.6
Print Publishing Digital Publishing
Classroom Library Writer’s Workspace
ACADEMIC
Collaborative Class Textbook Content Area Digital Library
LANGUAGE
• proofread, edit, Content Area Magazine Content Area Web Site
publish
• Cognates: editar, Whether students handwrite, use a typewriter, or use a word-processing
publicar program, they should be sure to use standard margins and format their
final drafts so they are easy for readers to follow the flow of the text.
EDITED STUDENT MODEL
Explain to students that adding visual and multimedia elements can

Edited Student Model • Explanatory Essay • 27
strengthen their writing and presentations, making them more engaging
Blast from the Past
by Sasha M.
In the 24th century, our technology is a part of our bodies.

biology
for their readers and audience. Allow time for students to design and
Our computer chips, communication devices, and entertainment
Due to this technology, known as digital-biology, ourselves
libraries are embedded in our brains. We can call ourselfs not
include graphs, diagrams, photos with captions, and other visual or
only wireless, but also device-less. However, a small device
discovered during a recent archaeological dig suggests that
people were not as lucky only three centuries ago.
multimedia elements to enhance their explanatory essays.
The Where
’
Several aspects of the devices location may be important
to figuring out what it is. First, the site was a mall in north
enclosed
america. A mall was a large inclosed area containing many
shops. Records show that mall shops ranged from those that
fish, puppies
sold nothing but socks to those that sold fishes, puppys and
Second,
other pets. The shop where the device was found was called
A radio was an electronic device for receiving broadcasts.
“The Radio Store.” These clues indicate that the device is for
listening.
The What
characteristics
The physical caracteristics of the device are clues to how it
, and
works. It measures almost two inches by two inches it is about
These dimensions make
one-quarter inch thick. The size makes the device very easy to
hold in one’s hand, so it’s clear that it is meant to be carried. A
and has plastic buds that fit into one’s ears.
cord plugs into the bottom of the device. On the front of the
device is a rectangular screen and a circle with the following
labels and symbols:
T348 UNIT 2 WEEK 6

EVALUATE
Discuss Rubrics EXPLANATORY ESSAY
RUBRIC
Guide students as they use the Explanatory Essay Rubric Online PDF 29 in
Writer’s Workspace. Help them understand that using a rubric helps them Writing Rubric • 29
identify and focus on areas that might need further work. Work with the Explanatory Essay Rubric
class to review the bulleted points on the rubric. 4 Excellent • clearly identifies the topic and develops it with related
ideas
• groups related ideas and evidence into paragraphs or
sections
• uses linking words to connect ideas
• includes many facts, definitions, quotations, and
Focus and Coherence Does the explanatory essay develop the

details to develop ideas
‡ • uses precise language and content words

• uses a voice that is clearly formal
• has a variety of sentence types that flow
topic with clearly related ideas? 3 Good

• is free or almost free of all errors
• identifies the topic and presents related ideas

• groups ideas and evidence into paragraphs or
Organization Are related ideas and evidence grouped into

sections
‡ • uses some linking words

• includes a few facts, definitions, quotations, and
paragraphs or sections? • uses some precise language and content words

• uses a voice that is mostly formal
• has a variety of sentence types
• has a few errors but is easy to read
‡ Ideas and Support Do facts, definitions, quotations, and 2 Fair • attempts to identify the topic and presents ideas, some

unrelated
• groups some ideas and evidence into paragraphs or
details support and develop ideas? Do linking words and phrases sections
• uses one or two linking words
• includes very few facts, definitions, quotations, and
connect ideas?
• uses general language and very few content words
• uses a voice that is both formal and informal
• has sentences that are all the same type
Word Choice Is precise language used to explain ideas? Do

• includes frequent errors that make it hard to
‡ understand
content words relate to the topic and subject area?

‡ Voice/Sentence Fluency Is a formal style and tone used

throughout the essay? Does the writing 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 essays,
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 Explanatory Essay Rubric and the Anchor Papers Online PDF
30 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.

INFORMATIVE TEXT Formal Letter
ritings
W ces
EXPERT MODEL
Pro on 2
Less
070_094_CR14_NA_WWB_6_U2FL_118749.indd Page 70 20/02/12 9:35 PM u-s010
Read Like a Writer Go

Expe
Expert
Expe
Exp
Ex
xper Model • Formal Letter
IInvitation
it ti to
err • 31
t Coach
C
31
h Brooks
B k
Point out that when someone is invited to participate in a Digital
Liam Harris
Soccer Team Captain
special event, a representative of the event may write the
Smith Avenue Middle School
3450 Smith Avenue
Hillsdale, NJ 08551 invitation in the form of a letter. This type of invitation has
October 1, 2014
Mr. Roger Brooks, Coach
Kennedy High School
the same features as a business letter: a heading, an inside
2942 Lincoln Avenue
Hillsdale, NJ 08551
Dear Coach Brooks:
address, a salutation or greeting, body paragraphs, a closing,
On behalf of our soccer team, I would like to invite you to
attend and give a short motivational speech at our All-Alumni
Soccer Game and Lunch on Saturday, October 25. The game
and a signature. When you write an invitation in the form of
Writer’s
will take place at 10:00 that morning on the field directly

behind our school, with lunch (and your speech) to follow in
the school cafeteria.
a letter, you are writing a formal letter. Read and discuss the Workspace
features of this kind of formal letter.
This is an important event because it is a fundraiser for the
school and a great way for present students to gain a sense of
history by connecting with adults who once were students here.
It also gives adults an enjoyable link to their childhood and a
Provide copies of the Expert Model Online PDF 31 and

renewed sense of team spirit.
Unit 2 • Formal Letter
the Features of a Formal Letter Online PDF 32 in Writer’s

Expert Model Workspace.
Features of a Formal Letter

OBJECTIVES
‡ It includes the parts of a letter and uses a formal style.
Write informative/
explanatory texts ‡ It tells when and where the event will take place.
to convey ideas,
concepts, and
‡ It provides step-by-step directions in order, using spatial words
information through and directional words, such as right and left.
the selection, ‡ It provides a map.
organization, and
analysis of relevant ‡ It uses precise words and clear description.
content. Develop the
topic with relevant
facts, definitions, Discuss the Expert Model
concrete details,
quotations, or other Use these questions to prompt discussion of this formal letter’s features.
information and COLLABORATE
‡ Name the parts of the letter. What is the purpose of each part?
examples. W.6.2b
(Heading: return address; Inside Address: where the letter is being
sent; Date; Salutation: whom the letter is being sent to; Body:
ACADEMIC introduces topic, organizes ideas, provides concrete details and
LANGUAGE information; Closing and Signature: whom the letter is from)
• formal letter,
directions, map, ‡ What is the style of the letter? (The letter uses a formal style, including
purpose, audience phrases such as we recognize, on behalf, and you can respond by.)
• Cognates: ‡ Which spatial and directional words are used in the directions? (drive
direcciones, mapa,
audiencia
four blocks, turn left, and the second driveway)
‡ Why is the map helpful? (It is a visual representation of the directions.)
‡ What does the letter use precise words to describe? Give examples.
(the value of the coach’s visit [number-one soccer team, inspirational]
and how to respond [Coach Jefferson’s contact information])
T350 UNIT 2 WEEK 6

PREWRITE
Discuss and Plan
Purpose Discuss with students the purpose for writing an invitation as
a formal letter. They can share thoughts about occasions for which this
kind of invitation would be appropriate and the kinds of information that ENGLISH LANGUAGE
should be included. LEARNERS
Audience Have students think about who might receive this kind of Beginning
invitation, such as parents or community officials. Ask: Why might you Demonstrate Comprehension
want to send them a formal invitation? Have students draw a picture of the
event from the Expert Model.
Teach the Minilesson Intermediate
Organize the Content Explain that it is important to introduce the Explain Have partners write down
event and invitation in the first few sentences. The paragraphs that the event and two important details
from the Expert Model.
follow should contain only relevant, important information about
the event. The concluding statement should refer again to the event Advanced/High
and should encourage the recipient to respond. Expand Have partners write
Distribute copies of the Model Graphic Organizer Online PDF 33 simple sentences responding to the
questions about the Expert Model.
in Writer’s Workspace. Point out that Liam immediately introduces
the event, includes important information, and concludes by
encouraging Coach Brooks to respond.
Your Turn MODEL GRAPHIC

Choose Your Topic Have students work in small groups to brainstorm ORGANIZER
COLLABORATE events to which they might invite people in a formal way. Remind
students to focus on the letter’s purpose. Ask questions to prompt
Model Graphic Organizer • 33
thinking. Have students record events in their Writer’s Notebooks.

HEADING: Return Address
DATE
INSIDE ADDRESS: The address you are sending the letter to
What kinds of events do schools or student clubs host? For example,

GREETING
‡
what kind of school event might encourage people to come and learn BODY PARAGRAPH
Introduces the event: the All-Alumni Soccer Game and Lunch
about the past? Gives date, time, and location of event; invites Coach Brooks to
come and give a speech
‡ Whom might the school or student club invite to the event? BODY PARAGRAPH
Provides more information about the event; explains its importance
‡ What would a recipient of the invitation need to know?

BODY PARAGRAPH
Plan Provide copies of the blank Graphic Organizer Online PDF 34 in Provides more information about the event; explains the
inspirational value of Coach Brooks’s participation
Writer’s Workspace. Ask students to use the chart to organize the letter’s BODY PARAGRAPH
content. Remind them to include all of the parts of a formal letter. Explains when and how to respond to the invitation
CLOSING
SIGNATURE

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DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Write informative/
explanatory texts Review the features of this kind of formal letter. Provide Digital
to examine a topic copies of the Student Draft Model Online PDF 35 in Writer’s
and convey ideas, Workspace. Read the draft and have students identify the
concepts, and
information through
features of a formal letter.
the selection,
organization, and Teach the Minilesson
analysis of relevant Writer’s
Workspace
content. Use precise Precise Language Precise language about when and
language and where an event will be held is vital in a formal letter, as are
domain-specific
specific terms about distances and landmarks in directions.
about or explain the Discuss the precise language in these directions.
topic. W.6.2d
If coming from north of the school, head south on North
Establish and Lake Shore Drive (U.S. Highway 41). Turn right onto West
maintain a formal
style. W.6.2e
Addison Street. At the first light, turn left onto North
Broadway. Go three blocks and then turn left onto West
Hawthorne Place. The school will be on the right.
ACADEMIC
Invite students to share directions from the classroom to another
LANGUAGE
• draft, precise part of the school building or complex, using precise language.
language, revise,
formal style
Your Turn
Write a Draft Have students review the graphic organizer they prepared
in Prewrite. Remind them to use precise language as they explain the
event and give directions.
Teacher Conferences
Talk about the strengths of Focus on how a writer uses a Make concrete suggestions for
the writing. writing trait. revision.
The content of your letter is well I can tell that this is a formal letter Your directions would be clearer
organized. It makes clear all of the because you avoid slang and if you used more directional
information that the person needs contractions and choose more words and mentioned precise
to know. formal words. landmarks.
T352 UNIT 2 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 36 in Writer’s Revised Student Model • Formal Letter • 36
Workspace. Read the model aloud and have students note the revisions Invitation to Ms. Charles
that Devon made. Discuss reasons for the specific revisions, such as how Devon Hampton
6th-Grade Class President
revising the introductory statement makes the formal letter clearer. Banfield Middle School
2970 Hawthorne Place
Chicago, IL 60657
October 17 2014
Teach the Minilesson Ms. Lily Charles
Theater Critic
The Lake View Blog
Formal Style Remind students that since this kind of letter usually P.O. Box 1867
Chicago, IL 60613
is sent to someone for whom the event’s representative has special Dear Ms. Charles,
On behalf of the sixth-grade class at Banfield Middle School,
I’d like you to attend the dress rehersal of our class play. The
I would to invite at 6 P.M.
respect, the letter needs a formal style. A formal style uses more dress rehersal will take place on Tuesday, November 4, 2014.

Our hope is that you will enjoy the play and choose to include
complex sentence structure than in everyday, informal writing. It a review of it in your blog that week.
While we recognize that you might give our play a rotten
have every confidence
negative
avoids slang and contractions and uses more formal word choices. review, we believe in our play. Our class has worked hard to
Because
produce a good show. All of our actors read several books
quality
about Moctezuma II and the Aztecs. They gained a deep
,
Have students find an example of a revision in the Revised Student understanding of the character they would be portraying. Plus,
we conducted much research about how people dressed and
Model that shows how the writer replaced a word or phrase. Discuss lived during his reign. Before creating our costumes and sets.

how this revision helps create a more formal style.
Your Turn
Revise Have students use the peer review routine and questions to
COLLABORATE
review their partners’ drafts. Then have students select suggestions from
the peer review to incorporate into their revisions. Provide the Revise and
Edit Checklist Online PDF 38 in Writer’s Workspace to guide them as they
revise. Suggest that they consider replacing certain words or phrases to
achieve a more formal style. Conference with students as needed.
Peer Conferences Use these questions for peer review.
Review with students the routine for peer ✓ Does the letter invite the recipient to
review of writing. They should listen carefully as an event?
the writer reads his or her work aloud. Students
begin each review by telling what they liked
✓ Is the letter well organized, including
directions and a map?
about the writing. Then they ask a question
that will help the writer think more about the ✓ Are the details precise and clear?
writing. Finally, they make a suggestion that will ✓ Does the letter have all the right parts
make the writing stronger. and a formal style?

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o INFORMATIVE TEXT Formal Letter
PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With some guidance
and support from Provide copies of the Edited Student Model Online PDF 37 in Digital
peers and adults, Writer’s Workspace. Read the model aloud and have students
develop and note the editing changes that Devon made. Use the specific
strengthen writing
as needed by
edits to show how editing for punctuation, spelling, correct
planning, revising, noun forms, appositives, and sentence fragments improves
editing, rewriting, the formal letter.
or trying a new Writer’s
Workspace
approach. W.6.5
Your Turn
Use technology,
including the
Edit Have students use the edit questions on the Revise
Internet, to produce and Edit Checklist to guide them as they review and edit their drafts on
and publish writing their own. Remind them not to rush through the checklist as they edit
as well as to interact their draft.
and collaborate with
others; demonstrate
command of Publish
keyboarding skills For the final presentation of their formal letters, have students choose a
to type a minimum
format for publishing. Students may want to consider:
of three pages in a
single sitting. W.6.6
Print Publishing Digital Publishing
School Newspaper Writer’s Workspace
ACADEMIC
Class Binder Class Web Site
LANGUAGE
• proofread, edit, Bulletin Board Class Zine
publish
• Cognates: editar, Whether students handwrite, use a typewriter, or use a word-processing
publicar program, they should be sure to use standard margins and format their
final drafts so they are easy for readers to follow the flow of the text.
EDITED STUDENT MODEL
Remind students of the importance of including step-by-step directions

Edited Student Model • Formal Letter • 37
to their event, as well as an accurate map, to help the recipient visualize
Invitation to Ms. Charles
Devon Hampton the route. Allow time for students to write and verify their directions
6th-Grade Class President
Banfield Middle School
2970 Hawthorne Place
and to search for the best map. Encourage students to use technology,
Chicago, IL 60657
October 17 2014
,
including the Internet, to locate an accurate map. Suggest that students
Ms. Lily Charles
Theater Critic
The Lake View Blog
draw their own maps, based on existing maps, if they cannot find a
P.O. Box 1867
Chicago, IL 60613
satisfactory map for their purposes.
Dear Ms. Charles, :
On behalf of the sixth-grade class at Banfield Middle School, , The Reign of Moctezuma II
I’d like you to attend the dress rehersal of our class play. The
rehearsal
I would to invite at 6 P.M.
dress rehersal will take place on Tuesday, November 4, 2014.
rehearsal
Our hope is that you will enjoy the play and choose to include
a review of it in your blog that week.
negative
While we recognize that you might give our play a rotten
have every confidence
review, we believe in our play. Our class has worked hard to
Because
produce a good show. All of our actors read several books
quality
about Moctezuma II and the Aztecs. They gained a deep
s ,
understanding of the character they would be portraying. Plus,
we conducted much research about how people dressed and
lived during his reign. Before creating our costumes and sets.
T354 UNIT 2 WEEK 6

EVALUATE
Discuss Rubrics FORMAL LETTER RUBRIC
Guide students as they use the Formal Letter Rubric Online PDF 39 in Writing Rubric • 39
Writer’s Workspace. Help them understand that using a rubric helps them Formal Letter Rubric
identify and focus on areas that might need further work. Work with the 4 Excellent • focuses on one event; includes only relevant and
important information
class to review the bulleted points on the rubric.

• extends an invitation and identifies the event in the
introductory paragraph
• includes all details the recipient needs
• provides step-by-step directions to the event, using
directional words
• maintains a formal style and voice
• uses many precise words and complex sentences
Focus and Coherence Does the letter provide only relevant and
• includes all parts of a formal letter; proper formatting;
‡ and correct abbreviations, punctuation, and
capitalization
important information about one event? 3 Good • tells about one event and includes mostly important
information
• extends an invitation and identifies the event in the
introductory paragraph, but could be clearer
Organization Does the introductory paragraph identify the

• includes most of the details the recipient needs
‡ • provides directions to the event, using some
directional words
• uses a mostly formal style and voice
event and extend an invitation? Are the steps of the directions in • includes some precise words and complex sentences
• includes most parts of a formal letter; proper
formatting; and correct abbreviations, punctuation, and
order?

capitalization
2 Fair • tells about one event, with few details

• either just extends an invitation or just identifies the
event in the introductory paragraph
‡ Ideas and Support Does the letter include all the details the • includes a few of the details the recipient needs
• gives unclear directions to the event
• switches between a formal and informal style and
recipient needs, such as the time and date of the event?

voice
• uses few precise words and mostly simple sentences
• includes some parts of a formal letter; proper
formatting; and mostly correct abbreviations,
Word Choice Do word choices show a formal style? Do

punctuation, and capitalization
‡
directions include directional words? Unit 2 • Formal Letter
‡ Voice/Sentence Fluency Are the style and voice formal? Does

the writing include precise words and complex sentences?
‡ Conventions Are all parts of a formal letter included? Are errors
in abbreviations, punctuation, and capitalization corrected?
Your Turn
Reflect and Set Goals After students have evaluated their own formal
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 Formal Letter Rubric and the Anchor Papers Online PDF 40
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 upon the needs of your students, you can
‡ ask students to read the text silently.
‡ read the text together with students.
‡ read the text aloud.
Take Notes
Students generate questions and take notes about aspects of the text that
might be confusing for them. Encourage students to note
‡ difficult vocabulary words or phrases.
‡ details that are not clear.
‡ information that they do not understand.
Students complete a graphic organizer to take notes on important
information from the text.
Reread the Text What does the text mean?

Ask Text Dependent Questions/Generate Questions
Students reread and discuss and take notes on important shorter passages
from the text. Students should
‡ generate questions about the text.
‡ work with partners or small groups to answer questions using text
evidence.
Write About the Text Think about what the author wrote.
Students write a response to the text, using evidence from the text to support
their ideas or arguments.
T356 UNIT 2
Use the Literature Anthology

Getting Ready Genre • Expository Text
By Connie Nordhielm Wooldridge

Illustrated by Jamil Dar
Before we ask the question Who created democracy?

perhaps we should ask another question first. Just
what exactly is democracy? A democracy is a form
of government in which the people take part in
governing themselves. The word democracy comes
from two Greek words: “demos” meaning “people”
and “kratos” meaning “power” or “authority.” When
you put these two words together, democracy can be
translated to literally mean “people power,” or “rule
by the people.”
Thousands of years ago, when people first began
to live in communities and cities, they looked for ways
to create rules and laws for everyone to follow. Many
of these early cities and civilizations had autocratic
governments. The word autocracy, the opposite of
democracy, comes from the Greek words “kratos” and
“autos,” meaning “self.” In an autocratic government,
Essential
Es
sse Question
one person holds all the power. Sometimes he or she
governs without the consent of the people.
So how did people win the right to govern
Suggested Pacing
How did
d democracy develop?
themselves? In other words, who created democracy?
Read how democratic concepts
that
hat began
b in ancient Greece and
Rome served as a foundation for the
To find the answer to this question we must journey
back in time, to the city-state of Athens in the fifth
and fourth centuries B.C.
Days 1–3 Read
pp. 116–119
devel
development of American democracy.
Go
G o Digital!
116 117
pp. 120–123
116_125_CR14_SA6_U2W2_SEL_118712.indd 116
Close Reading of Who Created Democracy?,

1/13/12116_125_CR14_SA6_U2W2_SEL_118712.indd
3:49 PM 117 1/13/12 4:15 PM
pp. 124–125
pages 116–125 Days 4–8 Reread
pp. 116–117
Use the suggestions in the chart to assign reading of the text and to chunk pp. 118–119
pp. 120–121
the text into shorter passages for rereading. pp. 122–123
pp. 124–125
ESSENTIAL QUESTION How did democracy develop? Days 9–10 Write
Ask students to discuss what they have learned about how democracy About Text
COLLABORATE developed.

Assign the Reading
Ask students to read the text independently. You may wish to read together
with students pages 118–119 to note how the author compares ancient
Athens and Colonial America.
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 pp. 118–119
‡ the purpose of the comparisons. Taxation in Athens
‡ ways in which the information is connected. and in Colonial
‡ words they do not know. America
Model for students how to take notes.
Think Aloud The author discusses unrest over taxes in Athens and Colonial
America. I need to note details in both time periods in order to compare and
contrast the two experiences.
EXTENDED COMPLEX TEXT T357

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Use the Literature Anthology
Assign Graphic Organizer 67 to help students take notes on comparing and
contrasting details about the development of democracy.
As students share their questions and notes, use the Access Complex Text
A C T A
s
suggestions on pages T89A–T89J 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 the development of democracy. Ask
questions about
‡ Use of Text Features, pp. 118–119, 122–123, 124–125
‡ How is information provided in sidebars?
‡ How does the information support the main text?
‡ Text Structure, pp. 118–119, 120–121, 122–123, 124–125

‡ How does the author organize information?
‡ What does the author emphasize with this organization?
‡ Vocabulary, pp. 120–121

‡ How might knowing the meanings of Greek and Latin prefixes help you
determine the meaning of unfamiliar words?
‡ Transitional Devices, pp. 124–125

‡ What words does the author use to signal sequence or time order?
Use the prompts on Teacher’s Edition pages T89A–T89J 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.
How does the author structure the text on pages 120–121 to help you
understand how the Revolutionary War began?
Think Aloud The author discusses the events that led to the Revolutionary
War in the sequence, or time order, they happened. She begins by noting
that the British closed Boston Harbor to teach the colonists a lesson. Then
she discusses how the colonists responded by sending representatives to the
Continental Congress and drafting a letter to King George III asking for a voice
in Parliament. Next, she notes that the King responded by sending British
T358 UNIT 2
troops to Boston to seize weapons. This led the colonists to prepare for war
and then clash with the British troops as they marched toward Lexington.
As they reread each section, students should continue to generate their
own questions about the text. As each student shares a question, ask all
students to go back into the text to find text evidence to answer the question.
Encourage students to
‡ point out the exact place within the text they found the evidence.
‡ reread and paraphrase the section of the text that they think supports their
answer.
‡ discuss how strong the evidence cited is in answering the question.
‡ identify when an answer to a question cannot be found in the text.
Essential Question
Have students respond in writing to the Essential Question using evidence
from the text.
Students should use their notes and graphic organizers to cite evidence from
the text to support their answer.
Model how to use notes to respond to the Essential Question:
Think Aloud By looking through the notes I took while I read, I can find text
evidence to help me formulate a response to the question. My notes from
pages 118 and 119 describe how people in both Athens and Colonial America
grew frustrated with their respective governments over taxes and the lack
of representation. My notes from pages 120 and 121 describe how Solon
responded by changing government and society to allow more people in
Athens to participate in government. I can use this information in my answer.
I will read through the rest of my notes to find other evidence in the text that
will 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
Getting Ready
Teacher’s
Choice
Classroom Library Teacher’s Choice
‡ Use this lesson with one of the classroom library trade books or another
text of your own choice.
‡ Assign reading of the text. You may wish to do this by section or chapters.
‡ Chunk the text into shorter important passages for rereading.
‡ Present an Essential Question. You may want to use the Unit Big Idea: What
can we gain from reading about past civilizations?
Cover illustration copyright © 2000 by Joe Cepeda from ESPERANZA RISING by Pam Munoz Ryan. Scholastic Inc./Scholastic Press.
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.
Reprinted by permission.
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 compare and contrast the text.
T360 UNIT 2
A C T H
Help students access the complex features of the text. Scaffold instruction on
tthe following features as necessary:
‡ Purpose ‡ Sentence Structure
‡ Genre ‡ Specific Vocabulary
‡ Organization ‡ Prior Knowledge
‡ Connection of Ideas
Reread the Text How does the author tell us?

Ask students to reread the shorter passages from the text, focusing on how
COLLABORATE the author provides information or develops the characters, setting, and plot.
Focus questions on the following:
Literature Selections Informational Text
Character, Setting, and Plot Author’s Point of View
Development Main Idea and Supporting
Word Choice Key Details
Genre Word Choice
Point of View Text Structure
Text Features
Genre
Have students discuss questions they generated. As each student shares a
question, ask all students to go back into the text to find text evidence to
answer the question. Encourage students to
‡ point out the exact place within the text they found the evidence.
‡ reread and paraphrase the section of the text that they think supports
their answer.
‡ discuss how strong the evidence cited is in answering the question.
‡ identify when an answer to a question cannot be found in the text.
Essential Question
Have students respond in writing to the Essential Question, considering
the complex text. Students can work with a partner and use their notes and
graphic organizer to locate evidence that can be used to answer the question.

SCOPE & SEQUENCE
K 1 2 3 4 5 6
READING PROCESS
Concepts About Print/Print Awareness
Recognize own name
Understand directionality (top to bottom; tracking print from left to right; return ✔
sweep, page by page)
Locate printed word on page ✔
Develop print awareness (concept of letter, word, sentence) ✔
Identify separate sounds in a spoken sentence ✔
Understand that written words are represented in written language by a specific ✔
sequence of letters
Distinguish between letters, words, and sentences ✔
Identify and distinguish paragraphs
Match print to speech (one-to-one correspondence) ✔
Name uppercase and lowercase letters ✔
Understand book handling (holding a book right-side-up, turning its pages) ✔
Identify parts of a book (front cover, back cover, title page, table of contents); ✔
recognize that parts of a book contain information
Phonological Awareness
Recognize and understand alliteration
Segment sentences into correct number of words
Identify, blend, segment syllables in words ✔
Recognize and generate rhyming words ✔ ✔
Identify, blend, segment onset and rime ✔ ✔
Phonemic Awareness
Count phonemes ✔ ✔
Isolate initial, medial, and final sounds ✔ ✔
Blend spoken phonemes to form words ✔ ✔
Segment spoken words into phonemes ✔ ✔
Distinguish between long- and short-vowel sounds ✔ ✔
Manipulate phonemes (addition, deletion, substitution) ✔ ✔
Phonics and Decoding /Word Recognition
Understand the alphabetic principle ✔ ✔
Sound/letter correspondence ✔ ✔ ✔ ✔
Blend sounds into words, including VC, CVC, CVCe, CVVC words ✔ ✔ ✔ ✔
Blend common word families ✔ ✔ ✔ ✔
✔ = Assessed Skill
KEY
Tinted panels show skills, strategies, and other teaching opportunities.
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Initial consonant blends ✔ ✔ ✔
Final consonant blends ✔ ✔ ✔
Initial and medial short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Decode one-syllable words in isolation and in context ✔ ✔ ✔ ✔
Decode multisyllabic words in isolation and in context using common syllabication ✔ ✔ ✔ ✔ ✔ ✔
patterns
Distinguish between similarly spelled words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor accuracy of decoding
Identify and read common high-frequency words, irregularly spelled words ✔ ✔ ✔ ✔
Identify and read compound words, contractions ✔ ✔ ✔ ✔ ✔ ✔
Use knowledge of spelling patterns to identify syllables ✔ ✔ ✔ ✔ ✔ ✔
Regular and irregular plurals ✔ ✔ ✔ ✔ ✔ ✔ ✔
Long vowels (silent e, vowel teams) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Vowel digraphs (variant vowels) ✔ ✔ ✔ ✔ ✔ ✔
r-Controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Hard/soft consonants ✔ ✔ ✔ ✔ ✔ ✔
Initial consonant digraphs ✔ ✔ ✔ ✔ ✔
Medial and final consonant digraphs ✔ ✔ ✔ ✔ ✔
Vowel diphthongs ✔ ✔ ✔ ✔ ✔ ✔
Identify and distinguish letter-sounds (initial, medial, final) ✔ ✔ ✔
Silent letters ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔ ✔
Triple-consonant clusters ✔ ✔ ✔ ✔ ✔
Unfamiliar and complex word families ✔ ✔ ✔ ✔
Structural Analysis/Word Analysis
Common spelling patterns (word families) ✔ ✔ ✔ ✔ ✔ ✔
Common syllable patterns ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔ ✔
Root or base words ✔ ✔ ✔ ✔ ✔
Comparatives and superlatives ✔ ✔ ✔ ✔ ✔
Greek and Latin roots ✔ ✔ ✔ ✔ ✔
Fluency
Apply letter/sound knowledge to decode phonetically regular words accurately ✔ ✔ ✔ ✔ ✔ ✔ ✔
Recognize high-frequency and familiar words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Read regularly on independent and instructional levels
Read orally with fluency from familiar texts (choral, echo, partner, Reader’s Theater)
Use appropriate rate, expression, intonation, and phrasing ✔ ✔ ✔ ✔ ✔ ✔
Read with automaticity (accurately and effortlessly) ✔ ✔ ✔ ✔ ✔ ✔
Use punctuation cues in reading ✔ ✔ ✔ ✔ ✔ ✔
BM1
K 1 2 3 4 5 6
Adjust reading rate to purpose, text difficulty, form, and style
Repeated readings
Timed readings ✔ ✔ ✔ ✔ ✔ ✔
Read with purpose and understanding ✔ ✔ ✔ ✔ ✔ ✔
Read orally with accuracy ✔ ✔ ✔ ✔ ✔ ✔
Use context to confirm or self-correct word recognition ✔ ✔ ✔ ✔ ✔ ✔
READING LITERATURE
Comprehension Strategies and Skills
Read literature from a broad range of genres, cultures, and periods ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor/adjust comprehension including reread, reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Story structure (beginning, middle, end) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Visualize
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔
Point of view ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
Compare and contrast (including character, setting, plot, topics) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Literature vs informational text ✔ ✔ ✔
Illustrations, using ✔ ✔ ✔ ✔
Theme, central message, moral, lesson ✔ ✔ ✔ ✔ ✔ ✔
Predictions, making/confirming ✔ ✔ ✔
Problem and solution (problem/resolution) ✔ ✔ ✔ ✔ ✔ ✔
Sequence of events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Literary Elements
Character ✔ ✔ ✔ ✔ ✔ ✔ ✔
Plot development/Events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Setting ✔ ✔ ✔ ✔ ✔ ✔ ✔
Stanza ✔ ✔ ✔ ✔
Alliteration ✔ ✔
Assonance ✔ ✔
Dialogue
Foreshadowing ✔ ✔
BM2 KEY
K 1 2 3 4 5 6
SCOPE & SEQUENCE

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
K 1 2 3 4 5 6
SCOPE & SEQUENCE

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
K 1 2 3 4 5 6
SCOPE & SEQUENCE

Words with r-controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Use conventional spelling ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Words with silent letters ✔ ✔ ✔ ✔ ✔
Words with hard and soft letters ✔ ✔ ✔ ✔ ✔
Inflectional endings including plural, past tense, drop final e and double consonant ✔ ✔ ✔ ✔ ✔ ✔
when adding -ed and -ing, changing y to i
Homonyms/homophones ✔ ✔ ✔ ✔ ✔
Root and base words (also spell derivatives) ✔ ✔ ✔ ✔
Syllables: patterns, rules, accented, stressed, closed, open ✔ ✔ ✔ ✔
Words with Greek and Latin roots ✔ ✔
Words from mythology ✔ ✔
Words with spelling patterns, word families ✔ ✔ ✔ ✔ ✔ ✔
Study Skills
Directions: read, write, give, follow (includes technical directions) ✔ ✔ ✔ ✔ ✔
Evaluate directions for sequence and completeness ✔ ✔ ✔ ✔
Use library/media center
Use parts of a book to locate information
Interpret information from graphic aids ✔ ✔ ✔ ✔ ✔ ✔
Use graphic organizers to organize information and comprehend text ✔ ✔ ✔ ✔ ✔ ✔
Use functional, everyday documents ✔ ✔ ✔ ✔
Apply study strategies: skimming and scanning, note-taking, outlining
Research Process
Generate and revise topics and questions for research ✔ ✔ ✔ ✔
Narrow focus of research, set research goals ✔ ✔ ✔ ✔
Find and locate information using print and digital resources ✔ ✔ ✔ ✔ ✔ ✔
Record information systematically (note-taking, outlining, using technology) ✔ ✔ ✔ ✔
Develop a systematic research plan ✔ ✔ ✔ ✔
Evaluate reliability, credibility, usefulness of sources and information ✔ ✔
Use primary sources to obtain information ✔ ✔ ✔
Organize, synthesize, evaluate, and draw conclusions from information
Cite and list sources of information (record basic bibliographic data) ✔ ✔ ✔
Demonstrate basic keyboarding skills
Participate in and present shared research
Technology
Use computer, Internet, and other technology resources to access information
Use text and organizational features of electronic resources such as search engines,
keywords, e-mail, hyperlinks, URLs, Web pages, databases, graphics
Use digital tools to present and publish in a variety of media formats
BM9
INDEX
89I–89J, 153C–153D, 153E, 153H, 6: 25A–25B, 25E, 81, 89C, 89K, 145,
A 153J, 217A–217B, 217C–217D, 217I,

217O, 281C, 337, 338 5: 25K, 25O,
89O, 147, 153G, 153I, 153K, 217G,
209, 217M
sentence structure, 1: S21, 25C, 25K,
89S, 217G, 336, 337, 338 2: 25K, 279,
Abbreviations, 2: 35 217K, 217M, 281C, 336, 338 6: 19, 336, 337, 338 3: 25O–25P, 89E, 89I,
Academic language, 1: S5, S6, S9, S11, 25E, 25K, 25O, 153I, 217E, 217G, 153E, 153G, 153Q, 217Q–217R, 217S,
S13, S15, S17, S19, S21, S23, S25, S27, 217I–217J, 217U, 281A–281B, 281E, 336, 337, 338 4: 25G, 217E, 336, 337,
S29, S31, S33, S35, 12, 18, 20, 22, 24, 26, 336, 337, 338 338 5: 19, 25U, 89C, 89S–89T, 153D,
28, 30, 40, 48, 52, 76, 82, 84, 86, 88, 90, genre, 1: S9,17, 25A–25B, 25G, 87, 336, 337, 338 6: 25C, 25M, 89A–89B,
92, 94, 104, 112, 116, 140, 146, 148, 150, 89E, 89N, 153C, 153I, 153K, 153O, 89E, 153A–153B, 153K, 217C–217D,
152, 154, 156, 158, 168, 176, 180, 204, 153S, 217K, 217L, 217M, 217S, 281E 217G, 217K, 217O, 336, 337, 338
210, 212, 214, 216, 218, 220, 222, 240, 2: 25H, 87, 153A, 153B, 153M, 217E, specific vocabulary, 1: 25D, 25E,
244, 268, 274, 276, 278, 280, 282, 284, 217U, 275, 281C 3: 25A–25B, 25K, 25N, 145, 153G, 153I, 336, 337,
286, 296, 304, 308, 314, 328, 344, 346, 89O, 151, 153I–153J, 153O–153P, 338 2: 25C, 89F, 89I–89J, 145, 153F,
348, 350, 352, 354 2: 12, 18, 20, 22, 24, 153H, 153I, 153U, 217, 217G–217H,
217A, 217G, 217K–217L, 279,
26, 28, 30, 40, 48, 52, 76, 82, 84, 86, 88, 217K, 217M 3: 23, 89C–89D, 153E,
281E–281F 4: 23, 25A–25B, 25I, 25K,
90, 92, 94, 104, 112, 116, 140, 146, 148, 217E, 217M, 281A–281B, 281C, 336,
89K, 89O–89P 151, 153A–153B,
150, 152, 154, 156, 158, 168, 176, 180, 337, 338 4: 89C, 153C, 153M–153N,
204, 206, 210, 212, 214, 216, 218, 220, 153G, 215, 217G, 281E 5: 17, 25C,
25M, 25S, 89H, 89K, 89U–89V, 153E, 153O, 217M, 273, 336, 337, 338
222, 240, 244, 268, 276, 278, 280, 282, 5: 25A–25B, 25E, 25G, 81, 89A–89B,
284, 286, 296, 304, 308, 314, 328, 344, 153O, 153Q, 215 6: 25S–25T, 89I,
151, 153S–153T, 217S, 273, 281C 89G, 89I, 89M, 153A–153B, 153C,
346, 348, 350, 352, 354 3: 12, 18, 20, 22, 153P, 217Q, 336, 337, 338 6: 25U, 89,
24, 26, 28, 30, 40, 48, 52, 76, 82, 84, 86, levels of complexity, 1: 41, 49, 59, 105, 89C, 89G–89H, 89M, 89O, 89S–89T,
88, 90, 92, 94, 104, 112, 116, 140, 146, 113, 123, 169, 177, 187, 233, 241, 153G, 217F, 336, 337, 338
148, 150, 152, 154, 156, 158, 168, 176, 251, 297, 305, 315 2: 41, 49, 59, 105,
180, 204, 210, 212, 214, 216, 218, 220, Adjectives. See Grammar: adjectives.
113, 123, 169, 177, 187, 233, 241,
222, 240, 244, 268, 274, 276, 278, 280, 251, 297, 305, 315 3: 41, 49, 59, 105, Adverbs. See Grammar: adverbs.
282, 284, 286, 296, 304, 308, 314, 328, 113, 123, 169, 177, 187, 233, 241, Affixes. See Phonics/Word Study;
344, 346, 348, 350, 352, 354 4: 12, 18, 251, 297, 305, 315 4: 41, 49, 59, 105, Spelling; Vocabulary: prefixes,
20, 22, 24, 26, 28, 30, 40, 48, 52, 76, 82, 113, 123, 169, 177, 187, 233, 241, suffixes.
84, 86, 88, 90, 92, 94, 104, 112, 116, 140,
251, 297, 305, 315 5: 41, 49, 59, 105, Alliteration. See Literary devices; Poetry.
146, 148, 150, 152, 154, 156, 158, 168,
113, 123, 169, 177, 187, 233, 241, Analogies. See Spelling: analogies;
176, 180, 204, 210, 212, 214, 216, 218,
251, 297, 305, 315 6: 41, 49, 59, 105, Vocabulary: analogies.
220, 222, 240, 244, 268, 276, 278, 280,
282, 284, 286, 296, 304, 308, 314, 328, 113, 123, 169, 177, 187, 233, 241,
Analytical writing about texts, 1: 29,
344, 346, 348, 350, 352, 354 5: 12, 18, 251, 297, 305, 315
93, 105, 113, 117, 123, 157, 221, 285
20, 22, 24, 26, 28, 30, 40, 48, 52, 76, 82, organization, 1: S21, 21, 25Q–25R, 2: 29, 93, 157, 169, 177, 181, 187, 221,
84, 86, 88, 90, 92, 94, 104, 112, 116, 140, 153F, 153L, 153M, 273, 281A–281B, 285, 297, 305, 309 3: 29, 93, 157, 221,
146, 148, 150, 152, 154, 156, 158, 168, 281C, 337 2: 17, 89C–89D, 153C, 285 4: 29, 93, 157, 169, 177, 181, 187,
176, 180, 204, 210, 212, 214, 216, 218, 153O, 153S–153T, 338 3: 25C, 221, 285 5: 29, 41, 49, 53, 59, 93, 157,
220, 222, 240, 244, 268, 274, 276, 278, 25E, 81, 89K–89L, 145, 213, 336 221, 285 6: 29, 93, 157, 221, 285 See
280, 282, 284, 286, 296, 304, 308, 314, 4: 25C, 153N, 275 5: 209, 217E, 273, also Write About Reading.
328, 344, 346, 348, 350, 352, 354 6: 12, 281A–281B 6: 25G, 25I, 153C–153D, Anchor Papers, 1: 349, 355 2: 349, 355
18, 20, 22, 24, 26, 28, 30, 40, 48, 52, 76, 153M–153N, 153O, 153U–153V, 213, 3: 349, 355 4: 349, 355 5: 349, 355
82, 84, 86, 88, 90, 92, 94, 104, 112, 116, 277 6: 349, 355
140, 146, 148, 150, 152, 154, 156, 158,
168, 176, 180, 204, 210, 212, 214, 216, prior knowledge, 1: 25M, 81, 89B, 89L, Antonyms. See Vocabulary: antonyms.
218, 220, 222, 223, 240, 244, 268, 276, 153A–153B, 209, 217C 2: 81, 151, Apostrophes. See Grammar:
278, 280, 282, 284, 286, 296, 304, 308, 217A–217B, 217C, 217N, 281A–281B, punctuation.
314, 328, 344, 346, 348, 350, 352, 354 336, 337, 338 3: 25G, 153A–153B
4: 81, 89G, 89Q, 145 5: 87, 89E, 217C
Approaching Level Options, 1: 3,
Access complex text, 1: S10, S22, 358, 40–47, 67, 104–111, 131, 168–175,
361 2: 358, 361 3: 358, 361 4: 358, 361 6: 17, 153E, 217A–217B
195, 232–239, 259, 296–303, 336 2: 3,
5: 358, 361 6: 358, 361 purpose, 1: S9, 89C, 89G, 89O, 215, 40–47, 67, 104–111, 131, 168–175,
connection of ideas, 1: 25I, 25S, 217A–217B, 217Q–217R, 277 195, 232–239, 259, 296–303, 336 3: 3,
89F, 89H, 89I, 89K, 89M, 149, 2: 25E, 25I, 89A–89B, 89M–89N, 40–47, 67, 104–111, 131, 168–175,
153U, 217E, 217I, 336, 338 2: 19, 153E, 153G, 153K, 209, 217I, 217L, 195, 232–239, 259, 296–303, 336 4: 3,
25A–25B, 25G, 25M, 25Q–25R, 281E–281F 3: 209, 217C–217D, 217F, 40–47, 67, 104–111, 131, 168–175,
89E, 217O, 217S–217T, 273, 336, 273 4: 25E, 25M, 25O, 25S–25T, 85, 195, 232–239, 259, 296–303, 336 5: 3,
337 3: 17, 25I, 85, 89A–89B, 89G, 89A–89B, 89E, 153I, 281A 5: 25I, 145, 40–47, 67, 104–111, 131, 168–175, 195,
153C, 153K, 217I–217J, 338 4: 17, 217A–217B, 217I, 281E–281F 232–239, 259, 296–303, 336 6: 3,
BM10 INDEX
INDEX
40–47, 67, 104–111, 131, 168–175, 195, 233, 297 5: 41, 105, 169, 233, 297 end-of-week, 1: 64–65, 128–129, 192–
232–239, 259, 296–303, 336 6: 41, 105, 169, 233, 297 193, 256–257, 320–321 2: 64–65,
academic language, 1: 40, 104, 168, phonics, 1: 42–43, 170 2: 42–43, 128–129, 192–193, 256–257, 320–
232, 296 2: 40, 104, 168, 232, 296 108–109, 172–173, 236–237, 321 3: 64–65, 128–129, 192–193,
3: 40, 104, 168, 232, 296 4: 40, 104, 300–301 3: 42–43, 106–107, 170– 256–257, 320–321 4: 64–65, 128–
168, 232, 296 5: 40, 104, 168, 232, 171, 234–235, 298–299 4: 42–43, 129, 192–193, 256–257, 320–321
296 6: 40, 104, 168, 232, 296 173 5: 42–43 6: 42–43, 108–109, 5: 64–65, 128–129, 192–193, 256–
172–173, 236–237, 300–301 257, 320–321 6: 64–65, 128–129,
comprehension, 1: 40–41, 46–47,
192–193, 256–257, 320–321
104–105, 110–111, 168–169, 174– preview and predict, 1: 40, 104, 168,
175, 232–233, 238–239, 296–297, 232, 296 2: 40, 104, 168, 232, 296 fluency, 1: 64, 128, 192, 256, 320, 323
302–303 2: 40–41, 46–47, 104–105, 3: 40, 104, 168, 232, 296 4: 40, 104, 2: 64, 128, 192, 256, 320, 323 3: 64,
110–111, 168–169, 174–175, 232– 168, 232, 296 5: 40, 104, 168, 232, 128, 192, 256, 320, 323 4: 64, 128,
233, 238–239, 296–297, 302–303 296 6: 40, 104, 168, 232, 296 192, 256, 320, 323 5: 64, 128, 192,
3: 40–41, 46–47, 104–105, 110–111, 256, 320, 323 6: 64, 128, 192, 256,
self-selected reading, 1: 47, 111, 175, 320
168–169, 174–175, 232–233, 238–
239, 303 2: 47, 111, 175, 239, 303
239, 296–297, 302–303 4: 40–41, formal/informal
3: 47, 111, 175, 239, 303 4: 47, 111,
46–47, 104–105, 110–111, 168–169, Quick Check, 1: 9, 19, 21, 23, 25, 27,
175, 239, 303 5: 47, 111, 175, 239,
174–175, 232–233, 238–239, 73, 83, 85, 87, 89, 91, 137, 147,
303 6: 47, 111, 175, 239, 303
296–297, 302–303 5: 40–41, 46–47, 149, 151, 153, 155, 201, 211, 213,
104–105, 110–111, 168–169, 174– vocabulary, 1: 40–41, 44–45, 104–105,
215, 217, 219, 265, 275, 277, 279,
175, 232–233, 238–239, 296–297, 108–109, 168–169, 172–173,
281, 283 2: 9, 19, 21, 23, 25, 27,
302–303 6: 40–41, 46–47, 104–105, 232–233, 236–237, 296–297,
73, 83, 85, 87, 89, 91, 137, 147,
110–111, 168–169, 174–175, 232– 300–301 2: 40–41, 44–45, 104–105,
149, 151, 153, 155, 201, 211, 213,
233, 238–239, 296–297, 302–303 108–109, 168–169, 172–173, 233,
215, 217, 219, 265, 275, 277, 279,
236–237, 297, 300–301 3: 40–41,
fluency, 1: 41, 46, 105, 110, 169, 174, 281, 283 3: 9, 19, 21, 23, 25, 27,
233, 238, 297, 302 2: 41, 46, 105, 44–45, 104–105, 108–109, 168–169,
73, 83, 85, 87, 89, 91, 137, 147,
110, 169, 174, 233, 238, 297, 302 172–173, 232–233, 236–237,
149, 151, 153, 155, 201, 211, 213,
3: 41, 46, 105, 110, 169, 174, 233, 296–297, 300–301 4: 40–41, 44–45,
215, 217, 219, 265, 275, 277, 279,
238, 297, 302 4: 41, 46, 105, 110, 104–105, 108–109, 168–169, 172– 281, 283 4: 9, 19, 21, 23, 25, 27, 73,
169, 174, 233, 238, 297, 302 5: 41, 173, 232–233, 236–237, 296–297, 83, 85, 87, 89, 91, 137, 147, 149,
46, 105, 110, 169, 174, 233, 238, 297, 300–301 5: 40–41, 44–45, 108–109, 151, 153, 155, 201, 211, 213, 215,
302 6: 41, 46, 105, 110, 169, 174, 168, 172–173, 232–233, 237, 296, 217, 219, 265, 275, 277, 279, 281,
233, 238, 297, 302 300–301 6: 40–41, 44–45, 104–105, 283 5: 9, 19, 21, 23, 25, 27, 73, 83,
108–109, 168–169, 172–173, 232– 85, 87, 89, 91, 137, 147, 149, 151,
focus on literary elements, 1: 41 2: 233 233, 236–237, 296–297, 300–301
3: 41, 105 4: 233, 297 5: 105 6: 297 153, 155, 201, 211, 213, 215, 217,
Ask and answer questions, 1: 25H, 25R, 219, 265, 275, 277, 279, 281, 283
focus on science, 1: 169, 233 3: 297
25S, 89L, 89T, 153D, 153N, 153T, 153U, 6: 9, 19, 21, 23, 25, 27, 73, 83, 85,
4: 41, 105 5: 233, 297 6: 169
217I, 217R, 217S, 281F, 339 2: 25R, 89N, 87, 89, 91, 137, 147, 149, 151, 153,
focus on social studies, 1: 297 2: 41, 153I, 153T, 153U, 217C, 217T, 217U, 155, 201, 211, 213, 215, 217, 219,
105 3: 169, 233 5: 169 6: 41, 105, 281F, 339 3: 25L, 25P, 89J, 89P, 153G, 265, 275, 277, 279, 281, 283
233 153P, 153Q, 217G, 217R, 217S, 281F, Stop and Check, 1: 25D, 25L, 89I,
genre, 1: 40, 104, 105, 168, 232, 296 339 4: 25F, 25T, 89P, 89Q, 153F, 153N, 89M, 89P, 153F, 153J, 153K, 217C,
2: 40, 104, 168, 169, 232, 296, 297 153O, 217E, 217J, 217N, 217O, 281F, 217H, 217N, 281B 2: 25D, 25H,
3: 40, 104, 168, 232, 296 4: 40, 104, 339 5: 25K, 25T, 25U, 25V, 89K, 89T, 89U, 25L, 89D, 89H, 153D, 153H, 153L,
168, 169, 232, 296 5: 40, 41, 104, 153I, 153P, 153Q, 217H, 217R, 217S, 217F, 217J, 217N 3: 25D, 25K, 89E,
168, 232, 296 6: 40, 104, 168, 232, 281F, 339 6: 25M, 25T, 25U, 89T, 153J, 89I, 89L, 153D 153H, 153K, 217H,
296 153T, 153U, 217I, 217T, 217U, 281F, 339 217K, 281B 4: 25H, 25N, 89E, 89I,
Leveled Reader lessons, 1: 40–41, Assessment 153E, 153H, 153J, 217C, 217G
104–105, 168–169, 232–233, 296– alternative. See Assessment: scoring 5: 25L, 153H, 153K, 217G, 217J,
297 2: 40–41, 104–105, 168–169, rubrics. 217M, 281B 6: 25F, 25K, 25N, 89D,
232–233, 296–297 3: 40–41, 104– 89O, 89P, 153D, 153F, 153M, 217L,
105, 168–169, 232–233, 296–297 decoding, 1: S30 217P
4: 40–41, 104–105, 168–169, diagnostic, 1: S2, S37–S38 progress monitoring, 1: S22, 64–65,
232–233, 296–297 5: 40–41, 104– digital, 1: 64, 128, 192, 256, 320, 323, 128–129, 192–193, 256–257, 320–
105, 168–169, 232–233, 296–297 340, 341 2: 64, 128, 192, 256, 320, 321 2: 64–65, 128–129, 192–193,
6: 40–41, 104–105, 168–169, 323, 340, 341 3: 64, 128, 192, 256, 256–257, 320–321 3: 64–65, 128–
232–233, 296–297 320, 323, 340, 341 4: 64, 128, 192, 129, 192–193, 256–257, 320–321
make connections, 1: 41, 105, 169, 233, 256, 320, 323, 340, 341 5: 64, 128, 4: 64–65, 128–129, 192–193,
297 2: 41, 105, 169, 233, 297 3: 41, 192, 256, 320, 323, 340, 341 6: 64, 256–257, 320–321 5: 64–65, 128–
105, 169, 233, 297 4: 41, 105, 169, 128, 192, 256, 320, 323, 340, 341 129, 192–193, 256–257, 320–321
INDEX BM11
6: 64–65, 128–129, 192–193, Wittenstein, Vicki Oransky, 259, 308–311, 339 2: 3, 52–55, 67,
256–257, 320–321 5: 217A–217N 116–119, 131, 180–183, 195, 244–247,
project. See Research and inquiry: Wooldridge, Connie Nordhielm, 259, 308–311, 339 3: 3, 52–55, 67,
review and evaluation. 2: 89A–89J 116–119, 131, 180–183, 195, 244–247,
259, 308–311, 339 4: 3, 52–55, 67,
scoring rubrics, 1: 333, 349, 355 2: 333, Author’s Craft. See also Literary devices; 116–119, 131, 180–183, 195, 244–247,
349, 355 3: 333, 349, 355 4: 333, 349, Text features. 259, 308–311, 339 5: 3, 52–55, 67,
355 5: 333, 349, 355 6: 333, 349, 355 alliteration, 3: 25C 116–119, 131, 180–183, 195, 244–247,
summative, 1: 340–341 2: 340–341 character development, 5: 89M, 358 259, 308–311, 339 6: 3, 52–55, 67,
3: 340–341 4: 340–341 5: 340–341 116–119, 131, 180–183, 195, 244–247,
contrast, 2: 89C 6: 25G
6: 340–341 259, 308–311, 339
descriptive and regional language,
unit, 1: xi, 323, 341 2: xi, 323, 341 3: xi, academic language, 1: 52, 116, 180,
3: 358 5: 89Q
323, 341 4: 323, 341 5: xi, 323, 341 244, 308 2: 52, 116, 180, 244, 308
6: xi, 323, 341 descriptive detail, 4: 217H 5: 25N 3: 52, 116, 180, 244, 308 4: 52, 116,
writing. See Assessment: progress dialogue, 3: 358 4: 214, 358 5: 25I 180, 244, 308 5: 52, 116, 180, 244,
monitoring; Scoring rubrics: dramatization, 3: 217J 308 6: 52, 116, 180, 244, 308
writing; Writing: teacher evidence, 4: 25M 5: 153M comprehension, 1: 52–53, 55, 116–117,
conference. 119, 180–181, 183, 244–245, 247,
figurative language, 1: 89Q 2: 89K, 308–309, 311 2: 52–53, 55, 116–117,
writing prompts, 1: 340, 341 2: 340, 153E 3: 89K 4: 153K 5: 89C, 217C
341 3: 340, 341 4: 340 5: 340 6: 340, 119, 180–181, 183, 244–245, 247,
imagery, 3: 217M, 217O 6: 89Q 308–309, 311 3: 52–53, 55, 116–117,
341
personification, 2: 217Q 3: 89F 119, 180–181, 183, 244–245, 247,
Author/illustrator biographies, 1: 25O, 308–309, 311 4: 52–53, 55, 116–117,
89Q, 153Q, 217O 2: 25O, 89K, 153Q, persuasive language, 4: xii
119, 180–181, 183, 244–245, 247,
217Q 3: 25M, 89M, 153M, 217O 4: 25Q, point of view, 1: 217O 308–309, 311 5: 52–53, 55, 116–117,
89M, 153K, 217K 5: 25Q, 89Q, 153M, quotations, 6: 217Q 119, 180–181, 183, 244–245, 247,
217O 6: 25Q, 89Q, 153Q, 217Q 308–309, 311 6: 52–53, 55, 116–117,
repetition, 1: 217E 6: 217J
Authors, main selection 119, 180–181, 183, 244–245, 247,
sensory images, 2: 153Q
Alvarez, Julia, 3: 25A–25L 308–309, 311
simile and metaphor, 1: 217L 4: 353 fluency, 1: 53, 117, 181, 245, 309 2: 53,
Andrews-Goebel, Nancy, 6: 327
3: 153A–153L 117, 181, 245, 309 3: 53, 117, 181,
strong opening, 4: 89D 245, 309 4: 53, 117, 181, 245, 309
Applegate, Katherine Alice, 5: 53, 117, 181, 245, 309 6: 53, 117,
strong verbs, 3: 86
4: 217A–217J 181, 245, 309
structural elements of a play, 3: 327
Bell, Cathleen Davitt, 1: 25A–25N focus on literary elements, 1: 53 2: 245
5: 327
Byrd, Robert, 5: 25A–25P 3: 53, 117 4: 245, 309 5: 117 6: 309
suspense, 1: 89I, 3: 214, 358
Cline-Ransome, Lesa, 3: 217A–217N focus on science, 1: 181, 245 3: 309
technical language, 6: 25Q, 150
Curtis, Christopher Paul, 5: 89A–89P 4: 53, 117 5: 245, 309 6: 181
text feature, 3: 153F 5: 153C
Faiella, Graham, 2: 25A–25N focus on social studies, 1: 309 2: 53,
text structure, 1: 153K 2: 89F, 358 117 3: 181, 245 5: 181 6: 53, 117,
Huber, Jack, 2: 281A–281B 3: 217L, 358 4: 89D, 89G, 217E 245
Hughes, Langston, 6: 281A 5: 217N 6: 25G, 25M, 89G, 217L, 358
genre, 1: 52, 116, 117, 180, 244, 308
Jackson, Donna M., 6: 153A–153P transitional devices, 2: 25D, 89I 4: 25Q 2: 52, 116, 180, 181, 244, 308, 309
Johnson, Rebecca L., 1: 153A–153P 6: 217M 3: 52, 116, 180, 244, 308 4: 52, 116,
word choice, 1: 25B, 25H, 89D, 153J, 180, 181, 244, 308 5: 52, 53, 116,
Kurlansky, Mark, 6: 25A–25P
153Q, 217H, 358 2: 25G, 25O, 153O, 180, 244, 308 6: 52, 116, 180, 244,
Livingston, Myra Cohn, 2: 281C 217G, 217I 3: 25F, 89J, 89M, 153K 308
Mann, Charles C., 5: 153A–153L 4: 25I, 89M, 153D, 153G, 217K Leveled Reader lessons, 1: 52–53,
Marrin, Albert, 4: 25A–25P 5: 153K, 217O, 358 6: 89N, 153J, 116–117, 180–181, 244–245, 308–
153Q, 358 309 2: 52–53, 116–117, 180–181,
Murphy, Jim, 6: 89A–89P
Author’s purpose. See Comprehension 244–245, 308–309 3: 52–53, 116–
O’Meara, Donna, 1: 217A–217N 117, 180–181, 244–245, 308–309
skills: author’s purpose.
Park, Linda Sue, 2: 217A–217P 4: 52–53, 116–117, 180–181,
Autobiographies. See Genre:
Philbrick, Rodman, 1: 89A–89P informational text. 244–245, 308–309 5: 52–53, 116–
117, 180–181, 244–245, 308–309
Platt, Richard, 2: 153A–153P
6: 52–53, 116–117, 180–181,
Saldaña, Jr., René, 4: 153A–153J 244–245, 308–309
Schmidt, Gary D., 3: 89A–89L
Sidman, Joyce, 4: 281B
Singer, Marilyn, 2: 281C
B make connections, 1: 53, 117, 181, 245,
309 2: 53, 117, 181, 245, 309 3: 53,
117, 181, 245, 309 4: 53, 117, 181,
Base words. See Vocabulary: base 245, 309 5: 53, 117, 181, 245, 309
Soto, Gary, 6: 281A words/root words. 6: 53, 117, 181, 245, 309
Weitzman, David, 6: 217A–217P Beyond Level Options, 1: 3, 52–55, 67, preview and predict, 1: 52, 116, 180,
Williams, William Carlos, 4: 281A 116–119, 131, 180–183, 195, 244–247, 244, 308 2: 52, 116, 180, 244, 308
BM12 INDEX
INDEX
3: 52, 116, 180, 244, 308 4: 52, 116, Close reading, 1: S10, S12, S13–S14, S24, 150, 202, 214, 266, 278 6: 10, 22, 74, 86,
180, 244, 308 5: 52, 116, 180, 244, S25–S26, 16, 17, 18, 20, 22, 24, 25A–25T, 138, 150, 202, 214, 266, 274
308 6: 52, 116, 180, 244, 308 40–41, 48–49, 52–53, 80, 81, 82, 84, Colons. See Grammar: punctuation.
self-selected reading, 1: 55, 119, 183, 86, 88, 89A–89T, 104–105, 112–113,
Commas. See Grammar.
247, 311, 339 2: 55, 119, 183, 247, 116–117, 144, 145, 146, 148, 150,
152, 153A–153V, 168–169, 176–177, Communication. See Listening;
311, 339 3: 55, 119, 183, 247, 311,
180–181, 208, 209, 210, 212, 214, Speaking skills and strategies.
339 4: 55, 119, 183, 247, 311, 339
5: 55, 119, 183, 247, 311, 339 6: 55, 216, 217A–217T, 232–233, 240–241, Compare and contrast. See also
244–245, 272, 273, 274, 276, 278, Comprehension skills: compare and
119, 183, 247, 311, 339
280, 281A–281F, 296–297, 304–305, contrast.
vocabulary, 1: 52–53, 54, 116–117, 308–309, 328, 339, 356, 357 2: 16, 17,
118, 180–181, 182, 244–245, 246, characters, 1: S14, 20, 25D, 25E, 25I,
18, 20, 22, 24, 25A– 25P, 40–41, 48–49, 25M, 25P, 59
308–309, 310 2: 52–53, 54, 116–117, 52–53, 80, 81, 82, 84, 86, 88, 89A–89N,
118, 180–181, 182, 244–245, 246, 104–105, 112–113, 116–117, 144, events, 1: 20, 47, 51, 55 6: 93
308–309, 310 3: 52–53, 54, 116–117, 145, 146, 148, 150, 152, 153A–153R, first-hand accounts, 6: 117
118, 180–181, 182, 244–245, 246, 168–169, 176–177, 180–181, 208, genre, 1: S11 2: 221, 285 3: 29 4: 221,
308–309, 310 4: 52–53, 54, 116–117, 209, 210, 212, 214, 216, 217A–217V, 285 5: 29, 93 6: 285
118, 180–181, 182, 244–245, 246, 232–233, 240–241, 244–245, 272,
308–309, 310 5: 52–53, 54, 118, 180, plot, 1: S14, 20, 25D, 25I, 25L, 25M, 25P
273, 274, 276, 278, 280, 281A–281F,
182, 245, 246, 308, 310 6: 52–53, 296–297, 304–305, 308–309, 328, 339, point of view, 1: S26 3: 286 4: 29, 311
54, 116–117, 118, 180–181, 182, 356, 357 3: 16, 17, 18, 20, 22, 24, 25A– setting, 1: S14, 20, 21, 25D, 25I, 25M,
244–245, 246, 308–309, 310 25P, 40–41, 48–49, 52–53, 80, 81, 82, 25P
Bibliography, 4: T1 5: 346 84, 86, 88, 89A–89P, 104–105, 112–113, text on same topic, 1: S14, S25, S36,
116–117, 144, 145, 146, 148, 150, 25R, 29, 89S, 93, 153T, 157, 217R,
Big Idea, 1: xii, 322 2: xii, 322 3: xii, 322 152, 153A–153R, 168–169, 176–177,
4: xii, 322 5: xii, 322 6: xii, 322 221, 281E, 285 2: 25Q, 29, 89M,
180–181, 208, 209, 210, 212, 214,
93, 153T, 157, 217T, 221, 281E, 285
Biographies. See Genre: informational 216, 217A–217T, 232–233, 240–241,
3: 25O, 29, 89O, 93, 153P, 157, 217R,
text. 244–245, 272, 273, 274, 276, 278,
221, 281E, 285 4: 25S, 29, 89P, 93,
Book, parts of. See Study skills: parts of 280, 281A–281F, 296–297, 304–305,
153N, 157, 217N, 221, 281E, 285
a book, using; Text features. 308–309, 328, 339, 356, 357 4: 16, 17,
5: 25T, 29, 89T, 93, 153P, 157, 217R,
18, 20, 22, 24, 25A–25T, 40–41, 48–49,
Build background, 1: S5, S19, 10, 56, 74, 221, 281E, 285 6: 25T, 29, 89S, 93,
52–53, 80, 81, 82, 84, 86, 88, 89A–89R,
120, 138, 184, 202, 248, 266, 312 2: 10, 153S, 157, 217S, 221, 281E, 285
104–105, 112–113, 116–117, 144,
56, 74, 120, 138, 184, 202, 248, 266, 312 145, 146, 148, 150, 152, 153A–153P, text structure, 2: 84
3: 10, 56, 74, 120, 138, 184, 202, 248, 168–169, 176–177, 180–181, 208, theme, 1: S14, 93 2: 221, 285 3: 29
266 312 4: 10, 56, 74, 120, 138, 184, 209, 210, 212, 214, 216, 217A–217N, 4: 221, 241, 285 6: 285, 309, 311
202, 266 5: 10, 74, 138, 202, 266, 312 232–233, 240–241, 244–245, 272, 273,
6: 10, 56, 74, 120, 138, 184, 202, 266, topics, 2: 84–85, 89E
274, 276, 278, 280, 281A–281F, 296–
312 297, 304–305, 308–309, 328, 339, 356, Complexity of text. See Access complex
357 5: 16, 17, 18, 20, 22, 24, 25A–25V, text.
40–41, 48–49, 52–53, 80, 81, 82, 84, Compound sentences. See Grammar:
C 86, 88, 89A–89V, 104–105, 112–113,

116–117, 144, 145, 146, 148, 150,
152, 153A–153R, 168–169, 176–177,
180–181, 208, 209, 210, 212, 214,
sentences.
Compound words. See Phonics/Word
Study; Spelling; Vocabulary.
Capitalization. See Grammar. Comprehension skills. See also
216, 217A–217T, 232–233, 240–241,
Captions, 1: 150, 153M 2: 217D 6: 153G Approaching Level Options; Beyond
244–245, 272, 273, 274, 276, 278,
Level Options; English Language
Cause and effect. See Comprehension 280, 281A–281F, 296–297, 304–305,
Learners; On Level Options.
skills: cause and effect. 308–309, 328, 339, 356, 357 6: 16, 17,
18, 20, 22, 24, 25A–25V, 40–41, 48–49, author’s point of view, 1: S25–S26,
Central message. See Comprehension 52–53, 80, 81, 82, 84, 86, 88, 89A–89T, 276, 281C, 303, 311, 313 3: 150
skills: theme/central message. 104–105, 112–113, 116–117, 144, 4: 20, 25D, 25E, 25G, 25K, 25N, 25R,
Character. See Comprehension skills. 145, 146, 148, 150, 152, 153A–153V, 47, 51, 55, 57, 84, 89C, 89E, 89H,
Charts. See Graphic Organizers; Text 168–169, 176–177, 180–181, 208, 209, 89N, 111, 114, 119, 121 5: 276, 281C,
features: charts. 210, 212, 214, 216, 217A–217R, 232– 281D, 303, 306, 311, 313 6: 153M
233, 240–241, 244–245, 272, 273, 274, author’s purpose, 1: 25O, 89Q, 153Q,
Chronological order. See Writing traits:
276, 278, 280, 281A–281F, 296–297, 217O 2: 25O, 89K, 153Q, 217Q
organization.
304–305, 308–309, 328, 339, 356, 357 3: 25M, 89M, 153M, 217O 4: 25Q,
Citations. See Computer Literacy; 89M, 153K, 217K 5: 25Q, 89Q, 153M,
Cognates. See English Language
Research and inquiry. Learners: cognates. 217O 6: 25Q, 89J, 89Q, 153Q, 217Q
Classroom Library, 1: 3, 67, 131, 195, Collaborative conversations, 1: S6, S20, cause and effect, 1: S23 3: 212, 217C,
259, 360 2: 3, 67, 131, 195, 259, 360 10, 22, 74, 86, 138, 150, 202, 214, 266, 217E, 217H, 217I, 217K, 217N,
3: 3, 67, 131, 195, 259, 360 4: 3, 67, 131, 278 2: 10, 22, 74, 86, 138, 150, 202, 214, 217P, 239, 243, 247, 249 5: 84, 89D,
195, 259, 360 5: 3, 67, 131, 195, 259 266, 274 3: 10, 22, 74, 86, 138, 150, 202, 89I, 89L, 89O, 89R, 111, 119, 121,
6: 3, 67, 131, 195, 259, 360 214, 266, 278 4: 10, 22, 74, 86, 138, 150, 148, 153D, 153G, 153I, 153J, 153N,
Clauses. See Grammar: sentences. 202, 214, 266, 274 5: 10, 22, 74, 86, 138, 174–175, 179, 185, 217E, 217K 6: 84,
INDEX BM13
89C, 89E, 89F, 89J, 89K, 89M, 89O, 55, 57 5: 20, 25D, 25E, 25G, 25J, 25R, 6: 25E, 25M, 80, 89C, 89E, 89M, 89R,
89R, 111, 115 , 119, 121, 153O 46–47, 51, 55, 57, 358 144, 153D, 153F, 153L, 217F, 217N,
sequence, 1: S23, 84, 89E, 89H, 89J, 272
character, 1: S11, S12, 20, 25D, 25E,
89M, 89O, 89R, 111, 119, 121 3: 148, predictions. See Predictions, make.
25I, 25L, 25M, 25P, 46, 57, 84, 89E,
153C, 153F, 153H, 153J, 153N, 175, reread, 1: S12, S13, S14, S24, S26,
89H, 89J, 89M, 89O, 89R, 111, 119, 179, 183, 185 5: 212, 213, 239, 243, 140–141, 146–147, 153F, 153H, 153L,
327 2: 217M 4: 5, 25D, 25E, 25G, 247, 249 6: 212, 217C, 217F, 217H, 153O, 153T, 185, 204–205, 210–211,
25J, 25R, 47, 89D, 89I, 89L, 89O, 89R, 217K, 217N, 217O, 217R, 239, 243, 217C, 217E, 217K, 217M, 217N, 217R,
110–111, 238, 327 5: 20, 51, 55, 84, 247, 249 249, 268–269, 274–275, 281B, 313
119 setting, 1: S11, S12, 20, 25D, 25I, 25M, 2: 25L, 89H 4: 12–13, 18–19, 25C,
25P, 46, 57, 84, 89E, 89H, 89J, 89M, 25H, 25J, 25N, 25S, 57, 76–77, 82–83,
compare and contrast, 1: S23, 20, 25D,
89O, 89R, 111, 119 2: 150, 153B, 327 89E, 89F, 89I, 89K, 89P, 121 5: 140–
25I, 25M, 25P, 47, 51, 55, 57 2: 84, 5: 20, 25D, 25E, 25G, 25J, 25R, 47, 141, 146–147, 153E, 153H, 153J,
89C, 89E, 89G, 89J, 89L, 111, 115, 51, 55, 84, 89D, 89I, 89L, 89O, 89R, 153K, 153P, 185, 204–205, 210–211,
119, 121 110–111, 119 217F, 217J, 217K, 217R, 249, 281C
conclusions, draw, 1: 285 2: 29, 93, summarize, 1: 329 2: 329 3: 329 4: 329 story structure, 1: S11–S12
157, 221, 285 3: 93, 285 4: 29, 93, 5: 329 6: 329 summarize, 1: 25P, 89R, 153R, 217P
157, 221, 285 5: 29, 93, 157, 221, 285 text structure, 1: S23–S24, 153K 2: 20, 2: 25P, 89L, 153R, 217R, 281D 3: 25N,
153G, 358 3: 212, 358 5: 148, 179, 89N, 153D, 153G, 153H, 153I, 153N,
6: 29, 93, 157, 221, 285
183, 212, 243 6: 84, 111, 115, 119, 153P, 185, 217D, 217H, 217K, 217P,
connections, make, 1: 329 2: 329 212, 239, 358 217R, 249 4: 25R, 153E, 153H, 153J,
3: 329 4: 329 5: 329 6: 329. See also theme/central message, 1: S13–S14 153L, 153N, 185, 217C, 217D, 217G,
Text connections. 2: 276, 281B, 281D, 303, 307, 311 217H, 217I, 217L, 217N, 249, 281D
3: 20, 25C, 25E, 25H, 25K, 25N, 51, 5: 25R, 89R, 153N, 217P, 281B, 281D,
description, 2: 153D 313 6: 25R, 89R, 153D, 153F, 153L,
55, 57, 84, 89D, 89E, 89H, 89K, 89N,
details. See Comprehension skills: 111, 119, 121, 313 4: 148, 153E, 153R, 185, 217D, 217E, 217L, 217R,
main idea and key details. 153G, 153I, 153L, 174, 179, 183, 185, 217S, 249, 281D
212, 217C, 217G, 217J, 217L, 239, visualize, 1: 12–13, 18–19, 76–77,
fact and opinion, 4: 110
247, 249, 358 5: 327 6: 276, 281B, 82–83 2: 268–269 6: 268–269
inferences, make, 1: S12, S13, S14, S25, 281D, 303, 307, 311, 313 Computer Literacy. See also Study skills;
25J, 89H, 89J, 153G, 217D 2: 25E, visualize, 1: 25C, 25D, 25F, 25J, 25R, 57, Technology.
89G, 153G, 217J 3: 25I, 89D, 153E, 89C, 89F, 89I, 89M, 89N, 89P, 121, adding to a presentation, 1: 348, 354
217G 4: 25L, 89F, 89J, 153D, 217F 153E, 153K, 217H 2: 153T 3: 25K, 89I 2: 348, 354 3: 348, 354 4: 348, 354
5: 25H, 89F, 89N, 153H, 217G, 217L 6: 89P, 313 5: 348, 354 6: 348, 354
6: 25E, 25N, 89E, 89I, 89K, 153K, Comprehension strategies blogs, 1: 331, 348, 354 3: 348, 354
217G ask and answer questions, 2: 12–13, 6: 354
main idea and key details, 1: S23– 18–19, 25C, 25H, 25J, 25M, 57, calculations and predictions, making,
76–77, 82–83, 89B, 89D, 89H, 89I, 2: 13
S24, 148, 153C, 153I, 153N, 153P,
89N, 121, 153L, 217N 3: 268–269, using data, 5: 217P
153R, 174–175, 179, 183, 185, 274–275, 281B, 313 4: 25P, 153J,
212, 217C, 217F, 217G, 217J, 217P, 268–269, 313 5: 25L, 217M 6: 12–13, copyrights and citations, 5: 329 6: 329
238–239, 247, 249, 358 2: 25L 18–19, 25B, 25F, 25I, 25K, 25N, 25T, digital publishing, 1: T1, 348, 354
3: 276, 281C, 281D, 303, 311, 313 57, 82–83, 89D, 89G, 89L, 89O, 121, 2: 348, 354 3: 348, 354 4: 348, 354
153M, 217P 5: 348, 354 6: 348, 354
6: 20, 25D, 25F, 25H, 25J, 25L, 25R,
47, 51, 55, 57, 148, 153C, 153H, establish purpose for reading with electronic search engines, 1: 329
an essential question, 1: 25B, 89B, 3: 329 4: 330
153P, 153R, 175, 179, 183, 185. See
153B, 217B 2: 25B, 89B, 153B, 217B, electronic thesaurus and spell check,
also Comprehension skills: theme/ 281A 3: 25B, 89B, 153B, 217B, 281B 1: S16 3: 280
central message. 4: 25B, 89B, 153B, 217B, 281A 5: 25B,
e-mail, 4: 153D
plot, 1: S11, S12, 20, 25D, 25I, 25M, 25P, 89B, 153B, 217B, 281B 6: 25B, 89B,
153B, 217B, 281A graphs, 2: 220
46, 57, 84, 89E, 89H, 89J, 89M, 89O,
monitor and adjust comprehension, hyperlinks, 1: 328 2: 328 3: 328 4: 328
89R, 111, 119 5: 20, 25D, 25E, 25G,
5: 146, 216 5: 328 6: 328
25J, 25R, 47, 51, 55, 84, 89I, 89L, 89O,
paraphrase, 1: S13, 16, 25D, 25E, 25I, image searches, 4: 329 5: 329
89R, 110–111, 119
80, 89I, 89M, 144, 153H, 153N, 153O, Internet, 1: 329 2: 329 3: 329 4: 329
point of view, 1: S13–S14 2: 148, 153C, 217D, 217E, 217K, 272 2: 16, 25I, 5: 329 6: 329. See also Research and
153K, 153M, 153O, 153R, 175, 179, 25M, 25P, 144, 153G, 272, 281C, inquiry.
183, 185, 212, 217D, 217I, 217M, 281D 3: 16, 25N, 80, 144, 208, 217E, key words, 1: 329 2: 329 4: 329 5: 328
217R, 239, 243, 247, 249 4: 276, 303, 217F, 217H, 217M, 272 4: 25H, 25J,
keyboarding techniques, 1: 348, 354
311, 313 25K, 80, 89F, 89I, 89K, 153E, 153G,
2: 354 3: 348 6: 348
153H, 153I, 153J, 208, 272 5: 16,
problem and solution, 1: S23 2: 20, 25G, 25I, 25J, 80, 89C, 153G, 153I, map, 6: 328
25F, 25G, 25I, 25K, 25P, 46–47, 51, 153J, 153N, 208, 217F, 217J, 217K multimedia uses of, 2: T1 4: 329
BM14 INDEX
INDEX
online dictionary, 3: 152 Cross-curricular connections. See
polls, 1: 328
quizzes, 1: 328
Leveled Workstation Activity Cards;
Science; Social Studies.
Cultures, reading about diverse,
E
research, 1: 329 2: 329 3: 329 4: 329 End punctuation. See Grammar:
5: 329, 346 6: 329. See also Research 2: 202, 204–205, 208 4: 217L, 232–233, punctuation.
and inquiry. 240–241 5: 25C 6: 41, 49, 53
English Language Learners, 1: 3, 67,
roll-over pop-ups, 1: 328 2: 328 4: 328 131, 195, 259, 338 2: 3, 67, 131, 195,
5: 328 6: 328 259, 338 3: 3, 67, 131, 195, 259, 338
Safety Alert, 1: 329
search engines, 1: 329 3: 328–329
sidebars, 5: 328
D 4: 3, 67, 131, 195, 259, 338 5: 3, 67, 131,
195, 259, 338 6: 3, 67, 131, 195, 259,
338
Daily language activities, 1: 34–35, academic language, 1: 56, 58, 120,
slide show, 2: 328 3: 328 5: 328 122, 184, 186, 248, 250, 312 2: 56,
98–99, 162–163, 226–227, 290–291
URLs, 1: 329 5: 348, 354 6: 329 58, 120, 122, 184, 186, 248, 250, 312
2: 34–35, 98–99, 162–163, 226–227, 3: 56, 58, 120, 122, 184, 186, 248,
Web pages, 1: 328 2: 328 4: 329 5: 328 290–291 3: 34–35, 98–99, 162–163, 250, 312, 314 4: 56, 58, 120, 122,
6: 328 226–227, 290–291 4: 34–35, 98–99, 184, 186, 248, 250, 312 5: 56, 58,
word processing, 1: 348, 354 2: 348, 162–163, 226–227, 290–291 5: 34–35, 120, 122, 184, 186, 248, 250, 253,
354 3: 348, 354, 4: 348, 354 6: 348, 98–99, 162–163, 226–227, 290–291 312 6: 56, 58, 120, 122, 184, 186,
354 6: 34–35, 98–99, 162–163, 226–227, 248, 250, 251, 312
written conventions, 1: 348, 354 290–291 beginning/intermediate/advanced,
2: 348, 354 3: 348, 354 4: 348, 354 1: 11, 15, 19, 23, 25, 31, 60, 61, 62,
Decoding. See Phonics/Word Study. 63, 75, 79, 83, 85, 89, 95, 124, 125,
5: 348, 354 6: 348, 354
Denotation. See Vocabulary: 126, 127, 139, 143, 147, 151, 153,
Conclusions, draw. See Comprehension
denotation. 159, 188, 189, 190, 191, 203, 207,
skills: conclusions, draw.
211, 213, 217, 223, 252, 253, 254,
Conjunctions. See Grammar: Details, key. See Comprehension skills: 255, 267, 271, 275, 279, 281, 287,
conjunctions. main ideas and key details; Reading 316, 317, 318, 319, 345, 351 2: 11,
Connect and Compare. See informational text: key details; 15, 21, 23, 25, 31, 60, 61, 62, 63, 75,
Informational text; Text connections. Reading literature: key details, 79, 83, 85, 89, 95, 124, 125, 126, 127,
Writer’s Craft. 139, 143, 147, 149, 153, 159, 188,
Connect to Content, 1: 217D, 329 2: 25F,
189, 190, 191, 203, 207, 211, 213,
25N, 89H, 329 3: 153F, 217L 4: 25N, Diagrams. See Graphic Organizers: 215, 223, 252, 253, 254, 255, 267,
89J, 329 5: 153J, 217H 6: 25J, 89L, 153F, diagrams; Text features. 271, 277, 281, 287, 316, 317, 318,
217D 319, 345, 351 3: 11, 15, 19, 21, 25,
Dialogue, 1: 22, 25E 2: 214 3: 22 4: 153C
ConnectED, 1: xii, S2, S4, T1, 7, 71, 135, 5: 25I 31, 60, 61, 62, 63, 75, 79, 83, 87, 89,
199, 263, 328 2: xii, T1, 7, 71, 135, 199, 95, 124, 125, 126, 127, 139, 143, 147,
263, 328 3: xii, T1, 7, 71, 135, 199, 263, effective, 1: 352 149, 153, 159, 188, 189, 190, 191,
328 4: xii, T1, 7, 71, 135, 199, 263, 328 mixing narration with, 3: 27, 46 203, 207, 211, 215, 217, 223, 252,
5: xii, T1, 7, 71, 135, 199, 263, 328 6: xii, 253, 254, 255, 267, 271, 275, 277,
punctuation, 1: 22 4: 163 281, 287, 316, 317, 318, 319, 345,
T1, 7, 71, 134, 135, 199, 263, 328
realistic, 1: 352 2: 214 3: 204, 214 351 4: 11, 15, 19, 21, 25, 31, 60, 61,
Connections, make. See
62, 63, 75, 79, 83, 87, 89, 95, 124,
Comprehension skills: connections, Dictionary, using, 1: S27, S28 2: 24,
125, 126, 127, 143, 147, 149, 153,
make; Text connections. 102, 216 3: 38, 154, 280 4: 152, 216, 159, 188, 189, 190, 191, 203, 207,
Connotation. See Vocabulary: 219 5: 26, 90. See also Vocabulary: 211, 213, 217, 223, 252, 253, 254,
connotation. dictionary, using. 255, 267, 271, 277, 279, 281, 287,
Content vocabulary. See Vocabulary: Differentiated instruction. See 316, 317, 318, 319, 345, 351 5: 11,
content. 15, 21, 23, 25, 31, 60, 61, 62, 63, 75,
Approaching Level Options; Beyond
83, 85, 89, 95, 124, 125, 126, 127,
Context clues. See Vocabulary: context Level Options; English Language 139, 149, 151, 153, 159, 188, 189,
clues. Learners; On Level Options. 190, 191, 203, 207, 211, 213, 217,
Contractions. See Grammar: contractions. Digital learning, 1: S16, 328–329 2: 328– 223, 252, 253, 254, 255, 267, 275,
Conventions. See Grammar. 329 3: 328–329 4: 328–329 5: 328–329 277, 279, 287, 316, 317, 318, 319,
345, 351 6: 11, 14, 21, 23, 25, 31, 60,
Corrective feedback, 1: 46, 110, 174, 6: 328–329. See also Technology.
61, 62, 63, 75, 78, 83, 85, 87, 95, 124,
238, 302 2: 46, 110, 174, 238, 302 3: 46, Drama. See Genre: drama. 125, 126, 127, 139, 142, 147, 149,
110, 174, 238, 302 4: 46, 110, 174, 238, 153, 159, 188, 189, 190, 191, 203,
Drawing conclusions. See
302 5: 46, 110, 174, 238, 302 6: 46, 110, 206, 211, 215, 217, 223, 252, 253,
174, 238, 302 Comprehension skills: conclusions,
254, 255, 267, 270, 275, 279, 281,
draw.
Craft and structure. See Reading 287, 316, 317, 318, 319, 345, 351
informational text: craft and Drawing inferences. See cognates, 1: S5, S9, S13, S15, S17, S19,
structure; Reading literature: craft Comprehension skills: Inferences, S21, S23, S25, S27, S29, S31, S33,
and structure. make. S35, 14, 18, 20, 25F, 25L, 25T, 26, 28,
INDEX BM15
30, 40, 48, 52, 56, 58, 78, 82, 84, 89P, 249, 250–251, 281B, 281C, 281F, paired read, 1: 58–59, 122–123, 186–
90, 92, 94, 104, 112, 116, 120, 122, 313, 314–315 5: 25H, 25N, 25T, 57, 187, 250–251, 314–315 2: 58–59,
142, 146, 148, 152, 153D, 153N, 156, 58–59, 89D, 89J, 89L, 89N, 89P, 121, 122–123, 186–187, 250–251, 314–
158, 168, 176, 180, 184, 186, 206, 122–123, 153L, 185, 186–187, 249, 315 3: 58–59, 122–123, 186–187,
210, 216, 217F, 218, 220, 222, 232, 250–251, 313, 314–315 6: 25H, 25I, 250–251, 314–315 4: 58–59, 122–
240, 244, 248, 250, 270, 281B, 281F, 57, 58–59, 121, 122–123, 153T, 153V, 123, 186–187, 250–251, 314–315
282, 284, 286, 296, 304, 308, 312, 185, 186–187, 249, 250–251, 281B, 5: 59, 123, 187, 251, 315 6: 58–59,
314, 328, 344, 346, 348, 350, 352, 122–123, 186–187, 250–251,
314–315
354 2: 14, 18, 20, 25H, 26, 28, 30, 40, 314–315
48, 52, 56, 58, 78, 82, 84, 86, 88, 89D, discuss genre, 3: 153P 5: 25T 6: 89J,
phonics, 1: 43, 107, 171, 235 2: 25J,
89J, 89N, 90, 92, 94, 104, 112, 116, 153P 43,107, 171, 235, 299 3: 43, 107, 171,
120, 122, 142, 146, 148, 152, 153H, fluency, 1: 43, 107, 171, 327 2: 43, 107, 235, 299 4: 43, 107, 171, 235, 299
153L, 153T, 153V, 154, 156, 158, 168, 171, 235, 299, 327 3: 43, 107, 171, 5: 43, 107, 171, 235, 299 6: 43, 107,
176, 180, 184, 186, 206, 210, 212, 235, 299, 327 4: 43, 107, 171, 235, 171, 235, 299
216, 217V, 218, 220, 222, 232, 240, 299, 327 5: 43, 107, 171, 235, 299, preview, 1: 58, 122, 186, 250, 314 2: 58,
244, 248, 250, 270, 276, 278, 281F,
327 6: 43, 107, 171, 235, 299, 327 122, 186, 250, 314 3: 58, 122, 186,
282, 284, 286, 296, 304, 308, 312,
focus on genre, 1: 123 2: 187, 315 250, 314 4: 58, 122, 186, 250 5: 58,
314, 328, 344, 346, 348, 350, 354
4: 187 5: 59 122, 186, 250, 314 6: 58, 122, 186, 250
3: 14, 18, 20, 26, 30, 40, 48, 52, 56,
58, 78, 82, 84, 88, 89D, 90, 94, 104, scaffolding, 1: 11, 14, 19, 23, 25, 31, 75,
focus on literary elements, 1: 59
112, 116, 120, 122, 142, 146, 148, 79, 83, 85, 89, 95, 139, 143, 147, 151,
2: 251, 315 3: 59, 123 4: 251 5: 123
152, 153F, 154, 156, 158, 168, 176, 153, 159, 203, 207, 211, 213, 217,
6: 315 223, 267, 275, 279, 281, 287 2: 11,
180, 184, 186, 206, 210, 216, 217D,
217F, 218, 222, 232, 240, 244, 248, focus on science, 1: 187, 251 3: 315 15, 21, 23, 25, 31, 75, 79, 83, 85, 89,
250, 270, 274, 276, 280, 281B, 281D, 4: 59, 123 5: 251, 281D, 315 6: 153V, 95, 139, 143, 147, 149, 153, 159, 203,
281F, 282, 296, 304, 308, 312, 314, 187 207, 211, 213, 215, 223, 267, 271,
328, 344, 346, 348, 350, 352, 354 277, 281, 287 3: 11, 15, 19, 21, 25,
focus on social studies, 1: 315 2: 59,
4: 14, 18, 24, 25F, 25L, 25T, 26, 28, 30, 31, 75, 79, 83, 87, 89, 95, 139, 143,
123 3: 187, 251 5: 187 6: 59, 123,
40, 48, 52, 56, 58, 78, 82, 84, 88, 89D, 147, 149, 153, 159, 203, 207, 211,
251 215, 217, 223, 267, 271, 275, 277,
89R, 90, 104, 112, 116, 120, 122, 142,
146, 148, 152, 153J, 154, 156, 158, grammar, 1: 63, 127, 191, 255, 319 281, 287 4: 11, 14, 19, 21, 25, 31, 75,
168, 176, 180, 184, 186, 206, 210, 2: 63, 127, 191, 255, 319 3: 25L, 63, 79, 83, 87, 89, 95, 143, 147, 149, 153,
212, 216, 217F, 217H, 217N, 217P, 127, 153H, 191, 255, 319 4: 63, 127, 159, 203, 207, 211, 213, 217, 223,
220, 232, 240, 244, 248, 250, 276, 191, 255, 319 5: 63, 127, 191, 255, 267, 271, 277, 279, 281, 287 5: 11,
282, 284, 286, 296, 304, 308, 314, 319 6: 25P, 63, 127, 153L, 191, 255, 15, 21, 23, 25, 31, 75, 78, 83, 85, 89,
328, 344, 346, 348, 350, 352, 354 281F, 319 95, 139, 149, 151, 153, 159, 203,
5: 14, 18, 25F, 25J, 25T, 26, 28, 30, 207, 211, 213, 217, 223, 267, 275,
interactive-question response, 277, 279, 287 6: 11, 14, 21, 23, 25,
40, 48, 52, 56, 58, 78, 82, 84, 89F, 90, 1: 56–57, 58–59, 120–121, 122–123,
94, 104, 112, 116, 120, 122, 142, 148, 31, 75, 78, 83, 85, 87, 95, 139, 142,
184–185, 186–187, 248–249, 250– 147, 149, 153, 159, 203, 206, 211,
152, 153F, 153L, 153R, 154, 158, 168,
251, 312–313, 314–315 2: 56–57, 215, 217, 223, 267, 270, 275, 279,
176, 180, 184, 186, 206, 210, 212,
58–59, 120–121, 122–123, 184– 281, 287
216, 217F, 217L, 218, 220, 222, 232,
185,186–187, 248–249, 250–251, shared read, 1: 56–57, 120–121, 184–
240, 244, 248, 250, 270, 274, 276,
281B, 281D, 281F, 282, 284, 286, 296, 312–313, 314–315 3: 56–57, 58–59, 185, 248–249, 312–313 2: 56–57,
304, 308, 312, 314, 328, 344, 346, 120–121, 122–123, 184–185,186– 120–121, 184–185, 248–249, 312–
350, 352, 354 6: 14, 18, 20, 25D, 25F, 187, 248–249, 250–251, 312–313, 313 3: 56–57, 120–121, 184–185,
25J, 25L, 25N, 25V, 26, 28, 30, 40, 48, 314–315 4: 56–57, 58–59, 120–121, 248–249, 312–313 4: 56–57, 120–
52, 56, 58, 78, 82, 84, 88, 89H, 89P, 122–123, 184–185,186–187, 248– 121, 184–185, 248–249, 312–313
89T, 90, 92, 94, 104, 112, 116, 120, 249, 250–251, 312–313, 314–315 5: 56–57, 120–121, 184–185, 248–
122, 142, 146, 148, 152, 153H, 156, 5: 56–57, 58–59, 120–121, 122–123, 249, 312–313 6: 56–57, 120–121,
158, 168, 176, 180, 184, 186, 206, 184–185,186–187, 248–249, 250– 184–185, 248–249, 312–313
210, 212, 218, 220, 222, 232, 240, 251, 312–313, 314–315 6: 56–57, visuals, using, 1: 217T 2: 153N 3: 25D,
244, 248, 250, 268, 270, 276, 278, 58–59, 120–121,122–123, 184– 25J, 217J 4: 89D 6: 89T, 153T
280, 282, 284, 286, 296, 304, 308, 185,186–187, 248–249, 250–251, vocabulary, 1: 14, 25D, 25J, 25L, 25N,
312, 314, 328, 348, 350, 352, 354 312–313, 314–315 25R, 39, 57, 58–59, 60–61, 78,
comprehension, 1: 25H, 57, 58–59, Leveled Reader lessons, 1: 58–59, 89D, 89H, 89J, 89N, 89T, 103, 121,
121, 122–123, 153P, 185, 186–187, 122–123, 124–125, 142, 153D, 153H,
122–123, 186–187, 250–251, 314–
217J, 249, 250–251, 281D, 313, 153J, 153P, 153T, 153V, 167, 185,
315 2: 58–59, 122–123, 186–187,
314–315 2: 25F, 57, 58–59, 89F, 186–187, 188–189, 206, 217D, 217H,
121, 122–123, 153D, 153J, 185, 250–251, 314–315 3: 58–59, 122– 217J, 217N, 217R, 231, 249, 250–251,
186–187, 217D, 217T, 249, 250–251, 123, 186–187, 250–251, 314–315 252–253, 270, 295, 313, 314–315,
281B, 313, 314–315 3: 25D, 25H, 57, 4: 58–59, 122–123, 186–187, 316–317, 327 2: 15, 25D, 25L, 25N,
58–59, 89F, 89J, 89L, 121, 122–123, 250–251, 314–315 5: 58–59, 122– 25R, 39, 57, 58–59, 60–61, 79, 89H,
185, 186–187, 249, 250–251, 313, 123, 186–187, 250–251, 314–315 103, 121, 122–123, 124–125, 143,
314–315 4: 25J, 25P, 57, 58–59, 6: 58–59, 122–123, 186–187, 153F, 153P, 167, 185, 186–187, 188–
121, 122–123, 185, 186–187, 217G, 250–251, 314–315 189, 207, 217F, 217H, 217J, 217N,
BM16 INDEX
INDEX
217P, 231, 249, 250–251, 252–253, 204, 208, 209, 217B, 217L, 217P, 221, 219, 283, 326 6: 91, 155, 219, 283,
271, 281B, 281C, 295, 313, 314–315, 248, 250, 259, 266, 268, 272, 273, 281A, 326
316–317, 327 3: 14, 25F, 25H, 25P, 281F, 285, 312, 314, 357, 359, 361 5: 3, daily, 1: S32, 27, 91, 155, 219, 283 2: 27,
39, 57, 58–59, 60-61, 78, 89H, 89P, 10, 17, 25B, 25R, 25V, 29, 56, 58, 67, 91, 155, 219, 283 3: 27, 91, 155, 219,
103, 121, 122–123, 124–125, 142, 74, 80, 81, 89B, 89R, 89V, 93, 120, 122, 283 4: 27, 91, 155, 219, 283 5: 27, 91,
153D, 153H, 153J, 153L, 153R, 167, 131, 138, 144, 145, 153B, 153N, 153R, 155, 219, 283 6: 27, 91, 155, 219, 283
185, 186–187, 188–189, 206, 217H,
184, 186, 195, 202, 204, 208, 209, 217B, echo reading, 1: S31, 91, 219, 326
217J, 217N, 217R, 217T, 231, 249,
217P, 217T, 220, 221, 248, 250, 259, 266, 2: 91, 155, 326 3: 27, 65, 326 4: 91,
250–251, 252–253, 270, 281D, 295,
272, 273, 281B, 285, 312, 314 6: 3, 10, 219, 326 5: 219, 326 6: 218, 283, 326
313, 314–315, 316–317, 327 4: 14,
25D, 25F, 25H, 25N, 39, 57, 58–59, 12, 16, 17, 25B, 25R, 25V, 28, 29, 56, 58, ELL. See English Language Learners:
60–61, 78, 89F, 89H, 89L, 103, 121, 67, 74, 76, 80, 81, 89B, 89R, 89T, 92, 93, fluency.
122–123, 124–125, 142, 153D, 153F, 120, 122, 131, 138, 140, 144, 145, 153B, expression/intonation, 1: S31, 27, 41,
153H, 153P, 167, 185, 186–187, 188– 153R, 153V, 156, 157, 184, 186, 195, 46, 49, 59, 91, 105, 110, 113, 117,
189, 206, 217D, 217H, 217J, 217N, 202, 204, 208, 209, 217B, 217R, 217V, 123, 297, 302, 305, 309, 315 2: 155,
217P, 231, 249, 250–251, 252–253, 220, 221, 248, 250, 259, 266, 268, 272, 169, 174, 177, 181, 187, 219, 233,
270, 295, 313, 314–315, 316–317, 273, 281A, 281F, 284, 285, 312, 314, 238, 241, 245, 251, 283, 297, 305,
327 5: 14, 25D, 25F, 25H, 25L, 25P, 357, 359, 361 309, 315 3: 27, 41, 46, 49, 53, 59
25V, 39, 57, 58, 60–61, 78, 89D, 89J, 4: 91, 105, 110, 113, 117, 123, 155,
Expository text. See Genre: expository
103, 121, 122, 124–125, 142, 153H, 169, 177, 181, 187, 219, 233, 238,
153P, 167, 185, 186–187, 188–189, text; Informational text.
241, 245, 251, 283, 302, 305, 309,
206, 217D, 217F, 217H, 217J, 217R, Extended complex text, 1: 3, 67, 131, 315, 327 5: 27, 41, 46, 49, 59, 91, 105,
217T, 231, 249, 250–251, 252–253, 195, 217A, 259, 357 2: 3, 67, 131, 195, 110, 113, 117, 123, 219, 233, 238,
270, 295, 313, 314, 316–317, 327 259, 357 3: 3, 67, 131, 195, 259, 357 241, 245, 251 6: 91, 105, 113, 117,
6: 14, 25D, 25F, 25H, 25L, 25N, 25T, 4: 3, 66, 130, 153A, 194, 217A, 259, 357 123, 283, 297, 302, 305, 309, 315,
25V, 39, 57, 58–59, 60–61, 78, 89D, 5: 3, 66, 130, 195, 259, 356 6: 3, 66, 130, 326
89F, 89N, 89O, 103, 121, 122–123, 194, 259, 357 modeling, 1: 27, 41, 49, 53, 59, 91, 105,
124–125, 142, 153F, 153J, 153N, 167,
reading, 1: 356–361 2: 356–361 113, 117, 123, 155, 169, 177, 181,
185, 186–187, 188–189, 206, 217F,
3: 356–361 4: 356–361 5: 356–361 187, 219, 233, 241, 245, 251, 283,
217H, 217J, 217L, 217N, 217T, 217V,
6: 356–361 297, 305, 309, 315, 326 2: 27, 41, 49,
231, 249, 250–251, 252–253, 270,
53, 59, 91, 105, 113, 117, 123, 155,
281C, 295, 313, 314–315, 316–317, Extra Support. See Access complex text; 169, 177, 181, 187, 219, 233, 241,
327 English Language Learners. 245, 251, 283, 297, 305, 309, 315,
writing/spelling, 1: 62, 126, 190, 254, 326 3: 27, 41, 49, 53, 59, 91, 105, 113,
318 2: 62, 126, 190, 254, 318 3: 62, 117, 123, 155, 169, 177, 181, 187,
126, 190, 254, 318 4: 62, 126, 190,
254, 318 5: 62, 126, 190, 254, 318
6: 62, 126, 190, 254, 318
Entry words, 1: S16, S27
F 219, 233, 241, 245, 251, 283, 297,
305, 309, 315, 326 4: 27, 41, 49, 53,
59, 91, 105, 113, 117, 123, 155, 169,
177, 181, 187, 219, 233, 241, 245,
Fable, See Genre: fiction. 251, 283, 297, 305, 309, 315, 326
Essential questions, 1: S5, S19, 10, 12,
16, 17, 25B, 25P, 25T, 28, 29, 56, 58, 67, Figurative language. See Literary 5: 27, 41, 49, 53, 59, 91, 105, 113,
74, 76, 80, 81, 89B, 89R, 89T, 92, 93, devices; Poetry: literary elements in; 117, 123, 155, 169, 177, 181, 187,
120, 122, 131, 138, 140, 144, 145, 153B, Writer’s Craft; Writing traits: word 219, 233, 241, 245, 251, 283, 297,
153R, 153V, 156, 157, 184, 186, 195, choice. 305, 309, 315, 326 6: 27, 41, 49, 53,
202, 204, 208, 209, 217B, 217P, 217T, 59, 91, 105, 113, 117, 123, 155, 169,
First-person point of view. See Point of 177, 181, 187, 219, 233, 241, 245,
220, 221, 248, 250, 259, 266, 272, 273, view: first-person.
281B, 281F, 284, 285, 312, 314, 357, 359, 251, 283, 297, 305, 309, 315, 326
361 2: 3, 10, 12, 16, 17, 25B, 25P, 25R, Fluency partner reading, 1: S32, 27, 41, 49, 53,
28, 29, 56, 58, 67, 74, 80, 81, 89B, 89L, accuracy, 1: S31, 155, 169, 174, 177, 59, 105, 113, 117, 123, 155, 169, 177,
89N, 92, 93, 120, 122, 131, 138, 144, 181, 187 2: 27, 41, 46, 49, 53, 59, 91, 181, 187, 233, 241, 245, 251, 283,
145, 153B, 153R, 153V, 156, 157, 184, 105, 110, 113, 117, 123 3: 155, 169, 297, 305, 309, 315 2: 41, 49, 53, 59,
186, 195, 202, 208, 209, 217B, 217R, 177, 181, 187, 283, 297, 305, 309, 91, 105, 113, 117, 123, 155, 169, 177,
217V, 220, 221, 248, 250, 259, 266, 272, 315 4: 27, 41, 49, 53, 59 5: 155, 169, 181, 187, 233, 241, 245, 251, 297,
273, 281A, 281F, 284, 285, 312, 314, 357, 305, 309, 315 3: 27, 41, 49, 53, 59,
174, 177, 181, 187, 283, 302, 305,
359, 361 3: 3, 10, 12, 16, 17, 25B, 25N, 65, 105, 113, 117, 123, 155, 169, 177,
309, 315 6: 27, 41, 46, 49, 53, 59, 91,
25P, 28, 29, 56, 58, 67, 74, 76, 80, 81, 181, 187, 219, 233, 241, 245, 251,
89B, 89N, 89P, 92, 93, 120, 122, 131, 138, 169, 174, 177, 181, 187 283, 297, 305, 309, 315 4: 27, 41, 49,
140, 144, 145, 153B, 153N, 153R, 156, Approaching Level Options for. 53, 59, 105, 113, 117, 123, 155, 169,
157, 184, 186, 195, 202, 204, 208, 209, See Approaching Level Options: 177, 181, 187, 219, 233, 241, 245,
217B, 217P, 217T, 220, 221, 248, 250, fluency. 251, 297, 305, 309, 315 5: 41, 49, 53,
259, 266, 268, 272, 273, 281B, 281F, 284, 59, 91, 105, 113, 117, 123, 155, 169,
benchmark, 1: S37
285, 312, 314, 357, 359, 361 4: 3, 10, 177, 181, 187, 219, 233, 241, 245,
12, 16, 17, 25B, 25R, 25T, 28, 29, 56, 58, choral reading, 1: S31, 27, 91, 155, 219, 251, 283, 297, 305, 309, 315 6: 27,
67, 74, 76, 80, 81, 89B, 89N, 89R, 92, 93, 283, 326 2: 27, 91, 155, 219, 283 41, 49, 53, 59, 65, 105, 113, 117, 123,
120, 122, 131, 138, 140, 144, 145, 153B, 3: 27, 91, 155, 219, 283, 326 4: 27, 155, 169, 177, 181, 187, 233, 241,
153L, 153P, 156, 157, 184, 186, 195, 202, 91, 155, 219, 283, 326 5: 27, 91, 155, 245, 251, 283, 297, 305, 309, 315
INDEX BM17
pausing, 1: 27, 46, 91, 219, 238, 302, 4: 27, 65 5: 155, 283 6: 65, 219. See 76, 86, 140, 150, 204, 214, 268, 278
326 2: 46, 326 3: 46, 91, 110, 129, also Leveled Workstation Activity 6: 12, 22, 76, 86, 140, 150, 204, 214,
219, 238, 326 4: 238, 283, 326 5: 27, Cards. 268, 274
46, 302, 326 6: 91, 155, 219, 238, Folktale. See Genre: fiction. fiction
283, 302, 326
Foreshadowing. See Literary devices: fable, 3: 55, 84
phrasing, 1: 27, 41, 49, 59, 219, 233, foreshadowing. folktale, 1: S9, S12 2: 326 5: 89S–89V,
238, 241, 245, 251, 297, 305, 309,
Formal and informal English, 4: 156, 105, 113, 117, 123 6: 326
315 2: 283, 297, 302, 305, 309, 315
220 6: 330. See also Language: free-verse, 4: 204, 214, 217D, 281C
3: 91, 105, 110, 113, 117, 123, 219,
knowledge of language.
233, 238, 245, 251, 326 4: 283, 302, historical fiction, 1: 76, 86, 104, 112,
305, 309, 315, 327 5: 27, 41, 46, 49, Foundational skills 116 2: 140, 150, 153E, 153G, 153L,
59 6: 91, 105, 110, 113, 117, 123, irregularly spelled words, 1: 164 2: 26, 168, 176, 180, 204, 214, 217E,
219, 233, 238, 241, 245, 251, 283, 36–37, 42, 43, 62, 100, 157, 191 217O, 232, 240, 244 5: 76, 86, 89E,
297, 302, 305, 309, 315, 326 3: 290 104, 112, 116
pronunciation, 1: 170 2: 91 Latin and Greek suffixes. See also humorous fiction, 5: 25S–25V
punctuation, 2: 46, 238 3: 91, 110 Phonics/Word Study; Spelling; legend, 1: 3, 67
4: 238, 302 5: 27, 110, 219 6: 110, Vocabulary
mystery, 1: 3, 67 6: 217S
238, 302 letter-sound correspondences, 1: 26,
myth, 5: 12, 22, 25B, 25T, 40, 48, 52
rate, 1: S31, 219, 233, 238, 241, 245, 36–37, 42, 90, 100–101, 106, 218,
6: 25T
251, 283, 302 2: 27, 41, 49, 53, 59, 228–229, 234 4: 90, 100–101, 106,
282, 292–293, 298 parody, 5: 25S–25V, 49, 53, 59
91, 105, 110, 113, 117, 123 3: 155,
169, 174, 177, 181, 187, 219, 233, morphology. See Vocabulary: realistic fiction, 1: 12, 22, 25A–25B,
238, 241, 245, 251, 283, 297, 302, morphology. 40, 48, 52 2: 296, 304, 308 3: 12,
305, 309, 315 4: 27, 41, 46, 49, 53, 59 22, 40, 48, 52, 76, 86, 89G, 89N,
multisyllabic words. See Phonics/Word
5: 155, 169, 174, 177, 181, 187, 283, 104, 112, 116 4: 140, 217N, 232,
Study: multisyllabic words.
302, 305, 309, 315 6: 27, 41, 46, 49, 240, 244, 296, 304, 308
phonics and decoding. See Phonics/
53, 59, 219, 233, 238, 241, 245, 251 science fiction, 5: 217R 6: 296, 304,
Word Study.
Reader’s Theater, 1: S31, 326–327 308
prefixes. See Phonics/Word Study;
2: 326–327 3: 326–327 4: 326–327 informational text, 1: S21–S22,
Spelling; Vocabulary.
5: 326–327 6: 326–327 S24, 217Q–217T, 296, 304, 308
suffixes. See Phonics/Word Study; 2: 153S–153V 5: 281E–281F
repeated reading, 1: S31, 155, 177,
Spelling; Vocabulary.
181, 219, 245 2: 177, 181, 283 6: 46 argument essay, 3: 344, 350
syllabication patterns, 2: 154,
speaking/listening skills, 1: S6, S20, 164–165, 170, 218, 228–229, 282, autobiographical sketch, 1: 344
S37, 12–13, 27, 28, 29, 76–77, 91, 92, 292–293, 298 3: 26, 36–37, 42, 90, autobiography, 4: 332
93, 140–141, 155, 156, 157, 204–205, 100–101, 106 biography, 3: 204, 214, 232, 240, 244
219, 220, 221, 268–269, 283, 284,
Frequently confused words. See 4: 76, 86, 89D, 104, 112, 116
285, 334, 335, BM6–BM7 2: 12–13,
27, 28, 29, 76–77, 91, 92, 93, 140– Grammar: frequently confused words. editorial, 1: 281E–281F
141, 155, 156, 157, 204–205, 219, explanatory essay, 2: 344
220, 221, 268–269, 283, 284, 285,
G
expository research report, 5: 344,
334, 335, BM6–BM7 3: 12–13, 27, 350
28, 29, 76–77, 91, 92, 93, 140–141,
expository text, 1: S21, 140, 150,
155, 156, 157, 204–205, 219, 220,
168, 176, 180, 268, 278, 2: 12, 22,
221, 268–269, 283, 284, 285, 334, Genre, 1: S11–S12, S24, 25A–25B, 25C, 25E, 40, 48, 52, 76, 86, 89D, 104,
335, BM6–BM7 4: 12–13, 27, 28, 29, 25K, 25P, 89E, 89G, 89N, 89R, 153D, 112, 116 3: 268, 278, 281E–281F,
76–77, 91, 92, 93, 140–141, 155, 156, 153R, 281C 2: 25P, 89L, 153I, 217R, 296, 304, 308 4: 12, 22, 25I, 40,
157, 204–205, 219, 220, 221, 268– 281D 3: 25N, 89N, 153N, 217C, 217P, 48, 52, 153M–153P 5: 140, 150,
269, 283, 284, 285, 334, 335, BM6– 281D 4: 25R, 89N, 153L, 217L, 281D, 153E, 153P, 168, 176, 180, 204,
BM7 5: 12–13, 27, 28, 29, 76–77, 358 5: 25R, 89R, 153N, 217P, 281D 214, 217L, 232, 240, 244, 268, 278,
91, 92, 93, 140–141, 155, 156, 157, 6: 25R, 89R, 153R, 217J, 281D. See also 6: 12, 22, 25E, 40, 48, 52, 140, 150,
204–205, 219, 220, 221, 268–269, Informational text; Poetry. 153N, 153S–153V, 168, 176, 180,
283, 284, 285, 334, 335, BM6–BM7
discuss. See English Language 204, 214, 217J, 232, 240, 244
6: 12–13, 27, 28, 29, 76–77, 91, 92,
93, 140–141, 155, 156, 157, 204–205, Learners: discuss genre. formal letter, 2: 350
219, 220, 221, 268–269, 283, 284, drama/play, 1: 326–327 2: 217S–217V, informational article, 5: 296, 304,
285, 334, 335, BM6–BM7 326–327 3: 153O–153R, 326–327 308
strategies. See Listening. 4: 150, 153C, 168, 176, 180, 326–327
interview, 1: 153S–153V
5: 326–327 6: 326–327
Syllable Speed Drill, 1: S31 letters, 4: 22 6: 86
features of, 1: 12, 22, 76, 86, 140, 150,
tempo and pace, 1: S31, 219, 238, 302 204, 214, 268, 278 2: 12, 22, 76, 86, magazine article, 6: 89S, 105, 113,
2: 91 3: 155, 174 4: 27 5: 155 6: 46, 140, 150, 204, 214, 268, 278 3: 12, 117, 123
155 22, 76, 86, 140, 150, 204, 214, 268, narrative nonfiction, 1: 140, 204,
timed-reading, 1: S32, 238, 283, 302 278, 281C 4: 12, 22, 76, 86, 140, 150, 214, 217M, 232, 240, 244, 358
2: 65 3: 155, 174, 219, 283, 321 204, 214, 268, 278 5: 12, 22, 25M, 2: 89M–89N 3: 140, 150, 153E,
BM18 INDEX
INDEX
168, 176, 180 6: 76, 86, 89D, 104, antecedents, 4: 34–35 prepositions, 6: 226–227, 255
112, 116 appositives, 2: 290–291, 319 pronouns, 1: 226 4: 34–35, 63, 98–99,
newspaper article, 4: 22 6: 86, 92 articles, 5: 98–99, 127 127, 290–291, 319
personal essay, 3: 89O–89P assess and reteach, 1: 35, 99, 163, 227, antecedents, 4: 34–35
personal narrative, 1: 25Q–25T, 350 291 2: 35, 99, 163, 227, 291 3: 35, contractions, 4: 226, 255
persuasive article, 1: 281E–281F 99, 163, 227, 291 4: 35, 99, 163, 227, demonstrative, 4: 290 5: 98
291 5: 35, 99, 163, 227, 291 6: 35, 99,
persuasive text, 3: 297, 305, 309 indefinite, 4: 226, 290
163, 227, 291
speech, 4: xii 5: xii 6: 344 interrogative, 4: 290
capitalization
steps in a technical process, 5: 350 object, 4: 98, 162
in letters, 2: 35
6: 153S–153V possessive, 4: 162–163
proper nouns, 5: 35
poetry, 1: xii, 89S 2: xii, 25R, 281C, 281E pronoun-verb agreement, 4: 226–
3: xii 4: 268, 281C, 281E 6: xii, 268, commas, 2: 99
227, 255, 291
281E. See also Poetry. coordinating conjunctions,
reflexive, 4: 98
procedural text, 2: 344 1: 162–163, 319
relative, 4: 290
response to literature. See Literary dialogue, 3: 35 4: 163
subject, 4: 98
response. quotation marks and, 4: 163
proofreading, 1: 35, 99, 163, 227, 291
Gifted and talented, 1: 53, 54, 55, 117, splice, 1: 290–291, 319
2: 35, 99, 163, 227, 291 3: 35, 99,
118, 119, 181, 182, 183, 245, 246, 247, to separate items in a series, 2: 99 163, 227, 291 4: 35, 99, 163, 227, 291
309, 310, 311 2: 53, 54, 55, 117, 118, conjunctions, 1: 226 5: 35, 99, 163, 227, 291 6: 35, 99,
119, 181, 182, 183, 245, 246, 247, 309, 163, 227, 291
direct and indirect objects, 3: 34–35,
310, 311 3: 53, 54, 55, 117, 118, 119, punctuation. See also specific
63
182, 183, 245, 246, 247, 309, 310, 311 punctuation marks in Grammar.
4: 53, 54, 55, 117, 118, 119, 182, 183, frequently confused words, 4: 227
245, 246, 247, 309, 310, 311 5: 53, 54, good, better, and best, 5: 290–291, 319 apostrophes, 2: 226–227
55, 117, 118, 119, 182, 183, 245, 246, good and bad compared, 5: 290–291, colons, 2: 35 5: 99
247, 309, 310, 311 6: 53, 54, 55, 117, 319 commas, 2: 99, 291 3: 35 6: 227
118, 119, 182, 183, 245, 246, 247, 309,
homophones, 4: 227 hyphen, 5: 163
310, 311
interjections, 1: 35 in contractions, 3: 291
Glossary, 1: S27, 186, 250, 314 2: 28, 122
3: 186, 250, 314 4: 122 5: 186, 220, 250, mechanics and usage, 1: 35, 99, 163, in dialogue, 3: 35 4: 163
314 6: 28, 122, 186, 250 227, 291 2: 35, 99, 163, 227, 291 in sentences, 1: 34–35, 163, 227
3: 35, 99, 163, 227, 291 4: 35, 99, 2: 34–35, 291 3: 163
Go Digital. See ConnectED.
163, 227, 291 5: 35, 99, 163, 227, 291
Grammar, 1: S34, 34–35, 98–99, 162–163, letter, 2: 35, 99
6: 35, 99, 163, 227, 291
226–227, 290–291 2: 34–35, 98–99, quotation marks, 3: 35 4: 163
more and most, 5: 226–227, 255
162–163, 226–227, 290–291 3: 34–35, semicolon, 5: 99
98–99, 162–163, 226–227, 290–291 negatives, 6: 162–163, 191
sentences, 1: 34–35, 63
4: 34–35, 98–99, 162–163, 226–227, double, 6: 162–163
290–291 5: 34–35, 98–99, 162–163, clauses in, 1: 226, 255
nouns, 2: 34–35, 63
226–227, 290–291 6: 34–35, 98–99, combining, 1: 162–163, 191
162–163, 226–227, 290–291. See also common, 2: 34–35, 226
6: 290–291, 319
English Language Learners. irregular plurals, 2: 98, 162 combining with prepositions,
adjectives, 5: 34–35, 63 6: 35, 290 plural, 2: 98–99, 127, 162–163, 191, complex, 1: 226–227, 255
articles, 5: 98–99 226–227
compound, 1: 162–163
indefinite and definite, 5: 98–99 possessive, 2: 226–227, 255
fragments, 1: 34–35, 63, 99
comparative, 5: 162, 191, 226–227 predicate, 3: 226
run-on, 1: 290–291, 319
demonstrative, 5: 98–99, 127 proper, 2: 34–35, 226
simple, 1: 162–163
irregular comparative forms, singular, 2: 98–99, 127, 226
subjects and predicates, 1: 98–99,
5: 290–291 peer discussion starters, 1: 34–35, 127, 162–163
predicate, 3: 226 5: 34 98–99, 162–163, 226–227, 290–291
2: 34–35, 98–99, 162–163, 226–227, types, 1: 34–35
proper, 5: 34 290–291 3: 34–35, 98–99, 162–163, subject-verb agreement, 3: 98
superlative, 5: 162, 226 226–227, 290–291 4: 34–35, 98–99, time-order transition words, 1: 110
that compare, 5: 162–163, 227 162–163, 226–227, 290–291 5: 98– 5: 238 6: 238, 254
99, 162–163, 226–227, 290–291
adverbs, 1: 226–227 6: 34–35, 63, 290 titles of works, 3: 227
6: 34–35, 98–99, 162–163, 226–227,
comparing with, 6: 98–99, 127 290–291 verbs
superlative, 6: 98–99 plurals, 2: 98–99, 162–163 action, 3: 34–35
intensifiers, 6: 34 possessives, 4: 162–163 contractions with, 3: 291
that tell when and where, 6: 34, 63 prepositional phrases, 6: 226–227, direct and indirect objects, 3: 34
using good and well, 6: 35 255, 290–291 helping, 3: 162–163, 191, 291
INDEX BM19
irregular, 3: 290–291, 319 Theme, 2: 276, 281B 3: 20, 25B, 25H, Hyperbole, 6: 280, 281C, 281D, 306, 313,
linking, 3: 226–227, 255 25K, 84, 89B, 89D, 89E, 89H 4: 148, 317
153B, 153E, 153G, 153I, 212, 217B,
main, 3: 162–163, 191
217C, 217G, 217J 6: 276, 281B
I
tenses, 3: 98–99, 127, 163
diagrams
usage, 3: 99, 163
Venn diagram, 1: 156 2: 89B, 89C,
Graphic aids. See Graphic organizers; 89E, 89G, 89J
Illustrations/photographs, using; Text
features. Foldables® Idioms, 4: 328. See also Literary devices;
Accordion, 1: 28, 29, 92, 93, 157, 221, Vocabulary.
Graphic organizers, 1: S19, S24, 40, 48,
52, 58, 104, 112, 116, 122, 168, 176, 180, 284, 285 2: 92, 93, 157 3: 29, 92, Illustrations/photographs, using,
186, 223, 240, 244, 250, 296, 304, 308, 93, 157, 220, 221 4: 29, 93, 220 1: 86, 89B, 89D, 89L, 150, 153B, 217B,
314, 328, 358 2: 40, 48, 52, 58, 104, 112, 5: 29, 93, 157, 221, 285 6: 29, 93, 278 2: 25B, 217B, 217E 3: 25B, 89B,
116, 122, 168, 176, 180, 186, 220, 240, 156, 221, 285 153B, 217B 4: 22, 25B, 25L, 86, 89B, 89G,
244, 250, 296, 304, 308, 314, 328, 358 Four-Door, 2: 29, 285 6: 157 217B 5: 89B, 153B, 217B, 358 6: 25C,
3: 10, 11, 40, 48, 52, 58, 74, 75, 104, 112, 153I, 214, 217B
Layered Book, 2: 221 4: 157, 221,
116, 122, 168, 176, 180, 186, 202, 203, Illustrators and photographers
285
240, 244, 250, 296, 304, 308, 314, 318, Byrd, Robert, 5: 25A–25P
328, 358 4: 40, 48, 52, 58, 104, 112, 116, Three-Tab, 5: 92
122, 126, 168, 176, 180, 186, 240, 244, maps Coloma, Lester, 3: 25A–25N
250, 284, 296, 304, 308, 314, 328, 358 Cluster, 3: 190 Diaz, David, 3: 153A–153N
5: 40, 48, 52, 58, 104, 112, 116, 122, 156, Kim, Julie, 2: 217A–217P
168, 176, 180, 186, 240, 244, 250, 284, Story, 1: 97 3: 33, 62 4: 225, 254
296, 304, 308, 314, 328, 358 6: 40, 48, 5: 97 Parkins, David, 2: 153A–153P
52, 58, 104, 112, 116, 122, 168, 176, 180, webs Pennington, Mark, 1: 89A–89P
186, 190, 220, 223, 240, 244, 250, 296, Cause /effect, 6: 97 Ransome, James E., 3: 217A–217P
304, 308, 314, 328, 358
Concept, 1: S5, 62, 74, 75, 138, 139, Weitzman, David, 6: 217A–217P
charts 202, 203, 266, 267 2: 10, 11, 74, Illustrator’s craft, 5: 25Q
Author’s Point of View, 1: 276, 281B, 75, 126, 138, 139, 202, 203, 266,
281C 4: 20, 25B, 25D, 25E, 25N, Imagery. See Literary devices.
267 3: 10, 11, 74, 75, 138, 139,
84, 89B, 89C, 89E, 89H 5: 276, 202, 203, 266, 267 4: 10, 11, 74, Independent reading. See Reading
281B, 281C 75, 138, 139, 202, 203, 266, 267 independently.
Cause and Effect, 3: 212, 217B, 217C, 5: 10, 11, 74, 75, 138, 139, 202, Independent workstations. See
217H, 217I, 217K, 217N 5: 148, 203, 254, 266, 267 6: 10, 11, 74, Leveled Workstation Activity Cards.
190, 6: 84, 89B, 89C, 89F, 89J, 89K, 75, 138, 139, 202, 203, 266, 267, Inferences, drawing. See
89M 318 Comprehension Skills: Inferences,
Character, Setting, Plot, 1: 25B, 84, Description, 2: 289 make.
89E, 89H, 89J, 89M, 89O 5: 25B, Inflectional endings. See Phonics/
Idea, 6: 318
25D, 25G, 25J, 84, 89B, 89D, 89I,
Word, 1: 39, 126, 167, 190, 231, 295, Word Study: words with inflectional
89L, 89O
2: 39, 62, 97, 126, 167, 231, 318, endings; Spelling: words with
Compare and Contrast, 1: 10, 11, 20, inflectional endings; Vocabulary:
3: 39, 103, 126, 167, 231, 295,
25B, 25D, 25I, 25M 2: 84 inflectional endings.
4: 39, 103, 167, 231, 289, 295
Decoding Strategy, 1: S17, S30 5: 39, 103, 295 6: 39, 167, 231 Information and media literacy. See
Main Idea/Details, 1: 148, 153B, Graphs. See Text features: graphs. Computer literacy; Informational text;
153C, 153I, 153P, 212, 217C, 217F, Media literacy; Research and inquiry;
217G, 217J, 281B 3: 276, 281B Greek roots. See Phonics/Word Study; Technology.
6: 20, 25B, 25D, 25F, 25H, 25J, 25L, Vocabulary: Greek roots.
Informational text
148, 153B, 153C, 153H, 153P Guide words, 1: S16, S27 5: 220 6: 28
content vocabulary. See Vocabulary:
Point of View, 2: 148, 153C, 153K,
content.
153M, 212, 217D, 217I, 217M
4: 276
Problem and Solution, 2: 20 5: 20,
25B, 25D, 25G, 25J
H expository. See Genre: informational
text.
features of, 1: S21, S22, S23, 150, 214,
278 2: 22, 25E, 86, 89D, 344, 350
Sequence, 1: 89E, 89H, 89J, 89M, Higher-level thinking. See
89O 2: 161, 254 3: 148, 153B, 3: 150, 214, 278 4: 22, 86 5: 150, 214,
Comprehension skills; Comprehension
153C, 153F, 153H, 153J, 217B, 278, 344 6: 22, 150, 214
strategies; Text connections.
217C, 217E, 217I, 2217M 4: 62 persuasive, 1: 297, 309, 315 3: 217R,
Historical fiction. See Genre: fiction.
5: 62, 212 6: 212, 217B, 217C, 297, 309, 315 4: xii, 89P
217H, 217K, 247 Homographs. See Vocabulary:
text structure, 1: S23 2: 20, 25P, 29, 84,
Syllable Sort, 1: S29 homographs.
89F, 89L, 358 3: 148, 157, 175, 179,
T-chart, 1: S35, 103 2: 295 3: 28, 231, Homophones. See Phonics/Word Study; 183, 212, 217L, 221, 239, 243, 247,
4: 92, 190 5: 167, 220 6: 92, 103, Vocabulary: homophones. 358 4: 89D, 89G, 361 5: 148, 153G,
295 Humorous fiction. See Genre: fiction. 153J, 153N, 157, 175, 179, 183, 212,
BM20 INDEX
INDEX
217N, 239, 337, 351 6: 84, 111, 212, commas, 2: 99, 291 3: 35 6: 227
239
types of. See Genre: Informational
text.
L coordinating conjunctions, 1: 162,
163, 291
dialogue, 3: 35 4: 163
Integrate knowledge and ideas, Language. See also Grammar.
quotation marks, 3: 35 4: 163
1: S35, 28–29, 92–93, 156–157, capitalization
220–221, 284–285 2: 28–29, 92–93, title of works, 3: 227
titles, 2: 35 3: 227
156–157, 220–221, 284–285 3: 28–29, reference materials
conventions
92–93, 156–157, 220–221, 284–285 dictionary, 1: S27, S28 5: 39
4: 28–29, 92–93, 156–157, 220–221, adjectives
glossary, 1: S27 2: 28 5: 220 6: 28
284–285 5: 28–29, 92–93, 156–157, comparative, 5: 162, 191, 226–227
220–221, 284–285 6: 28–29, 92–93, thesaurus, 1: S16 2: 167 3: 166, 231,
superlative, 5: 162, 226
156–157, 220–221, 284–285 280 5: 166 6: 167
adverbs
Interactive reading, 1: 12–13, 76–77, spelling
comparative, 6: 98–99, 127
140–141, 204–205, 268–269 2: 12–13, conventional, 1: 36–37, 100–101,
76–77, 140–141, 204–205, 268–269 relative, 1: 226 164–165, 228–229, 292–293
3: 12–13, 76–77, 140–141, 204–205, superlative, 6: 98–99, 127 2: 36–37, 100–101, 164–165,
268–269 4: 12–13, 76–77, 140–141, conjunctions 228–229, 292–293 3: 36–37,
204–205, 268–269 5: 12–13, 76–77, 100–101, 164–165, 228–229,
140–141, 204–205, 268–269 6: 12–13, coordinating, 1: 163, 191, 290, 291
292–293 4: 36–37, 100–101, 164–
76–77, 140–141, 204–205, 268–269 correlative, 1: 162 165, 228–229, 292–293 5: 36–37,
Interjections. See Grammar: subordinating, 1: 226, 255 100–101, 164–165, 228–229,
interjections. frequently confused words, 4: 227 292–293 6: 36–37, 100–101,
Internet. See Computer Literacy: 164–165, 228–229, 292–293
interjections, 1: 35
Research and inquiry; Technology. patterns, 1: 36, 100, 164, 228, 292
modal auxiliaries, 3: 162, 191
Intervention (Tier 2 and Tier 3), 1: S38, 2: 36, 100, 164, 228, 292 3: 36,
nouns 100, 164, 228, 292 4: 36, 100, 164,
42, 44, 46, 65, 106, 108, 110, 129, 170,
172, 174, 193, 234, 236, 238, 257, 298, abstract, 2: 34, 35 228, 292 5: 36, 100, 164, 228, 292
300, 302, 321, 341 2: 42, 44, 46, 65, 106, irregular plurals, 2: 36–37, 98, 162 6: 36, 100, 164, 228, 292
108, 110, 129, 170, 172, 174, 193, 234, prepositions, 6: 226–227, 255 vocabulary acquisition
236, 238, 257, 298, 300, 302, 321, 341 affixes. See Phonics/Word Study;
prepositional phrases, 6: 226–227,
3: 42, 44, 46, 65, 106, 108, 110, 129, 170,
255, 290–291 Spelling; Vocabulary: prefixes,
172, 193, 234, 236, 238, 257, 298, 300,
pronouns suffixes.
302, 321, 341 4: 42, 44, 46, 65, 106, 108,
110, 129, 170, 172, 174, 193, 234, 236, pronoun-antecedent agreement, antonyms. See Vocabulary:
238, 257, 298, 300, 302, 321, 341 5: 42, 3: 153G 4: 34, 226 antonyms.
44, 46, 65, 106, 108, 110, 129, 170, 172, relative, 4: 290 context clues, 1: S28. See also
174, 193, 234, 236, 238, 257, 298, 300, Vocabulary: context clues.
302, 321, 341 6: 42, 44, 46, 65, 106, 108, sentences
paragraph, 1: 88–89 3: 88–89,
110, 129, 170, 172, 174, 193, 234, 236, complex, 1: 226–227, 255
216–217 4: 24–25 5: 216
238, 257, 298, 300, 302, 321, 341 compound, 1: 162–163
sentence, 1: 24–25 3: 24–25 5: 216
Interview. See Genre: informational text; fragments, 1: 34–35, 63, 99
Research and inquiry. figurative language. See also
run-ons, 1: 290–291, 319 Literary devices; Poetry: literary
simple, 1: 162–163 elements in; Writer’s Craft;
J subject-verb agreement, 3: 98 Writing traits: word choice.

verbs adages, 5: 88–89, 89G 6: 88–89,
328
irregular, 3: 290–291, 319
Journal writing, See Writer’s notebooks. idioms, 4: 88–89, 328
regular, 3: 290
literal meaning, 4: 88 5: 88 6: 88
tenses, 3: 98–99, 127, 163
non-literal meaning, 4: 88 5: 88
K
knowledge of language
6: 88
convey ideas precisely, 1: 94
2: 286–289, 318, 344, 347, 352 proverbs, 5: 88–89, 89G 6: 88–89
language for effect, 1: 94–97 shades of meaning, 1: S16 3: 280
Key details, 1: 238 2: 302 3: 302 similes, 1: 216 4: 353
2: 286–289
4: 174 6: 46, 174, 302. See also
Comprehension skills: main idea and punctuation for effect, 1: 25C, 35 Greek affixes, 2: 216–217. See also
key details; Reading informational 6: 337 Phonics/Word Study; Spelling;
text: key details; Reading literature: sentence fluency. See Writing traits: Vocabulary.
key details. sentence fluency. Greek roots. See also Phonics/Word
Knowledge of language. See Language: punctuation. See also Grammar: Study; Spelling; Vocabulary.
knowledge of language. punctuation. homographs. See Vocabulary.
INDEX BM21
Latin affixes, 2: 216–217. See also 5: 5, 69, 133, 197, 261, 326 6: 5, 69, 133, Literary elements
Phonics/Word Study; Spelling; 197, 261, 326 alliteration, 3: 25C 4: 281C, 281D
Vocabulary. Library and media center, using. See assonance, 4: 281C, 281D
Latin roots. See Phonics/Word Study skills.
conflict and resolution, 2: 89J 3: 94
Study; Spelling; Vocabulary. Limerick, 4: 350 4: 146, 222, 223, 345, 347
pronunciation. See Fluency: Listening. See also Fluency: speaking/ dialect, 5: 76, 86, 89A, 89H, 89M, 104,
pronunciation. listening skills. 112, 116
root words. See Phonics/Word checklists, 1: S20, 332 2: 335 3: 333, dialogue, 1: 22 2: 214, 217O 3: 22
Study; Spelling; Vocabulary. 335 4: 92, 332, 335 5: 335 6: 92, 332, 4: 214. See Dialogue.
signal words 335
figurative language
contrast, 2: 84, 110, 115 comprehension, 1: 12–13, 76–77, 140–
idioms, 4: 295
emotion, 1: 46 141, 204–205, 268–269 2: 12–13,
76–77, 140–141, 204–205, 268–269 imagery, 3: 217M 4: 268 5: 105, 113,
logical relationships, 3: 212 4: 18 3: 12–13, 76–77, 140–141, 204–205, 117, 123 6: 89Q, 276, 278, 281B,
5: 148, 158, 160, 174 6: 84, 110, 268–269 4: 12–13, 76–77, 140–141, 297, 308, 311, 315
115, 119 204–205, 268–269 5: 12–13, metaphor, 4: 353 5: 38
spatial, 3: 30, 62 4: 126 5: 30, 62 76–77, 140–141, 204–205, 268–269 personification, 2: 217Q, 280–281D,
temporal, 1: 84, 110 3: 30, 62, 174 6: 12–13, 76–77, 140–141, 204–205, 296, 301, 305, 306, 309, 310, 313,
4: 62, 126 5: 30, 62, 212 6: 86, 268–269 317 4: 350
158, 212 develop skills in speaking/listening, simile, 1: 216 2: 217I, 285 3: 105,
synonyms. See Vocabulary: 1: S6, S20, S37, 12–13, 27, 28, 29, 113, 123 4: 350, 353 6: 327
synonyms. 76–77, 91, 92, 93, 140–141, 155, 156,
flashback, 1: 351 2: 214, 245
157, 204–205, 219, 220, 221, 268–
Language arts. See Grammar; 269, 283, 284, 285, 334, 335, BM6– foreshadowing, 1: S10, 351 2: 153O
Vocabulary; Writing. BM7 2: 12–13, 27, 28, 29, 76–77, 3: 12, 22, 25G 4: 233, 241, 245, 251,
Latin roots. See Phonics/Word Study; 91, 92, 93, 140–141, 155, 156, 157, 347 5: 25O
Spelling; Vocabulary. 204–205, 219, 220, 221, 268–269, hyperbole, 1: 25O 6: 280, 281C, 281D,
Lesson plans, suggested weekly, 283, 284, 285, 334, 335, BM6–BM7 306, 313, 317
1: S3–S4, 6–7, 70–71, 134–135, 198– 3: 12–13, 27, 28, 29, 76–77, 91, 92, interior monologue, 4: 214, 271F
199, 262–263, 324–325 2: 6–7, 70–71, 93, 140–141, 155, 156, 157, 204–205,
line breaks, 6: 273
134–135, 198–199, 262–263, 324–325 219, 220, 221, 268–269, 283, 284,
3: 6–7, 70–71, 134–135, 198–199, 285, 334, 335, BM6–BM7 4: 12–13, meter, 2: 281C 4: 352
262–263, 324–325 4: 6–7, 70–71, 134– 27, 28, 29, 76–77, 91, 92, 93, 140– moral, 1: S13
135, 198–199, 262–263 5: 6–7, 70–71, 141, 155, 156, 157, 204–205, 219, non-human characters, 5: 22
134–135, 198–199, 262–263, 324–325 220, 221, 268–269, 283, 284, 285,
334, 335, BM6–BM7 5: 12–13, 27, repetition, 1: xii, 217E 6: 278–279,
6: 6–7, 70–71, 134–135, 198–199, 281D, 344
262–263, 324–325 28, 29, 76–77, 91, 92, 93, 140–141,
155, 156, 157, 204–205, 219, 220, rhyme/rhyme scheme, 1: xii 2: 274
Letters. See Writing forms: letters. 3: xii 4: 352
221, 268–269, 283, 284, 285, 334,
Level Up, 1: 9, 41, 49, 59, 73, 105, 113, 335, BM6–BM7 6: 12–13, 27, 28, sensory language, 1: 82 3: 40 4: 286,
123, 137, 169, 177, 187, 201, 233, 241, 29, 76–77, 91, 92, 93, 140–141, 155, 318 5: 94
251, 265, 297, 305, 315, 322, 336–339 156, 157, 204–205, 219, 220, 221, stanza, 4: 352
2: 9, 41, 49, 59, 73, 105, 113, 123, 137, 268–269, 283, 284, 285, 334, 335,
169, 177, 187, 201, 233, 241, 251, 265, BM6–BM7 suspense, 1: 89I
297, 305, 315, 322, 336–339 3: 9, 41, for a purpose, 1: 12, 76, 140, 204, 268 symbolism, 6: 276
49, 59, 73, 105, 113, 123, 137, 169, 177, 2: 12, 76, 140, 204, 268 3: 12, 76, tone, 3: 153D
187, 201, 233, 241, 251, 265, 297, 305, 140, 204, 268 4: 12, 76, 140, 204, 268 voice, 3: 153D
315, 322, 336–339 4: 9, 41, 49, 59, 73, 5: 12, 76, 140, 204, 268 6: 12, 76,
105, 113, 123, 137, 169, 177, 187, 201, Literary response, 1: 12, 25P, 41, 49, 53,
140, 204, 268
233, 241, 251, 265, 297, 305, 315, 322, 59, 76, 89R, 105, 113, 117, 123, 140,
336–339 5: 9, 41, 49, 59, 73, 105, 113, scope and sequence, 1: BM6–BM7 153R, 169, 177, 181, 187, 204, 217P,
123, 137, 169, 177, 187, 201, 233, 241, 2: BM6–BM7 3: BM6–BM7 4: BM6– 233, 241, 245, 251, 268, 281D, 297,
251, 265, 297, 305, 315, 322, 336–339 BM7 5: BM6–BM7 6: BM6–BM7 305, 309, 315 2: 12, 25P, 41, 49, 53, 59,
6: 9, 41, 49, 59, 73, 105, 113, 123, 137, strategies, 1: S6, 75, 335 2: 202, 335 76, 89L, 105, 113, 117, 123, 140, 153R,
169, 177, 187, 201, 233, 241, 251, 265, 3: 335 4: 138, 335 5: 335 6: 335 169, 177, 181, 187, 204, 217R, 233, 241,
297, 305, 315, 322, 336–339 teamwork, 1: T1, S5–S6 5: T1 245, 251, 268, 281D, 297, 305, 309, 315
3: 12, 25N, 41, 49, 53, 59, 76, 89N, 105,
Leveled Reader Lessons. See to presentations, 1: 347, 335, 353, 355 113, 117, 123, 140, 153N, 169, 177, 181,
Approaching Level Options; Beyond 2: 335, 347, 353, 355 3: 335, 347, 187, 204, 217P, 233, 241, 245, 251, 268,
Level Options; English Language 353, 355 4: 335, 347, 353, 355 5: 335, 281D, 297, 305, 309, 315 4: 12, 25R, 41,
Learners; On Level Options. 347, 353 6: 335, 347, 353, 355 49, 53, 59, 76, 89N, 105, 113, 117, 123,
Leveled Workstation Activity Cards, Literary Analysis. See Comprehension 140, 153L, 169, 177, 181, 187, 204, 217L,
1: S31, S32, 5, 69, 133, 197, 261, 326 skills; Comprehension strategies; 233, 241, 245, 251, 268, 281D, 297,
2: 5, 69, 133, 197, 261 3: 5, 69, 133, 197, Literary response; Write About 305, 309, 315 5: 12, 25R, 41, 49, 53, 59,
261, 326 4: 5, 69, 133, 197, 261, 326 Reading. 76, 89R, 105, 113, 117, 123, 140, 153N,
BM22 INDEX
INDEX
169, 177, 181, 187, 204, 217P, 233, 241, “Mummy” (Livingston), 2: 281C “Margaret Bourke-White: Fearless
245, 251, 268, 281D, 297, 305, 309, 315 “Ode to Pablo’s Tennis Shoes” (Soto), Photographer,” 3: 217Q–217T
6: 12, 25R, 41, 49, 53, 59, 76, 89R, 105, 6: 281C “Music of Many, The,” 3: 25O–25P
113, 117, 123, 140, 153R, 169, 177, 181,
“Out of This World” 5: 281A–281D “Not-So-Golden Touch, The,”
187, 204, 217R, 233, 241, 245, 251, 268,
281D, 297, 305, 309, 315. See also Text Pharaoh’s Boat (Weitzman), 6: 25S–25V
connections. 6: 217A–217P “People Could Fly, The,” 5: 89S–89V
respond to read alouds, 1: 12, 76, 140, Planet Hunter (Wittenstein),
“Tradition,” 2: 281F
204, 268 2: 12, 76, 140, 204, 268 5: 217A–217N
3: 12, 76, 140, 204, 268 4: 12, 76, “Writing on the Wall, The,” 1: 25Q–25T
Pot That Juan Built, The (Andrews-
140, 204, 268 5: 12, 76, 140, 204, 268 Goebel), 3: 153A–153L Literature selections, shared reads,
6: 12, 76, 140, 204, 268 Roman Diary (Johnson), 2: 153A–153P Cow Music, 1: 16–17
Literature circles, 1: S31, 41, 49, 53, 59, Seeing Things His Own Way Cusi’s Secret, 2: 208–209
105, 113, 117, 123, 169, 177, 181, 187, (Kaminsky), 4: 89A–89L
233, 241, 245, 251, 297, 305, 309, 315 Day the Day Broke, The, 4: 16–17
2: 41, 49, 53, 59, 105, 113, 117, 123, 169, Single Shard, A (Park), 2: 217A–217P Democracy Debate, The, 2: 80–81
177, 181, 187, 233, 241, 245, 251, 297, “Stewards of the Environment”
Drumbeat of Freedom, 1: 80–81
305, 315 3: 41, 49, 53, 59, 105, 113, 117, 3: 281A–281D
123, 169, 177, 181, 187, 233, 241, 245, Empire of the Sea, 2: 16–17
Story of Salt, The (Kurlansky),
251, 297, 305, 309, 315 4: 41, 49, 53, 59, 6: 25A–25P Facing the Storm, 3: 80–81
105, 113, 117, 123, 169, 177, 181, 187, Technology of Mesopotamia, The Fortunes of Fragrance, The 6: 16–17
233, 241, 245, 251, 297, 305, 309, 315 (Faiella), 2: 25A–25N
5: 41, 49, 53, 59, 105, 113, 117, 123, 169, Great Fire of London, The, 6: 80–81
233, 241, 245, 251, 297, 305, 309, 315 “This Is Just to Say” (Williams), 4: 281A “Hey Nilda,” 4: 272
6: 41, 49, 53, 59, 105, 113, 117, 123, 169, “to Mrs. Garcia in the office” (Sidman),
“Hi Rachel,” 4: 273
177, 181, 187, 233, 241, 245, 251, 297, 4: 281B
305, 309, 315 “How Many Seconds?” 6: 272
“to Thomas” (Sidman), 4: 281C
Literature selections, main “To You” (Hughes), 6: 281B Is Your City Green?, 3: 272–273
Before Columbus: The Americas of 1491 Who Created Democracy? Jewels from the Sea, 3: 144–145
(Mann), 5: 153A–153L (Wooldridge), 2: 89A–89J Journey to Freedom, 5: 80–81
Case of the Magic Marker Mischief Years of Dust: The Story of the Dust “Lifelong Friends,” 2: 273
Maker, The (Saldaña, Jr.), Bowl (Marrin), 4: 25A–25P
4: 153A–153J Light Detectives, 5: 208–209
Literature selections, paired
“Clay” (Singer), 2: 281C Making Money: A Story of Change,
“Aftermath of a Fire,” 6: 89S–89T 1: 272–273
“Economic Roller Coaster, The”
“A-MAZE-ing Tale of Theseus and the Marian Anderson: Struggles and
1: 281A–281D
Minotaur,” 5: 25S–25V
Elijah of Buxton (Curtis), 5: 89A–89P Triumphs, 3: 208–209
“Aminata’s Tale,” 4: 217M–217P
Extreme Scientists (Jackson), Messages in Stone and Wood, 6: 208–
“Box of Ideas, A,” 3: 153O–153R 209
6: 153A–153P
“Confronting a Challenge,” 3: 89O–89P Monster in the Mountain, The, 1: 208–
Great Fire, The (Murphy), 6: 89A–89P
“Donna O’Meara: The Volcano Lady,” 209
Hero and the Minotaur, The (Byrd),
1: 217Q–217T
5: 25A–25P My Visit to Arizona, 4: 208–209
“Dramatic Decisions: Theater Through
Home of the Brave (Applegate), “Ode to th Wind, An,” 6: 273
the Ages,” 4: 153M–153P
4: 217A–217J
“Enough!,” 1: 89S–89T “Ozymandius,” 2: 272
How Tía Lola Came to Visit Stay
“Erica Fernandez, Environmental Researcher to the Rescue, 6: 144–145
(Alvarez), 3: 25A–25L
Activist,” 4: 25S–25T Rockers Build a Soccer Field, The,
Into the Volcano (O’Meara),
1: 217A–217N “Extreme Exploration,” 1: 153S–153V 3: 16–17
Journey into the Deep (Johnson), “Genius of Roman Aqueducts, The,” Science of Silk, The, 5: 144–145
1: 153A–153P 2: 153S–153V Secret World of Caves, The, 1: 144–145
Little Blog on the Prairie (Bell), “Get Fit For Fun,” 4: 89O–89P, She Had to Walk Before She Could Run,
1: 25A–25N “Gilgamesh Lost and Found,” 4: 80–81
Lizzie Bright and the Buckminster Boy 2: 25Q–25R
Thunder Helper, 5: 16–17
(Schmidt), 3: 89A–89L “How Ideas Become Law,” 2: 89M–89N
Tools of the Explorer’s Trade, 5: 272–
“Majestic” (Huber), 2: 281A–281B, “Looking Back to Move Forward,”
273
Major Taylor: Champion Cyclist (Cline- 5: 153O–153R
Treasure in the Attic, 4: 144–145
Ransome), 3: 217A–217N “Maestro,” 2: 281E
Mostly True Adventures of Homer P. “Making the Scientific Method Work Yaskul’s Mighty Trade, 2: 144–145
Figg, The (Philbrick), 1: 89A–89P for You,” 6: 153S–153V Lyrics, song. See Poetry: forms of
INDEX BM23
4: 25B, 40, 48, 52, 58, 89B, 104, 112, 116, genre, 1: 48, 112, 176, 240, 304 2: 48,
M 122, 153B, 168, 176, 180, 186, 217B,

232, 240, 244, 250, 281B, 296, 304, 308,
314, 328, 339, 356, 357, 360 5: 25B, 40,
112, 176, 177, 240, 304 3: 48, 112,
176, 177, 240, 304 4: 48, 112, 176,
177, 240, 304 5: 48, 112, 176, 177,
Magazine article. See Genre: 48, 52, 58, 89B, 104, 112, 116, 122, 153B, 240, 304 6: 48, 112, 176, 177, 240,
informational text. 168, 176, 180, 186, 217B, 232, 240, 244, 304
Main ideas. See Comprehension skills: 250, 281B, 296, 304, 308, 314, 328, 339, Leveled Reader lessons, 1: 48–49,
main ideas and key details. 356, 357, 360 6: 25B, 40, 48, 52, 58, 89B, 112–113, 176–177, 240–241, 304–
104, 112, 116, 122, 153B, 168, 176, 180, 305 2: 48–49, 112–113, 176–177,
Maps. See Graphic Organizers; Text 186, 217B, 232, 240, 244, 250, 281B,
features. 240–241, 304–305 3: 48–49, 112–
296, 304, 308, 314, 328, 339, 356, 357, 113, 176–177, 240–241, 304–305
Meaning, shades of, 1: 39, 103, 167, 231, 360
295 2: 39, 103, 167, 231, 295 3: 39, 103, 4: 48–49, 112–113, 176–177,
Nouns. See Grammar: nouns. 240–241, 304–305 5: 48–49, 112–
167, 231, 295 4: 39, 103, 167, 231, 295
5: 39, 103, 167, 231, 295 6: 39, 103, 167, 113, 176–177, 240–241, 304–305
231, 295 6: 48–49, 112–113, 176–177,
Mechanics and usage. See Grammar:
mechanics and usage.
Media literacy, 3: T1, 220 5: T1, 156
O 240–241, 304–305
make connections, 1: 49, 113, 177, 241,
305 2: 49, 113, 177, 241, 305 3: 49,
6: 330 On Level Options, 1: 3, 48–51, 67, 112– 113, 177, 241, 305 4: 49, 113, 177,
115, 131, 176–179, 195, 240–243, 259, 241, 305 5: 177, 241, 305 6: 49, 113,
Metaphor. See Literary devices; Poetry. 177, 241, 305
304–307, 337 2: 3, 48–51, 67, 112–115,
Meter. See Literary devices; Poetry. 131, 176–179, 195, 240–243, 259, 304– preview and predict, 1: 48, 112, 176,
Minilessons. See Writing: minilessons. 307, 337 3: 3, 48–51, 67, 112–115, 131, 240, 304 2: 48, 112, 176, 177, 240,
Modeling. See Fluency; Writing: expert 176–179, 195, 240–243, 259, 304–307, 304 3: 48, 112, 176, 177, 240, 304
model, using; Writing: student model, 337 4: 3, 48–51, 67, 112–115, 131, 176– 4: 48, 112, 176, 240, 304 5: 48, 112,
using. 179, 195, 240–243, 259, 304–307, 337 176, 240, 304 6: 48, 112, 176, 177,
5: 3, 48–51, 67, 112–115, 131, 176–179, 240, 304
Monitor and Differentiate. See
Assessment: formal/informal: Quick 195, 240–243, 259, 304–307, 337 6: 3,
self-selected reading, 1: 51, 115, 179,
Check. 48–51, 67, 112–115, 131, 176–179, 195,
243, 307 2: 51, 115, 179, 243, 307
240–243, 259, 304–307, 337
Monitor comprehension. See 3: 51, 115, 179, 243, 307 4: 51, 115,
Comprehension strategies: monitor academic language, 1: 48, 112, 176, 179, 243, 307 5: 51, 115, 179, 243,
and adjust comprehension. 240, 304 2: 48, 112, 176, 240, 304 307 6: 51, 115, 179, 243, 307
3: 48, 112, 176, 177, 240, 304 4: 48,
Multimedia elements, 1: xii, 348, 354 112, 176, 240, 304 5: 48, 112, 176, vocabulary, 1: 48–49, 50, 112–113,
2: xii, 348 3: xii, 348, 354 4: xii, 329, 348, 114, 176–177, 178, 240–241, 242,
240, 304 6: 48, 112, 176, 177, 240,
354 5: xii, 331, 348, 354 6: xii, 348, 354 304–305, 306 2: 48–49, 50, 112–113,
304
Multiple-meaning words. See 114, 176–177, 178, 240–241, 242,
comprehension, 1: 48–49, 51, 112–113, 304–305, 306 3: 48–49, 50, 112–113,
Vocabulary: multiple-meaning words.
115, 176–177, 179, 240–241, 243,
Mystery. See Genre: fiction. 114, 176–177, 178, 240–241, 242,
304–305, 307 2: 48–49, 51, 112–113,
304–305, 306 4: 48–49, 50, 112–113,
Myth. See Genre: fiction. 115, 176–177, 179, 240–241, 243,
114, 176–177, 178, 240–241, 242,
304–305, 307 3: 48–49, 51, 112–113,
304–305, 306 5: 48–49, 50, 114, 176,
115, 176–177, 179, 240–241, 243,
178, 240–241, 242, 304, 306 6: 48–
N 304–305, 307 4: 48–49, 51, 112–113,

115, 176–177, 179, 240–241, 243,
304–305, 307 5: 48–49, 51, 112–113,
115, 176–177, 179, 240–241, 243,
49, 50, 112–113, 114, 176–177, 178,
240–241, 242, 304–305, 306
Oral language, 1: xii, S5, S19, 10, 14, 34–
Narratives. See Genre; Writing forms. 304–305, 307 6: 48–49, 51, 112–113, 35, 74, 78, 98–99, 138, 142, 162–163,
Narrator. See Point of view. 115, 176–177, 179, 240–241, 243, 202, 206, 226–227, 266, 270, 290–291
Negatives. See Grammar: negatives. 304–305, 307 2: xii, 10, 14, 34–35, 74, 78, 98–99, 138,
fluency, 1: 49, 113, 177, 241, 305 2: 49, 142, 162–163, 202, 206, 226–227, 266,
Nonfiction. See Genre; Informational
113, 177, 241, 305 3: 49, 113, 177, 270, 290–291 3: xii, 10, 14, 34–35, 74,
text; Writing forms.
241, 305 4: 49, 113, 177, 241, 305 78, 98–99, 138, 142, 162–163, 202,
Note taking, 1: S24, S35, 25B, 40, 48, 52, 206, 226–227, 266, 270, 290–291 4: xii,
58, 89B, 104, 112, 116, 122, 153B, 168, 5: 49, 113, 177, 241, 305 6: 49, 113,
177, 241, 305 10, 14, 34–35, 74, 78, 98–99, 138, 142,
176, 180, 186, 217B, 232, 240, 244, 250,
162–163, 202, 206, 226–227, 266, 270,
281B, 296, 304, 308, 314, 328, 339, 356, focus on genre, 1:113 2: 177, 305
290–291 5: xii, 10, 14, 34–35, 74, 78,
357, 360 2: 25B, 40, 48, 52, 58, 89B, 4: 177 5: 49
98–99, 138, 142, 162–163, 202, 206,
104, 112, 116, 122, 153B, 168, 176, 180, focus on literary elements, 1: 49 2: 241 226–227, 266, 270, 290–291 6: xii, 10,
186, 217B, 232, 240, 244, 250, 281B, 3: 49, 113 5: 113 6: 305
296, 304, 308, 314, 328, 339, 356, 357, 14, 34–35, 74, 78, 98–99, 138, 142,
360 3: T1, 25B, 40, 48, 52, 58, 89B, 104, focus on science, 1:177, 241 3: 305 162–163, 202, 206, 226–227, 266, 270,
112, 116, 122, 153B, 168, 176, 180, 186, 5: 241, 305 6:177 290–291
217B, 232, 240, 244, 250, 281B, 296, focus on social studies, 1: 305 2: 49, Outlining, 1: 220, 345 2: 28 3: 156 5: 220
304, 308, 314, 328, 339, 356, 357, 360 113 3: 177, 241 5: 177 6: 49, 113 See also Research and inquiry.
BM24 INDEX
INDEX
words with absorbed prefixes, 6: 218, literary elements in, 2: 274 4: 274
P 234–235
words with consonant alternation,
4: 282, 298–299
6: 274
alliteration, 4: 278, 281C, 281D
assonance, 4: 278, 281C, 281D
Paraphrasing. See Comprehension words with er, ir, ur, 1: 234–235 figurative language, 2: 281D 4: 353
strategies: paraphrase.
3: 106–107 6: 281C, 281D
Parts of a book. See Study skills; parts of
words with Greek roots, 5: 218, hyperbole, 6: 280, 306, 313, 317
a book, using.
234–235 6: 298 imagery, 6: 278
Personification. See Author’s Craft;
words with homophones, 5: 26, 42–43 line breaks, 6: 273
Literary devices; Vocabulary.
words with inflectional endings, 2: 90, metaphor, 2: xii 4: 353
Persuasion, techniques of. See Media
106–107
literacy; Writing forms: persuasive. meter, 2: 278, 281C, 281D 4: 352
words with Latin roots, 5: 154,
Phonics/structural analysis. See ode, 6: 268, 274, 281C
170–171
Phonics/Word Study; Spelling. personification, 2: 280–281, 301,
Phonics/Word Study. See also words with long vowels, 1: 90, 306, 310, 317 4: 350
Approaching Level Options: phonics; 106–107 2: 234–235 4: 106–107
repetition, 1: xii 6: 278–279, 281D,
English Language Learners: phonics. words with plurals, 2: 26, 42–43 313
compound words, 1: 282, 298–299 words with prefixes, 3: 218, 234–235 rhyme/rhyme schemes, 1: xii 2: 274,
decode words, 1: 42–43, 106–107, 4: 154, 170–171, 234–235 6: 218, 278 3: xii 4: 352
170–171, 234–235, 298–299 2: 42– 234–235
rhythm, 2: 274, 278, 279 4: 274, 278
43, 106–107, 170–171, 234–235, words with Greek prefixes, 4: 218, 6: 274, 278
298–299 3: 42–43, 106–107, 170– 234–235 5: 106–107
sensory words, 4: 353
171, 234–235, 298–299 4: 42–43, words with Latin prefixes, 4: 218,
106–107, 170–171, 234–235, 298– simile, 4: 353
234–235 5: 106–107
299 5: 42–43, 106–107, 170–171, stanzas, 3: xii 4: 352
234–235, 298–299 6: 42–43, 106– words with short vowels, 1: 26, 42–43
2: 170–171 4: 106–107 5: 42 tone, 6: xii
107, 170–171, 234–235, 298–299
words with suffixes, 3: 298–299 4: 154, Point of view
decoding strategy, 1: S17
170–171 6: 26, 42–43, 90, 106–107, author, 4: 20, 84 5: 276
frequently misspelled words, 1: 154, 154, 170–171 character, 1: S13, 22 2: 148, 174, 212,
3: 154, 170–171
words with -ance, -ence, ant, -ent, 238, 239 3: 86 4: 276, 302, 303
link to spelling, 1: S30
6: 90, 106–107 first-person, 1: 217O 2: 148, 174 4: 276,
multisyllabic words, 1: S17–S18, 27, 302, 311 5: 80
words with Greek suffixes, 6: 154,
43, 91, 107, 155, 219, 283 2: 27, 91,
170–171 multiple accounts, 4: 303, 307, 311
155, 219, 283 3: 27, 91, 155, 219,
283, 299 4: 27, 91, 155, 219, 283, 299 words with -ible and -able, 6: 26, narrator, 1: 22, 210, 214 2: 148, 175,
5: 27, 91, 155, 219, 283, 299 6: 27, 42–43 183, 198, 212, 238, 243, 247 3: 86,
91, 155, 219, 283 words with -ive, -age, -ize, 5: 282, 214 4: 276, 303, 307, 311 6: 86
Quick Phonics Survey, 1: S37 298–299 6: 42 third-person, 1: S13 2: 212, 238, 239,
243, 247 3: 86, 214
syllable-scoop technique, 1: 43, 107, words with vowel alternation, 4: 90,
171, 235 2: 235, 299 3: 171 4: 171 106–107 third-person limited, 3: 86
5: 107, 171, 235 6: 171, 235 Plays. See Genre: drama. Possessives. See Grammar: possessives.
syllable types Plot development. See Comprehension Predictions, make, 1: 25B, 40, 48, 52,
closed, 1: S29 2: 154, 170–171, skills: plot. 89B, 104, 112, 116, 153B, 168, 176,
298–299 180, 217B, 232, 240, 244, 296, 304,
Plurals. See Grammar: plurals. 308 2: 25B, 40, 48, 52, 58, 89B, 104,
consonant + ion, 3: 282, 298–299 Poetry 112, 116, 122, 153B, 153D, 153F, 153H,
4: 26, 42–43 153J, 153N, 168, 176, 180, 185, 217B,
characteristics of, 2: 268, 274 4: 268,
consonant + le, 1: S29 2: 282, 274 6: 268, 274, 281C 217F, 217G, 217L, 217N, 217O, 217T,
298–299 232, 240, 244, 249, 281B, 296, 304, 308
comparing, 1: S11 2: 281E–281F, 285
final (silent) e, 1: S29 3: 12–13, 18–19, 25B, 25D, 25F, 25J,
4: 281E–281F, 285 6: 281E–281F, 285
40, 48, 52, 57, 76–77, 82–83, 89B, 89C,
open, 1: S29 2: 218, 234–235 forms of 89E, 89G, 89L, 104, 112, 116, 121, 153B,
3: 234–235
free verse, 2: xii 4: 268, 274 153K, 168, 176, 180, 217B, 232, 240,
r-controlled, 1: S29, 218, 234–235 244, 281A, 296, 304, 308 4: 25B, 40, 48,
3: 90, 106–107 limerick, 4: 350
52, 89B, 104, 112, 116, 153B, 168, 176,
vowel teams, 1: S29, 170–171 3: 26, lyric/song, 2: 268, 274, 281C 6: 268, 180, 217B, 232, 240, 244, 296, 304, 308
42–43, 170–171 274, 281C 5: 12–13, 18–19, 25B, 25F, 25K, 25O,
narrative, 4: 268, 274 25T, 40, 48, 52, 57, 76–77, 82–83, 89B,
word building, 1: S18
ode, 6: 268, 274, 281C 89F, 89H, 89J, 89T, 104, 112, 116, 121,
words from around the world, 5: 90 153B, 168, 176, 180, 217B, 232, 240,
words from mythology, 6: 282, song lyrics, 6: 281E–281F 244, 281A, 296, 304, 308 6: 25B, 40, 48,
298–299 sonnet, 2: 268, 274 52, 89B, 104, 112, 116, 153B, 168, 176,
INDEX BM25
180, 217B, 232, 240, 244, 281B, 296, 275 4: 25P 5: 281F 6: 82–83. See
304, 308
Predictions and purposes, return to,
1: 25N, 89P, 153P, 217N, 281D 2: 25N,
Q also Ask and answer questions;
Comprehension strategies: ask and
answer questions.
Questions. See Ask and answer author’s use of reasons and evidence,
89J, 153P, 217P 3: 25L, 89L, 153L, 217N,
questions; Comprehension strategies: 1: S25, S26, 276, 303, 307, 311
281D 4: 25P, 89L, 153J, 217J 5: 25P, 89P, ask and answer questions; Research
153L, 217N 6: 25P, 89P, 153P, 217P compare and contrast
and inquiry: choosing research focus/
Prefixes. See Phonics/Word Study; questions. eyewitness accounts, 6: 117
Spelling; Vocabulary. Quotation marks. See Grammar: multiple accounts, 1: S25, S26, 157,
punctuation; Grammar: commas. 221 2: 93 5: 157 6: 89S–89T, 93,
Prepositions and prepositional 117
phrases. See Grammar.
text on same topic, 1: S25, 153T,
R
Prereading strategies. See 217R, 281E 2: 25Q, 89M 3: 153P,
Comprehension strategies: 217R, 281E 4: 25S, 89P 5: 153P,
establish purpose for reading with 217R, 281E 6: 25T 89S–89T, 117,
an essential question; Predictions, 153S, 217S
make; Previewing literature; Reading Read alouds, 1: 13, 77, 141, 205, 269
text structure, 1: 273 6: 93
2: 13, 77, 141, 205, 269 3: 13, 77, 141,
purposefully. craft and structure, 2: 20–21, 84–85
205, 269 4: 13, 77, 141, 205, 269 5: 13,
Previewing literature, 1: 25B, 40, 48, 52, 77, 141, 205, 269 6: 13, 77, 141, 205, 3: 212–213 4: 20–21, 84–85 5: 148–
58, 89B, 104, 112, 116, 122, 153B, 168, 269 149, 212–213, 276–277 6: 84–85,
176, 180, 186, 217B, 232, 240, 244, 250, 212–213
Reader’s Theater, 1: 322, 326–327
281A, 296, 304, 308, 314 2: 25B, 40, 48, 2: 322, 326–327 3: 322, 326–327 drawing inferences, 1: S24, 146, 153G,
52, 58, 89B, 104, 112, 116, 122, 153B, 4: 322, 326–327 5: 322, 326–327 6: 322, 210, 217T, 274, 285 2: 18, 20, 48,
168, 176, 180, 186, 217B, 232, 240, 244, 326–327 89G, 112, 153G 3: 217G, 217R, 275,
Reading and responding. See Literary 285, 304 4: 17, 18, 25L, 76, 82, 89F
250, 296, 304, 308, 314 3: 25B, 40, 48,
response. 5: 146, 153H, 204, 210, 217G, 285
52, 58, 89B, 104, 112, 116, 122, 153B,
6: 12, 18, 25E, 82, 89E, 153K, 217G
168, 176, 180, 186, 217B, 232, 240, 244, Reading digitally, 1: 322, 328–329
2: 322, 328–329 3: 322, 328–329 genre. See also Genre: informational
250, 281A, 296, 304, 308, 314 4: 25B, 40,
4: 322, 328–329 5: 322, 328–329 6: 322, text.
48, 52, 58, 89B, 104, 112, 116, 122, 153B,
168, 176, 180, 186, 217B, 232, 240, 244, 328–329. See also Computer literacy. historical events, 6: 25G, 74, 89P,
Reading independently, 1: S32, 47, 51, 104, 112, 116, 120, 212, 331
250, 296, 304, 308, 314, 5: 25B, 40, 48,
52, 58, 89B, 104, 112, 116, 122, 153B, 55, 111, 115, 119, 175, 179, 183, 239, online article, 1: 328 2: 328 3: 328
243, 247, 303, 307, 311, 339 2: 47, 51, 4: 328 5: 328 6: 328
168, 176, 180, 186, 217B, 232, 240, 244,
55, 111, 115, 119, 175, 179, 183, 239, scientific ideas, 5: 217O 6: 140, 150
250, 281A, 296, 304, 308, 314 6: 25B, 40,
243, 247, 303, 307, 311, 339 3: 47, 51,
48, 52, 58, 89B, 104, 112, 116, 122, 153B, steps in a technical procedure,
55, 111, 115, 119, 175, 179, 183, 239,
168, 176, 180, 186, 217B, 232, 240, 244, 3: 278 5: 146, 210, 212, 350
243, 247, 303, 307, 311, 339 4: 47, 51,
250, 281B, 296, 304, 308, 314 6: 25G, 140, 150
55, 111, 115, 119, 175, 179, 183, 239,
Primary sources, 2: 329 4: 12, 22, 25I, 243, 247, 303, 307, 311, 339 5: 47, 51, integrate ideas
25L, 25O, 92, 113, 123, 330, 332 6: 76, 55, 111, 115, 119, 175, 179, 183, 239, charts, 1: S23, 296, 308 2: 86, 105
243, 247, 303, 307, 311, 339 6: 47, 51, 3: 278 5: 304 6: 140, 150, 214
86, 89H, 89L, 89Q, 89R, 92, 104, 105,
55, 111, 115, 119, 175, 179, 183, 239, diagrams, 1: 240, 296, 308 2: 22, 86,
112, 113, 116, 117, 122, 123, 358
243, 247, 303, 307, 311, 339 104 3: 315 5: 304 6: 22, 150
Problem and solution. See Reading Informational Text. See also
Comprehension skills: problem and graphs, 1: 278 6: 150
Informational text.
solution. illustrations, 1: S23, 168, 240
academic language. See also Academic
Pronouns. See Grammar: pronouns. language; English Language interactive elements, 1: 328 2: 328
Learners: academic language; 3: T1, 328 4: 328 5: 328 6: 328
Pronunciation. See Fluency:
Vocabulary: academic vocabulary, key details, 1:153C, 153I, 153N, 153P,
pronunciation.
domain-specific words. 153R, 217C, 217F, 217G, 217J, 358
Proofreading. See Spelling: domain-specific, 1: S5, S8, 182, 6: 46, 174
proofreading; Writing process. 246, 310, 328 2: 54, 118, 328, 344 key words, 1: S23
Punctuation. See Fluency: punctuation; 3: 182, 246, 310, 328 4: 54, 118 main idea, 1: 153C, 153I, 153N, 153P,
Grammar: punctuation. 5: 182, 246, 310, 328 6: 54, 118, 153R, 217C, 217F, 217G, 217J, 358
182, 246
Purposes, setting for reading. point of view
general academic, 1: S5, 166, 188,
See Comprehension strategies: author. See Comprehension skills:
230, 242, 280 2: 24, 38, 102 3: 152,
establish purpose for reading with author’s point of view.
166, 188, 232, 294 4: 38, 102
an essential question; Predictions, 5: 166, 230, 294 6: 38, 102, 166, sidebars, 1: 278, 281C, 296, 308 2: 89D,
make; Previewing literature; Reading 230 358 3: 278 4: 25D 5: 268, 278, 304
purposefully. ask and answer questions, 2: 82–83, summarize, 3: 146–147, 210–211
89N, 118–119, 153T, 153U 3: 274– 5: 274–275 6: 146–147, 210–211.
BM26 INDEX
INDEX
See also Comprehension strategies: key details choosing research focus/questions,
summarize. central message. See Key details: 1: 330
text structure, 1: S23 theme. citing and recording sources, 3: 330
cause and effect, 1: S23 5: 175 characters, 1: 20–21, 84–85 3: 46, 5: 346 6: 329
6: 111, 358 110 5: 20–21, 84–85 creating bibliography, 5: 330
comparison, 1: S23 cultures, reading about diverse, creating presentation, 1: S35, 28,
problem and solution, 1: S23 2: 202, 204–205, 208 4: 217L, 92, 332 2: 332 3: 332 4: 332 5: 332
232–233, 240–241 5: 25C 6: 332
sequence, 1: S23, 153K 5: 239 6: 239
drawing inferences, 3: 89D developing research plan, 1: 330
Reading Literature
events, 1: 20–21, 84–85 3: 46, 110 evaluating sources, 1: S35 2: 330 3: T1,
compare and contrast 329
5: 20–21, 84–85
characters, 1: S14, 25D, 25E, 25I, 25L, finding information, 1: T1, S35, 332
25M, 25P, 59 moral, 1: S13
2: 332 3: 332 4: 332 5: 332 6: 332
events, 1: 20, 47, 51, 55 6: 93 plot, 1: 20–21, 84–85 3: 46, 110
5: 20–21, 84–85 identifying resources for, 1: S35,
genre, 1: S11, 93 2: 221, 285 4: 221, 332 2: 332
285 5: 29, 93 sequence of events, 1: 84–85
Internet, 1: 329, 332 2: 329, 332 3: 329,
plots, 1: S14, 25D, 25I, 25M, 25P setting, 1: 20–21, 84–85 3: 46, 110 332 4: 329, 332 5: 329, 332 6: 329,
5: 20–21, 84–85 332
point of view, 1: S26 4: 311
summarize, 4: 146–147, 210–211 interviews, 2: 92, 331 4: T1
setting, 1: S14, 21, 25D, 25I, 25M,
25P theme, 2: 276–277 3: 20–21, 84–85 organizing information, 1: 332 2: 332
theme, 1: S14, 93 2: 221, 285 3: 29 4: 148–149, 174, 212–213, 358 3: 332 4: 332 5: 332 6: 332
4: 221, 241, 285 6: 285, 309, 311 6: 276–277, 302 paraphrasing, 2: T1 3: 330
craft and structure Reading Log, 1: S32. See also Journal recording information, 1: 332 2: 332
writing. 3: 332 4: 332 5: 332 6: 332
structural elements of drama
Reading Process. See Comprehension review and evaluation, 1: 333 2: 333
cast of characters, 1: 326 2: 326
skills; Comprehension strategies; 3: 333 4: 333 5: 333 6: 333
3: 326 4: 326 5: 326 6: 326
Fluency; Phonics/Word Study;
dialogue, 4: 150, 153C, 153G, 158, self-selected theme projects,
Vocabulary.
168, 176, 180 setting research goals, 1: 332 2: 332
Reading purposefully, 1: 47, 51, 55, 111, 3: 332 4: 332 5: 332 6: 332
scene, 4: 150 5: 327 115, 119, 175, 179, 183, 239, 243, 247,
setting, 1: 326 2: 326 3: 326 4: 326 303, 307, 311 2: 47, 51, 55, 111, 115, shared research board, 1: T1, S35, 92,
5: 326 6: 326 156, 284, 332 2: T1, 92, 156, 220,
119, 175, 179, 183, 239, 243, 247, 303,
284, 332 3: T1, 28, 92, 156, 220, 284,
stage directions, 1: 326 3: 326 307, 311 3: 47, 51, 55, 111, 115, 119,
332 4: T1, 28, 92, 156, 220, 284, 332
4: 150, 151, 153B, 327, 358 175, 179, 183, 239, 243, 247, 303, 307,
5: T1, 28, 92, 156, 220, 284, 332 6: T1,
structural elements of poetry 311 4: 47, 51, 55, 111, 115, 119, 175,
28, 92, 156, 220, 284, 332
179, 183, 239, 243, 247, 303, 307, 311
meter, 2: 281C, 281D 4: 352 5: 47, 51, 55, 111, 115, 119, 175, 179, strategies, 1: 330 2: 330 3: 330 4: 330
rhyme, 1: xii 2: 274 3: xii 4: 352 183, 239, 243, 247, 303, 307, 311 6: 47, 5: 330 6: 330
stanza, 3: xii 4: 352 51, 55, 111, 115, 119, 175, 179, 183, 239, understanding plagiarism, 2: T1 3: 330
genre. See also Genre: fiction. 243, 247, 303, 307, 311 understanding primary and
Reading/Writing Connection. See secondary sources, 4: 330
drama, 1: 326–327 2: 326–327
3: 326–327 4: 326–327, 358 Write About Reading. using library or media center, 1: T1,
5: 326–327 6: 326–327 Realistic fiction. See Genre: fiction. S35 2: 330 5: T1 6: T1
fable, 3: 55, 84 Reference and Research. See Computer using multiple sources, 5: 346
folktale, 1: S9, S12 2: 326 Literacy; Informational text; Research using technology, 1: T1, S35, 329, 332
5: 89S–89V, 105, 113, 117, 123 and inquiry; Study skills; Text 2: 329, 332 3: 329, 332 4: 329, 332
6: 326 features; Unit projects; Vocabulary; 5: 329, 332 6: 329, 332
Weekly project. Respond to Reading. See Literary
myths, 5: 12, 25B, 25T, 40, 48, 52
6: 25T Repetition, 1: 217E. See Literary devices. response: respond to read alouds.
poetry, 1: xii, 89S 2: xii, 25R, 268, Reread for comprehension. See Response Prompt. See Writing prompts.
281C, 281E 3: xii 4: 268, 281C, Comprehension strategies: reread. Response to intervention, 1: S38, 65,
281E 6: xii, 268, 281E Research and inquiry, 1: S35, 8, 92, 156, 129, 193, 257, 321, 341 2: 65, 129, 193,
integrate knowledge and ideas 220, 284, 330–333 2: 28, 92, 156, 220, 257, 321, 341 3: 65, 129, 193, 257, 321,
284, 330–333 3: 28, 92, 156, 220, 284, 341 4: 65, 129, 193, 257, 321, 341 5: 65,
point of view, 4: 281D 129, 193, 257, 321, 341 6: 65, 129, 193,
330–333 4: 28, 92, 156, 220, 284, 330–
character, 4: 284 257, 321, 341
333 5: 28, 92, 156, 220, 284, 330–333
first person, 2:148, 153R 4: 276, 6: 28, 92, 156, 220, 284, 330–333 See Rhyme. See Literary devices.
281D, 315 also Unit projects; Weekly project. Roots. See Phonics/Word Study; Spelling;
narrator, 1: 93 2: 148, 153R checklists, 1: 333 2: 333 3: 333 4: 333 Vocabulary.
third person, 2: 217R 5: 333 6: 333 Rubrics. See also Scoring rubrics.
INDEX BM27
research and inquiry 1: 323 2: 323 Skimming and scanning. See Study frequently misspelled words, 1: 164–
3: 323 4: 323 5: 323 6: 323 skills. 165 3: 164–165, 190
writing, 1: S34, 323, 349, 355 2: 323, Small Group Options. See Approaching homophones, 5: 36–37, 62
349, 355 3: 323, 349, 355 4: 323, 349, Level Options; Beyond Level Options; inventory of developmental spelling,
355 5: 323, 349, 355 6: 323, 349, 355 English Language Learners; On Level 1: S37, S38
Options.
posttest, 1: 37, 101, 165, 229, 293 2: 37,
Social studies, 1: 92, 284, 297, 305, 309,
S
101, 165, 229, 293 3: 37, 101, 165,
315 2: 25F, 25N, 28, 41, 49, 53, 59, 89H, 229, 293 4: 37, 101, 165, 229, 293
92, 105, 113, 117, 123, 156, 220, 284, 5: 37, 101, 165, 229, 293 6: 37, 101,
329 3: 28, 92, 153F, 156, 169, 177, 181, 165, 229, 293
187, 217L, 329 4: 25N, 92, 156, 220
Scaffolding. See Access complex pretest, 1: 36, 100, 164, 228, 292 2: 36,
5: 92, 153J, 156, 169, 177, 181, 187
text; English Language Learners: 100, 164, 228, 292 3: 36, 100, 164,
6: 25J, 41, 49, 53, 59, 89L, 92, 105, 113,
scaffolding. 228, 292 4: 36, 100, 164, 228, 292
117, 123, 217D, 220, 233, 241, 245, 251,
Science, 1: 28, 156, 169, 177, 181, 187, 329. See also Leveled Workstation 5: 36, 100, 164, 228, 292 6: 36, 100,
217D, 220, 233, 241, 245, 251, 329 Activity Cards. 164, 228, 292
3: 220, 284, 297, 305, 309, 315 4: 41, proofreading, 1: 37, 101, 165, 229, 293
49, 53, 59, 89J, 105, 113, 117, 123, 329
Song lyrics. See Poetry: forms of.
2: 37, 101, 165, 229, 293 3: 37, 101,
5: 217H, 220, 233, 241, 245, 251, 284, Speaking skills and strategies. See also
165, 229, 293 4: 37, 101, 165, 229,
297, 305, 309, 315, 329 6: 28, 153F, 156, Fluency: speaking/listening skills;
293 5: 37, 101, 165, 229, 293 6: 37,
169, 177, 181, 187. See also Leveled Listening
101, 165, 229, 293
Workstation Activity Cards. checklist, 1: 334 2: 334 3: 334 4: 334
reference materials
Science fiction. See Genre: fiction. 5: 334 6: 334
dictionary, 1: 37, 101, 165, 229, 293
Scoring rubrics oral presentations, 1: 334 2: 334 3: 334
2: 37, 101, 165, 229, 293 3: 37,
4-Point, 1: 333, 349, 355 2: 333, 349, 4: 334 5: 334 6: 334
101, 165, 229, 293 4: 37, 101, 165,
355 3: 333, 349, 355 4: 333, 349, 355 using props and visuals, 1: 334 2: 334 229, 293 5: 37, 101, 165, 229, 293
5: 333, 349, 355 6: 333, 349, 355 3: 334 4: 334 5: 334 6: 334 6: 37, 101, 165, 229, 293
research and inquiry, 1: 333 2: 333 Speech. See Genre: informational text. glossary, 1: S27
3: 333 4: 333 5: 333 6: 333 Spelling. See also English Language Spiral Review, 1: 36, 100, 164, 228, 292
writing, 1: 349, 355 2: 349, 355 3: 349, Learners: writing/spelling; Phonics/ 2: 36, 100, 164, 228, 292 3: 36, 100,
355 4: 349, 355 5: 349, 355 6: 349, Word Study. 164, 228, 292 4: 36, 100, 164, 228,
355 analogies, 2: 165 3: 293 4: 293 5: 37 292 5: 36, 100, 164, 228, 292 6: 36,
Self-selected reading, 1: S32, 47, 51, antonyms, 1: 165 4: 37, 295 6: 37 100, 164, 228, 292
111, 115, 175, 179, 239, 243, 303, 307 synonyms, 1: 101, 165 2: 229 4: 37,
assess and reteach, 1: 37, 101, 165,
2: 47, 51, 111, 115, 175, 179, 239, 243, 101, 293 6: 101
229, 293 2: 37, 101, 165, 229, 293
303, 307 3: 47, 51, 111, 115, 175, 179,
3: 37, 101, 165, 229, 293 4: 37, 101, word lists, 1: 36, 100, 164, 228, 292,
239, 243, 303, 307 4: 47, 51, 111, 115,
165, 229, 293 5: 37, 101, 165, 229, 2: 36, 100, 164, 228, 292 3: 36, 100,
175, 179, 239, 243, 303, 307 5: 47, 51,
293 6: 37, 101, 165, 229, 293 164, 228, 292 4: 36, 100, 164, 228,
111, 115, 175, 179, 239, 243, 303, 307
6: 47, 51, 110, 111, 115, 175, 179, 239, assess prior knowledge, 1: 36, 100, 292 5: 36, 100, 164, 228, 292 6: 36,
243, 303, 307 164, 228, 292 2: 36, 100, 164, 228, 100, 164, 228, 292
292 3: 36, 100, 164, 228, 292 4: 36, word meanings, 1: 37, 101, 165, 229,
Sentences. See Grammar: sentences;
100, 164, 228, 292 5: 36, 100, 164, 293 2: 37, 101, 165, 229, 293 3: 37,
Writer’s Craft; Writing traits.
228, 292 6: 36, 100, 164, 228, 292 101, 165, 229, 293 4: 37, 101, 165,
Sequence of events. See
challenge words, 1: 36, 100, 164, 228, 229, 293 5: 37, 101, 165, 229, 293
Comprehension skills: sequence;
292 2: 36, 100, 164, 228, 292 3: 36, 6: 37, 101, 165, 229, 293
Writing traits: organization.
100, 164, 228, 292 4: 36, 100, 164, word sorts, 1: 36–37, 100–101, 164–
Setting. See Comprehension skills: 228, 292 5: 36, 100, 164, 228, 292 165, 228–229, 292–293 2: 36–37,
setting. 6: 36, 100, 164, 228, 292 100–101, 164–165, 228–229, 292–
Shared Read, 1: 16–17, 80–81, 144–145, compound words, 1: 292–293, 318 293 3: 36–37, 100–101, 164–165,
208–209, 272–273 2: 16–17, 80–81, 228–229, 292–293 4: 36–37, 100–
dictation sentences, 1: 36, 37, 100,
144–145, 208–209, 272–273 3: 16–17, 101, 164–165, 228–229, 292–293
101, 164, 165, 228, 229, 292, 293
80–81, 144–145, 208–209, 272–273 5: 36–37, 100–101, 164–165, 228–
2: 36, 37, 100, 101, 164, 165, 228,
4: 16–17, 80–81, 144–145, 208–209, 229, 292–293 6: 36–37, 100–101,
229, 292, 293 3: 36, 37, 100, 101,
272–273 5: 16–17, 80–81, 144–145, 164–165, 228–229, 292–293
164, 165, 228, 229, 292, 293 4: 36,
208–209, 272–273 6: 16–17, 80–81,
37, 100, 101, 164, 165, 228, 229, 292, word study notebook, 1: 36, 37, 100,
144–145, 208–209, 272–273
293 5: 36, 37, 100, 101, 164, 165, 101, 164, 165, 228, 229, 292, 293
Signal words, 1: S15, 25Q, 84 2: 84, 89K, 228, 229, 292, 293 6: 36, 37, 100, 2: 36, 37, 100, 101, 164, 165, 228,
110, 115, 222 3: 174, 212, 217C, 239 101, 164, 165, 228, 229, 292, 293 229, 292, 293 3: 36, 37, 100, 101,
4: 18 5:148, 152, 158, 174, 175, 183, 190
error correction, 1: 37, 101, 165, 229, 164, 165, 228, 229, 292, 293 4: 36,
6: 84, 110, 115, 158, 217R, 222
293 2: 37, 101, 165, 229, 293 3: 37, 37, 100, 101, 164, 165, 228, 229, 292,
Silent letters. See Phonics/Word Study. 101, 165, 229, 293 4: 37, 101, 165, 293 5: 36, 37, 100, 101, 164, 165,
Similes. See Literary devices: figurative 229, 293 5: 37, 101, 165, 229, 293 228, 229, 292, 293 6: 36, 37, 100,
language. 6: 37, 101, 165, 229, 293 101, 164, 165, 228, 229, 292, 293
BM28 INDEX
INDEX
words changing y to i, 5: 162 setting, 1: 326 2: 326 3: 326, 327 interactive whiteboard, 1: 4, 36, 68,
words from around the world, 4: 326 5: 326 6: 326 100, 132, 164, 196, 230, 260 2: 4,
5: 100–101, 126 stage directions, 1: 326 3: 326 36, 68, 100, 132, 164, 196, 228,
4: 150, 153B, 327 260, 292 3: 4, 100, 164, 196, 260
words from mythology, 6: 292–293,
4: 4, 68, 132, 196, 260, 292 5: 4,
318 poetry
36, 68, 132, 196, 230, 260 6: 4, 36,
words with absorbed prefixes, meter, 4: 352 68, 100, 132, 164, 196, 260, 292
6: 228–229, 254 rhythm, 4: 352 music links, 1: xii 2: xii 3: xii 4: xii
words with closed syllables, 2: 164– 5: xii 6: xii
stanza, 4: 352
165, 190
Study skills. See also Text features. research online, 1: 329 2: 329 3: 329
words with consonant alternation, 4: 329 5: 329 6: 329
4: 292–293, 318 computers, using. See Computer
Literacy. student center. See ConnectED.
words with consonant + le syllables,
2: 292–293, 318 dictionary. See Dictionary, using. teacher tools, 1: T1 2: T1 3: T1 4: T1
library and media center, using, 5: T1 6: T1
words with Greek roots, 5: 228–229,
254 electronic and print card catalog, research strategies. See Computer
using, 4: 330 5: T1, 28 Literacy: research.
words with inflectional endings,
2: 100–101, 126 Internet and keyword searches, Test Strategy. See Assessment.
words with Latin roots, 5: 164–165, 2: 329 4: 330 Text complexity. See Access complex
190 parts of a book, using text.
words with long vowels, 1: 100–101, entry words, 1: S16, S27
Text connections, 1: 57, 121, 185, 249,
126 3: 36–37, 62 313 2: 57, 121, 185, 249, 313 3: 57, 121,
glossary, 1: S27 5: 220 185, 249, 313 4: 57, 121, 185, 249, 313
words with open syllables, 2: 228–229,
guide words, 1: S16, S27 5: 220 5: 57, 121, 185, 249, 313 6: 57, 121, 185,
254
headings, 5: 220 249, 313
words with plurals s and es, y to i,
2: 36–37, 62 preface, 5:121 text to text, 1: S36, 25T, 29, 41, 49, 53,
59, 89T, 93, 105, 113, 117, 123, 153T,
words with prefixes, 3: 228–229, 254 pronunciation key 1: S27
157, 169, 177, 181, 187, 217T, 221,
4: 164–165, 190 table of contents, 2: 28 5: 220 233, 241, 245, 251, 281F, 285, 297,
words with Greek and Latin prefixes skimming and scanning, 1: 328 2: 328 305, 309, 315 2: 25R, 29, 41, 49, 53,
co-, trans-, pro-, sub-, in-, com- and 3: T1, 328 4: 328 5: 328 6: 328 59, 89N, 93, 105, 113, 117, 123, 153V,
post-, 4: 228–229, 254 157, 169, 177, 181, 187, 217V, 221,
Subject-verb agreement. See
words with r-controlled vowel, Grammar: subject-verb agreement. 233, 241, 245, 251, 281F, 285, 297,
3: 100–101 305, 309, 315 3: 25P, 29, 41, 49, 53,
Suffixes. See Phonics/Word Study: 59, 89P, 93, 105, 113, 117, 123, 153R,
words with r-controlled vowel words with suffixes; Vocabulary:
syllables, 1: 126, 228–229 157, 169, 177, 181, 187, 217T, 221,
suffixes. 233, 241, 245, 251, 281F, 285, 297,
words with short vowels, 1: 36–37, 62 Summarize. See Comprehension 305, 309, 315 4: 25T, 29, 41, 49, 53,
words with suffixes, 4: 164–165, 190 strategies: summarize. 59, 89R, 93, 105, 113, 117, 123, 153P,
words with -able, -ible, 6: 36–37, 62 Syllable Speed Drills. See Fluency: 157, 169, 177, 181, 187, 217P, 221,
words with -ance, -ence, -ant, -ent, Syllable Speed Drill. 233, 241, 245, 251, 281F, 285, 305,
6: 100–101, 126 309, 315 5: 25V, 29, 41, 49, 53, 59,
Symbolism, 6: 276
89V, 93, 105, 113, 117, 123, 153R,
words with Greek suffixes, 6: 164– Synonyms. See Spelling: synonyms; 157, 169, 177, 181, 187, 217T, 221,
165, 190 Vocabulary: synonyms. 233, 241, 245, 251, 281F, 285, 297,
words with -ion and -tion, 3: 292– 305, 309, 315 6: 25V, 29, 41, 49, 53,
293, 318, 4: 36–37, 62 59, 89T, 93, 105, 113, 117, 123, 153V,
words with -ive, -age, -ize, 5: 292–
293, 318
words with vowel alternation,
T 157, 169, 177, 181, 187, 217V, 221,
233, 241, 245, 251, 281F, 285, 297,
305, 309, 315
4: 100–101, 126 Talk About It. See Oral language. text to world, 1: 25P, 89R, 153R, 217P
words with vowel teams, 1: S29 Teamwork, rules of. See Listening: 2: 25P, 89L, 153R, 217R, 281D 3: 25N,
3: 36–37, 42, 62, 170 89N, 153N, 217P, 281D 4: 25R, 89N,
teamwork.
Structural Analysis. See Phonics/Word 153L, 217L, 281D 5: 25R, 89R, 153N,
Technology. See also Computer Literacy. 217P 6: 25R, 89R, 153R, 217R, 281D
Study; Vocabulary.
online instruction Text evidence, 1: S12, S24, S36, 25P, 89R,
Structural elements
assessment. See Assessment: 153R, 217P, 281D 2: 25P, 89L, 153R,
drama digital. 217R, 281D 3: 25N, 89N, 153N, 217P
cast of characters, 1: 326 2: 326 4: 25R, 89N, 153L, 217L, 281D 5: 25R,
for lesson plans, 1: 7, 71, 135, 199,
3: 326 4: 326 5: 326 6: 326 89R, 153N, 217P 6: 25R, 89R, 153R,
263 2: 7, 71, 135, 199, 263 3: 7, 71,
dialogue, 4:150, 153C, 153G, 158, 135, 199, 263 4: 7, 71, 135, 199, 217R, 281D
168, 176, 180 263 5: 7, 71, 135, 199, 263 6: 7, 71, Text features, 4: 358 6: T1. See also
scene, 4: 150 5: 327 135, 199, 263 Informational text.
INDEX BM29
captions, 1: 150, 153M 5: 217D 6: 22, 25K, 45, 50, 54, 76–77, 89F, 89H, 89J,
153G, 358
charts, 2: 25C, 86
diagrams, 1: 150, 217B, 217D, 358 2: 86
109, 114, 118, 140–141, 153E, 153H,
153J, 173, 178, 182, 204–205, 217F,
217J, 217K, 237, 242, 246, 268–269,
V
5: 150, 214 6: 22, 217F 281B, 281C, 301, 306, 310, 357, 358, Venn diagram. See Graphic organizers:
359 6: 12–13, 25B, 25I, 25K, 45, 50, 54, diagrams.
process, 1: 217B
76–77, 89D, 89G, 89L, 109, 114, 118, Verbs. See Grammar: verbs.
flowcharts, 3: 278, 281C 6: 150 140–141, 153D, 153F, 153L, 173, 178, Visual elements. See Text features.
graphs, 1: 278, 281C 5: 278 182, 204–205, 217D, 217E, 217L, 237,
Vocabulary. See also Phonics/Word
guide words, 1: S16, S27 2: 28 5: 220 242, 246, 268–269, 301, 306, 310, 357, Study.
6: 28 358, 359
academic vocabulary, 1: 38, 61, 102,
headings, 1: 150 Third-person point of view. See Point 125, 166, 189, 230, 253, 294, 317
illustrations, 1: 86, 89B 2: 25B, 217B, of view: third-person. 2: 38, 61, 102, 125, 166, 189, 230,
217E 3: 25B, 89B, 153B, 217B, 358 Time for Kids 253, 294, 317 3: 38, 61, 102, 125,
4: 217B 5: 89B 6: 25C, 217B 166, 189, 230, 253, 294, 317 4: 38,
“Economic Roller Coaster, The,”
labels, 1: 150 2: 86 4: 150 5: 214 61, 102, 125, 166, 189, 230, 253, 294,
1: 281E–281F 317 5: 38, 61, 102, 125, 166, 189,
maps, 1: 214, 217I, 358 2: 22 5: 150,
“Is Your City Green?,” 3: 272–273 230, 253, 294, 317 6: 38, 61, 102,
153L 6: 22, 25K, 358
“Making Money: A Story of Change,” 125, 166, 230, 253, 294, 317
models, 1: 214 5: 214
1: 272–273 adages, 5: 88, 89G, 89R, 103, 109, 114,
multiple-step instructions, 118, 121, 125 6: 88, 89B, 89R, 103,
6: 153U–153V “Modern Transit for an Ancient City,”
109, 114, 118, 121, 125, 328
3: 281E–281F
photographs, 1: 150, 153B, 217B, 358 analogies, 2: 165 3: 93 5: 37
4: 22, 25B, 25L, 86, 89B, 89G 5: 217B Out of This World, 5: 281A–281D
antonyms, 1: S15, S16 3: 280, 281D,
6: 22, 153I, 214, 358 “Space Shuttles on the Move,” 295, 301, 306, 310, 313, 317 4: 102
primary sources, 4: 22 6: 86, 89H, 358 5: 281E–281F
Approaching Level Options for.
quotations, 4: 22, 25O 6: 217Q Stewards of the Environment, See Approaching Level Options:
sidebars, 1: 278, 281C 2: 89D, 358 3: 281A–281D vocabulary.
3: 278 4: 25D 5: 278 “Tools of the Explorer’s Trade,” base words/root words, 1: S28
surveys, 6: 284 5: 272–273 Beyond Level Options for. See Beyond
tables, 4: 86 Using Money, 1: 281A–281D Level Options: vocabulary.
technical terms, 6: 150, 153B Timelines. See Text features. building, 1: S8, 38–39, 102–103, 166-
timelines, 2: 22, 25N 6: 25O 167, 230–231, 294–295 2: 38–39,
Timed-reading. See Fluency: timed-
102–103, 166-167, 230–231,
Text structure. See Comprehension reading. 294–295 3: 38–39, 102–103, 166-
skills: text structure. Titles of works. See Grammar: titles of 167, 230–231, 294–295 4: 38–39,
Theme. See Comprehension skills: theme/ works. 102–103, 166-167, 230–231,
central message. 294–295 5: 38–39, 102–103, 166-
Topic development. See Writer’s Craft:
Thesaurus, 1: S16 2: 167 3: 152, 166, 231, 167, 230–231, 294–295 6: 38–39,
topic development.
280 5: 166 6: 167 102–103, 166-167, 230–231,
Transfer skills, 1: 63, 127, 191, 255, 319 294–295
Think Aloud, 1: S12, S13, S14, S17, S18, 2: 63, 127, 191, 255, 319 3: 63, 127, 191,
S24, S25, S26, S27, S36, 12–13, 25C, 25F, compound words, 1: 282, 298–299
255, 319 4: 63, 127, 191, 255, 319 5: 63,
25J, 45, 50, 54, 76–77, 89C, 89F, 89N, connect to words, 1: 38, 102, 166, 230,
127, 191, 255, 319 6: 63, 127, 191, 255,
109, 114, 118, 140–141, 153F, 153H, 294 2: 38, 102, 166, 230, 294 3: 38,
153L, 153O, 173, 178, 182, 204–205, 319
102, 166, 230, 294 4: 38, 102, 166,
217E, 217K, 217M, 237, 242, 246, 268– Transfer sounds, 1: 26, 90, 154, 218, 282 230, 294 5: 38, 102, 166, 230, 294
269, 281B, 301, 306, 310, 357, 358, 359 2: 26, 90, 154, 218, 282 3: 26, 90, 154, 6: 38, 102, 166, 230, 294
2: 12–13, 25C, 25H, 25J, 25M, 45, 50, 218, 282 4: 26, 90, 154, 218, 282 5: 26, connect to writing, 1: 39, 103, 167,
54, 76–77, 89B, 89H, 89I, 109, 114, 118, 90, 154, 218, 282 6: 26, 90, 154, 218, 231, 295 2: 39, 103, 167, 231, 295
140–141, 153F, 153J, 153N, 173, 178, 282 3: 39, 103, 167, 231, 295 4: 39, 103,
182, 204–205, 217G, 217L, 217N, 237, 167, 231, 295 5: 39, 103, 167, 231,
242, 246, 268–269, 301, 306, 310, 357, 295 6: 39, 103, 167, 231, 295
U
358, 359 3: 12–13, 25D, 25F, 25J, 45,
connotation, 2: 152, 153H, 153R, 167,
50, 54, 76–77, 89C, 89G, 89L, 109, 114,
173, 182, 185, 189, 294 3: 166 5: 166,
118, 140–141, 153D, 153G, 153I, 173,
280, 281B, 281D, 295, 306, 310, 313,
178, 182, 204–205, 217D, 217H, 217K,
317 6: 294, 301
237, 242, 246, 268–269, 281C, 301, 306, Unit projects, 1: T1, 330–333 2: T1,
310, 357, 358, 359 4: 12–13, 25C, 25H, 330–333 3: T1, 330–333 4: T1, 330–333 content, 1: 327 2: 344, 347 4: 89C, 89D
25J, 45, 50, 54, 76–77, 89F, 89I, 89K, 5: 286, 318 6: 335
5: T1, 330–333 6: T1, 330–333. See also
109, 114, 118, 140–141, 153E, 153H, Research and inquiry. context clues, 1: S15, S28, 25G, 25P,
153J, 173, 178, 182, 204–205, 217D, 38–39, 57, 89K, 89N, 102, 121, 125,
217H, 217I, 237, 242, 246, 268–269, 301, Unit writing. See Writing process. 217L 3: 25G, 25N, 57, 89I, 89N, 121,
306, 310, 357, 358, 359 5: 12–13, 25F, 217F, 217P, 249, 358 4: 25E, 25R, 57
BM30 INDEX
INDEX
5: 153F, 153N, 185, 217H, 217P, 249 300, 317 3: 44, 61, 108, 125, 172, reinforcing, 1: 39, 103, 167, 231, 295
6: 153E, 153H, 153R, 185 189, 236, 253, 300, 317 4: 44, 61, 2: 39, 103, 167, 231, 295 3: 39, 103,
cause and effect, 5: 152, 153F, 108, 125, 172, 189, 236, 253, 300, 167, 231, 295 4: 39, 103, 167, 231,
167,173, 182, 189 6: 102 317 5: 44, 61, 108, 125, 172, 189, 295 5: 103, 167, 231, 295 6: 39, 103,
236, 253, 300, 317 6: 44, 60, 61, 108, 167, 231, 295
comparisons, 6: 152, 153E, 153R, 124, 125, 172, 188, 189, 236, 252,
167, 173, 182, 189, 230 related words, 1: 39, 103, 167, 231, 295
253, 300, 316, 317 2: 39, 103, 167, 231, 295 3: 39, 103,
definition, 1: S15 5: 216, 231, 237, homographs, 4: 216, 217I, 217L, 231, 167, 231, 295 4: 39, 103, 167, 231,
242 237, 242, 246, 249, 253 5: 230 295 5: 103, 167, 231, 295 6: 39, 103,
examples, 1: S15 6: 217D 167, 231, 295
paragraph and surrounding word homophones, 4: 152, 153C, 153L, 167, review, 1: S8, 38, 44, 50, 54, 60, 102,
clues, 1: 88, 89G, 103, 109, 114, 173, 185, 189 5: 294 108, 114, 118, 124, 166, 172, 178,
118, 166, 217L, 294 3: 88, 89I, 103, hyperbole, 6: 280, 281C, 281D, 295, 182, 188, 230, 236, 242, 246, 252,
109, 114, 118, 125, 216, 217P, 230, 301, 306, 310, 313, 317 294, 300, 306, 310, 316 2: 39, 44, 50,
237, 242, 246, 253, 294 4: 24, 39, 54, 60, 103, 108, 114, 118, 124, 167,
idiomatic expressions, 4: 280
45, 50, 54, 61 172, 178, 182, 188, 231, 236, 242,
idioms, 4: 88, 89H, 89N, 103, 109, 114, 246, 252, 295, 300, 306, 310, 316
restatements, 1: S15 5: 216, 231,
118, 121, 125, 166, 281B, 281D, 295, 3: 38, 44, 50, 54, 60, 102, 108, 114,
242, 246
301, 306, 310, 313, 317, 328 118, 124, 166, 172, 178, 188, 230,
sentence clues, 1: S15, 24, 45, 50, 54,
inflectional endings, 1: 38, 102, 166, 236, 242, 246, 252, 294, 300, 306,
61, 230
230, 294 2: 38, 102, 166, 230, 294 310, 316 4: 38, 44, 50, 54, 60, 102,
syntactic cues, 3: 24, 39, 45, 50, 54, 3: 38, 102, 166, 230, 294 4: 38, 102, 108, 114, 118, 124, 166, 172, 178,
61, 231 166, 230, 294 5: 38, 102, 166, 230, 188, 230, 236, 242, 246, 252, 294,
define/example/ask routine, 1: S7, 14, 294 6: 38, 102, 166, 230, 294 300, 306, 310, 316 5: 44, 50, 54, 60,
78, 142, 206, 270 2: 14, 78, 142, 206, Latin prefixes, 1: S28 2: 88, 89F, 89L, 102, 108, 114, 118, 124, 166, 172,
270 3: 14, 78, 142, 206, 270 4: 14, 103, 109, 114, 118, 121, 125, 358 178, 182, 188, 230, 236, 242, 246,
78, 142, 206, 270 5: 14, 78, 142, 206, 3: 102 252, 294, 300, 306, 310, 316 6: 38,
270, 313 6: 14, 78, 142, 206, 270 44, 50, 54, 60, 102, 108, 114, 118,
Latin roots, 1: S28 2: 24, 25F, 25M, 25P,
denotation, 2: 152, 153H, 153R, 167, 124, 166, 172, 178, 182, 188, 230,
39, 45, 50, 54, 57, 61, 230 6: 24, 25C,
173, 182, 185, 189, 294 3: 166 5: 166, 25R, 39, 45, 50, 54, 57, 61 236, 242, 246, 252, 294, 300, 306,
280, 295, 301, 306, 310, 317 6: 294 310, 316
Latin suffixes, 1: S28 2: 216, 217H,
dictionary, using, 1: S27, S28, 39, 103, 217K, 217R, 231, 237, 242, 246, 249, root words, 1: 280, 301, 306, 310, 317,
167, 231, 295 2: 39, 103, 167, 231, 253 3: 38 6: 38 2: 102, 166
295 3: 39, 103, 167, 231, 280, 295 metaphor, 1: 216, 217L, 217P, 231, 237, similes, 1: 216, 231, 237, 242, 253
4: 39, 103, 167, 231, 295 5: 39, 167, 242, 246, 249, 253 4: 230 4: 230
231, 295 6: 39, 103, 167, 231, 295 strategies, 1: 24, 88, 152, 216, 280
morphology, 1: S28, 39, 103, 167, 231,
domain-specific words, 1: 54, 118, 182, 295 2: 39, 103, 167, 231, 295 3: 39, 2: 24, 88, 152, 216, 280 3: 24, 88,
246, 310, 328 2: 54, 118, 182, 246, 103, 167, 231, 295 4: 39, 103, 167, 152, 216, 280 4: 24, 88, 152, 216, 280
310, 328 3: 54, 118, 182, 246, 310, 231, 295 5: 39, 103, 167, 231, 295 5: 24, 88, 152, 216, 280 6: 24, 88,
328 4: 54, 118, 182, 246, 310 5: 54, 6: 39, 103, 167, 231, 295 152, 216, 280
118, 182, 246, 310, 328 6: 54, 118, suffixes, 1: S17 2: 216, 231, 237, 242,
multiple-meaning words, 1: S27
182, 246, 310 246, 253 3: 38, 152, 173, 182, 189,
3: 88–89 4: 217J 5: 25D, 217J 6: 25H,
example sentences, 1: S16 6: 216 25J 306 4: 294 6: 38
for English Language Learners. On Level Options for. See On Level synonyms, 1: S15, S16 3: 280, 294, 301,
See English Language Learners: Options: vocabulary. 310, 317 4: 102
vocabulary. teach words, 1: 14, 38–39, 60, 78,
personification, 2: 280, 301, 306, 310,
glossary, using, 1: S27, 186, 250, 314 313, 317 4: 38 102–103, 124, 142, 166–167, 188,
2: 28, 122 3: 186, 250, 314 4: 122 206, 230–231, 252, 270, 294–295,
prefixes, 1: S17 2: 88, 103, 109, 114,
5: 186, 220, 250, 314 6: 28, 122, 186, 316 2: 14, 38–39, 60, 78, 102–103,
118, 125 3: 102, 152, 153J, 153N,
250 124, 142, 166–167, 188, 206, 230–
173, 182, 185 4: 294
Greek prefixes, 1: S28 2: 88, 89F, 89L, 231, 252, 270, 294–295, 316 3: 14,
preteaching, 1: 14, 60, 78, 124, 142, 38–39, 60, 78, 102–103, 124, 142,
103, 109, 114, 118, 121, 125, 358 188, 206, 252, 270, 316 2: 14, 60,
3: 102 166–167, 188, 206, 230–231, 252,
78, 124, 142, 188, 206, 252, 270, 316 270, 294–295, 316 4: 14, 38–39, 60,
Greek roots, 1: S28, 152, 153I, 153R, 3: 14, 60, 78, 124, 142, 188, 206, 252, 78, 102–103, 124, 142, 166–167, 188,
167, 173, 182, 185, 189, 313 2: 38 270, 316 4: 14, 60, 78, 124, 142, 188, 206, 230–231, 252, 270, 294–295,
6: 166, 216, 217O, 217R, 231, 237, 206, 252, 270, 316 5: 14, 60, 78, 124, 316 5: 14, 38–39, 60, 78, 102–103,
242, 246, 249, 253 142, 188, 206, 252, 270, 316 6: 14, 124, 142, 166–167, 188, 206,
Greek suffixes, 1: S28 2: 216, 217H, 60, 78, 124, 142, 188, 206, 252, 270, 230–231, 252, 270, 294–295, 316
217K, 217R, 231, 237, 242, 246, 249, 316 6: 14, 38–39, 60, 78, 102–103, 124,
253 3: 38 6: 38 pronunciation and meaning, 1: S27 142, 166–167, 188, 206, 230–231,
high-frequency words, 1: 44, 60, 61, proverbs, 5: 88, 89G, 89R, 103, 109, 252, 270, 294–295, 316
108, 125, 172, 189, 236, 300 2: 44, 114, 118, 121, 125 6: 88, 89B, 89R, thesaurus, 1: S16 2: 167 3: 152, 166,
61, 108, 125, 172, 188, 189, 236, 253, 103, 109, 114, 118, 121, 125 231, 280 5: 166 6: 167
INDEX BM31
tiers of words, 1: S8 Write About Vocabulary, 1: 39, 103,
unfamiliar words, 1: S28
using resources to acquire, 1: S7,
S8. See also Language: reference
W 167, 231, 295 2: 39, 103, 167, 231, 295
3: 39, 103, 167, 231, 295 4: 39, 103, 167,
231, 295 5: 39, 103, 167, 231, 295 6: 39,
Weekly contract, 1: 4, 68, 132, 196, 260 103, 167, 231, 295
materials.
2: 4, 68, 132, 196, 260 3: 4, 68, 132, 196, Write to Sources, See Write About
vocabulary words, 1: 14, 38, 44, 50, 54, 260 4: 4, 68, 132, 196, 260 5: 4, 68, 132, Reading.
60, 78, 102, 108, 114, 118, 124, 142, 196, 260 6: 4, 68, 132, 196, 260 Writer’s checklist, 1: 33, 97, 161, 225,
166, 172, 178, 182, 188, 206, 230, Weekly projects, 1: T1, 28, 92, 156, 220, 289, 347, 353 2: 33, 97, 161, 225, 289,
236, 242, 246, 252, 270, 294, 300, 284 2: T1, 28, 92, 156, 220, 284 3: T1, 28, 347, 353 3: 33, 97, 161, 225, 289, 347,
306, 310, 316 2: 14, 38, 44, 50, 54, 92, 156, 220, 284 4: T1, 28, 92, 156, 220, 353 4: 33, 97, 161, 225, 289, 347, 353
60, 78, 102, 108, 114, 118, 124, 142, 284 5: T1, 28, 92, 156, 220, 284 6: T1, 28, 5: 33, 97, 161, 225, 289, 347, 353 6: 33,
166, 172, 178, 182, 188, 206, 230, 92, 156, 220, 284 97, 161, 225, 289, 347, 353
236, 242, 246, 252, 270, 294, 300, Word origins. See Phonics/Word Study; Writer’s Craft. See also Writing traits.
306, 310, 316 3: 14, 38, 44, 50, 54, Vocabulary. beginning, middle, end, 1: 345
60, 78, 102, 108, 114, 118, 124, 142, Word sorts. See Spelling: word sorts. capitalization, 4: 25I
166, 172, 178, 182, 188, 206, 230,
236, 242, 246, 252, 270, 294, 300,
Word study. See Leveled Workstation character development, 4: 158,
Activity Cards. 160–161, 346, 351
306, 310, 316 4: 14, 38, 44, 50, 54, 60,
78, 102, 108, 114, 118, 124, 142, 166, Write About Reading, 1: T1, S14, S24, content words, 2: 347 5: 286, 288–289,
172, 178, 182, 188, 206, 230, 236, S36, 20, 25P, 25R, 25S, 29, 39, 41, 49, 53, 318, 352 6: 347
246, 252, 270, 295, 300, 306, 310, 59, 84, 89R, 93, 103, 105, 113, 117, 123, denotation and connotation, 6: 286,
148, 153R, 153U, 157, 167, 169, 177, 288–289, 318
316 5: 14, 38, 44, 50, 54, 60, 78, 102,
181, 187, 212, 217P, 217R, 217S, 221,
108, 114, 118, 124, 142, 166, 172, details, 1: S33, 347, 352 2: 30, 32–33,
231, 233, 241, 245, 251, 276, 281D, 285,
178, 182, 188, 206, 230, 236, 242, 62,126
295, 297, 305, 309, 315, 329, 339 2: T1,
246, 252, 270, 294, 300, 306, 310, 20, 25P, 29, 39, 41, 49, 53, 59, 84, 89L, develop the topic, 2: 345
316 6: 14, 38, 44, 50, 54, 60, 78, 102, 89N, 93, 103, 105, 113, 117, 123, 148, dialogue, 1: 352 4: 190
108, 114, 118, 124, 142, 166, 172, 153R, 157, 167, 169, 177, 181, 187, 212, figurative language, 4: 353
178, 182, 188, 206, 230, 236, 242, 217R, 217T, 217U, 221, 231, 233, 241,
246, 252, 270, 294, 300, 306, 310, focus,
245, 251, 276, 281D, 285, 297, 305, 309,
316. See also Approaching Level 315, 329, 339 3: T1, 20, 25N, 29, 39, 41, on a single object, 1: 158
Options: vocabulary; Beyond Level 44, 49, 53, 59, 84, 89N, 89P, 93, 103, 105, on a topic, 1: 158, 160–161 5: 345
Options: vocabulary; On Level 113, 117, 123, 148, 153N, 153P, 153Q, on setting, 1: 30 4: 222
Options: vocabulary; Vocabulary: 157, 167, 169, 177, 181, 187, 212, 217S, on showing, 4: 158 6: 222
content. 221, 231, 233, 241, 245, 251, 276, 285,
295, 297, 305, 309, 315, 329, 339 4: T1, formal and informal language, 2: 353
word origins, 1: S27, S28 5: 24, 39, 45, 3: 353
20, 25R, 29, 39, 41, 49, 53, 59, 84, 89N,
50, 54, 61, 102 linking words, 2: 346
89P, 89Q, 93, 103, 105, 113, 117, 123,
word parts, 1: 295 148, 153L, 153N, 153O, 157, 167, 169, logical order, 3: 345 5: 158, 160–161,
word squares, 1: 39, 103, 167, 231, 295 177, 181, 187, 212, 217L, 217O, 221, 351 6: 345, 351
2: 39, 103, 167, 231, 295 3: 39, 103, 231, 233, 241, 245, 251, 276, 281D, 285, opposing claims and
167, 231, 295 4: 39, 103, 167, 231, 295, 297, 305, 309, 315, 329, 339 5: 20, counterarguments, 3: 286, 288–
295 5: 39, 103, 167, 231, 295 6: 39, 25R, 25T, 25U, 29, 41, 49, 53, 59, 84, 89R, 289, 318
103, 167, 231, 295 89T, 89U, 93, 105, 113, 117, 123, 148,
plot development, 4: 222, 224–225,
153N, 153P, 153Q, 157, 169, 177, 181,
word study notebook, 1: 38, 39, 102, 254
187, 212, 217P, 217R, 217S, 233, 241,
103, 166, 167, 230, 231, 294, 295 245, 251, 276, 285, 297, 305, 309, 315, precise language, 2: 286, 288–289,
2: 38, 39, 102, 103, 166, 167, 230, 329, 339 6: T1, 20, 25R, 25T, 25U, 29, 318, 347, 352
231, 294, 295 3: 38, 39, 102, 103, 39, 41, 49, 53, 59, 84, 89R, 93, 103, 105, relevant evidence, 3: 158, 160–161,
166, 167, 230, 231, 294, 295 4: 38, 113, 117, 123, 148, 153R, 153T, 153U, 190, 346 6: 346
39, 102, 103, 166, 167, 230, 231, 294, 157, 167, 169, 177, 181, 187, 212, 217R, relevant information, 5: 346
295 5: 38, 39, 102, 103, 166, 167, 217T, 217U, 231, 233, 241, 245, 251,
sensory detail, 4: 286, 288–289, 318,
230, 231, 294, 295 6: 38, 39, 102, 276, 281D, 285, 295, 297, 305, 309, 315, 353
103, 166, 167, 230, 231, 294, 295 329, 339
sentence structure variation, 5: 353
word wall, 1: S8 analyze, 1: 276 2: 84, 148, 153R, 212, 6: 30, 32–33, 62
word webs, 1: 39, 167, 231, 295 2: 39, 276 3: 89N, 212 4: 20, 25R, 84, 148,
153L, 212, 276, 281D 5: 20, 276 sequence, 1: 351 4: 30, 32–33, 62
167, 231 3: 103, 167, 231, 295 4: 39, 6: 158, 160–161, 190
6: 217R
103, 167, 231, 295 5: 39, 103, 295 showing, 4:158 6: 222
6: 39, 167, 231 summarize, 1: S14, S24, 84, 148, 153R,
212, 217P 2: 20, 89L 3: 20, 84, 148, strong conclusions, 2: 158, 160–161
Vocabulary acquisition. See Language: 153N, 276 4: 217L 5: 84, 89R, 212, 3: 94, 96–97, 126, 352 5: 347
Vocabulary acquisition. 217P 6: 20, 84, 148, 153R, 212, 276, strong openings, 1: 30, 32–33, 62
281D 4: 345
BM32 INDEX
INDEX
strong paragraphs, 5: 222, 224–225, informative/explanatory, 1: S34, 158, 225, 288, 289, 6: 32, 33, 96, 97, 160,
254 222, 286 2: 30, 94, 286, 344–349, 161, 224, 225, 288, 289, 346, 349,
strong verbs, 3: 86 350–355 5: 158, 222, 286, 344–349, 352, 355
350–355 6: 158, 222 topic, 1: 158–161, 345, 351 2: 94–97,
strong words, 1: 94, 96–97, 126 5: 94,
96–97, 126 literary devices in, 1: 351. See also 345, 351 3: 345, 351 4: 345, 351
Literary devices. 5: 345, 351 6: 345, 351
style and tone, 1: 222, 224–225, 254
3: 222, 224–225, 254 6: 94, 96–97, logical order, 3: 345 5: 158–161, 351 using graphic organizers for, 1: 33, 62,
352 6: 158 97, 126, 161, 190, 254, 318, 345, 351
minilessons, 1: 32, 62, 96, 126, 160, 2: 33, 62, 97, 126, 161, 190, 225, 254,
time-order words, 6: 222, 224–225
190, 224, 254, 288, 318, 345, 346, 289, 318, 345, 351 3: 33, 62, 97, 126,
topic development, 1: 190 2: 94, 96–97 161, 190, 225, 289, 318, 345, 351
347, 351, 352, 353 2: 32, 96, 126,
topic sentence, 2: 345 5: 254 160, 190, 224, 254, 288, 318, 345, 4: 33, 62, 97, 126, 161, 190, 225, 254,
transitions, 1: 286, 288–289, 318, 346 346, 347, 351, 352, 353 3: 32, 62, 96, 289, 345, 351 5: 33, 62, 161, 190,
2: 222, 224–225 3: 30, 32–33 4: 94, 126, 160, 190, 224, 254, 288, 318, 225, 254, 289, 345, 351 6: 33, 62, 97,
96–97 5: 30, 32–33 345, 346, 347, 351, 352, 353 4: 32, 126, 161, 190, 225, 254, 289, 318,
62, 96, 126, 160, 190, 224, 254, 288, 345, 351
clarify ideas and relationships,
3: 347, 351 5: 353 6: 353 318, 345, 346, 347, 351, 352, 353 workstation activity cards. See Leveled
5: 32, 62, 96, 126, 160, 190, 224, 254, Workstation Activity Cards.
convey sequence, 1: 318, 346, 351 288, 318, 345, 346, 347, 351, 352,
2: 254 3: 62 4: 126 5: 62 6: 254 Writing forms
353 6: 32, 62, 96, 126, 160, 190, 224,
phrases and clauses, 6: 353 254, 288, 318, 345, 346, 347, 351, argument essay, 3: T1, 350–355 6: T1,
voice, 6: 353 352, 353 344–349
Writer’s Notebooks, 1: S33, 35, 44, 99, narrative, 1: S34 article, 5: 348, 354 6: 331
108, 163, 172, 227, 236, 291, 300, 345, fiction (imagined), 1: 30, 94 2: 158 autobiography, 1: 344–349
351 2: 31, 35, 44, 95, 99, 108, 159, 163, 3: 30, 94 4: 158, 222, 286 5: 30, 94 bibliography, 4: 28 5: 92, 330, 348, 354
172, 223, 227, 236, 287, 291, 300, 345, personal (real), 3: 94, 222, 344–349, 6: 331
351 3: 35, 44, 99, 108, 163, 172, 227, 350–355 5: 94 descriptive/expressive writing, 1: S33
236, 291, 300, 345, 351 4: 35, 44, 99,
108, 163, 172, 227, 236, 291, 300, 345, peer conference, 1: S34, 33, 97, 161, dialogue, 4: 158, 160, 190
351 5: 35, 44, 99, 108, 163, 172, 227, 225, 289, 347, 353 2: 33, 97, 161,
directions, 2: 344, 350 6: 158
236, 291, 300, 345, 351 6: 31, 35, 44, 95, 225, 289, 347, 353 3: 33, 97, 161,
225, 289, 347, 353 4: 33, 97, 161, essay, 2: 344–349 3: 350–355
99, 108, 159, 163, 172, 223, 227, 236,
287, 291, 300, 345, 351 225, 289, 347, 353 5: 33, 97, 161, explanatory writing, 2: T1, 344–349
225, 289, 347, 353 6: 33, 97, 161, expository writing, 6: 247
Writing. See also Leveled Workstation 225, 289, 347, 353
Activity Cards; Scoring rubrics: fictional narrative, 1: 30 4: T1, 344–349
writing; Write About Reading; Writer’s present, 1: S33, 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354 how-to, 2: 344
checklist; Writer’s Craft; Writing forms;
6: 348, 354 interview, 2: 92 4: 156 6: 284, 331
Writing process; Writing traits.
purpose, 1: 222, 223, 224, 345, 351 journal entry, 1: 348, 354. See also
argument, 1: S34 3: 286, 344–349,
2: 345, 351 3: 222, 345, 351 4: 345, Writer’s notebook.
350–355 6: 344–349, 350–355
351 5: xii, 345, 351 6: 94, 286, 345, letters
audience and purpose, 1: 345, 351 351
2: 345, 351 3: 345, 351 4: 345, 351 business, 2: 35, 350
5: xii, 345, 351 6: 345, 351 Reading/Writing Connection. See
formal, 2: 350–355
Write About Reading.
character development, 4: 158–161, to editor, 3: 354 6: 348
190 5: 89M showing. See Writer’s Craft: showing.
news or magazine article, 1: 331
daily, 1: T1 2: T1 3: T1 4: T1 5: T1 6: T1 Student Model, Using, 1: 30, 94, 158,
222, 286, 346, 347, 348, 352, 353, personal narrative, 1: T1, 350–355
Expert Model, using, 1: S33, 30, 62, 94, 354 2: 30, 94, 158, 222, 286, 346, persuasive
126, 158, 190, 222, 254, 286, 318, 347, 348, 352, 353, 354 3: 30, 94,
344, 350 2: 30, 62, 94, 126, 158, 190, advertisements, 3: 220 5: 156 6: 330
158, 222, 286, 346, 347, 348, 352,
222, 254, 286, 318, 344, 350 3: 30, 353, 354 4: 30, 94, 158, 222, 286, essay, 3: 350–355
62, 94, 126, 158, 190, 222, 254, 286, 346, 347, 348, 352, 353, 354 5: 30, play, scene, 4: 158
318, 344, 350 4: 30, 62, 94, 126, 158, 94, 158, 222, 286, 346, 347, 348, 352, poem/poetry, 2: 286 4: 286, 350–355
190, 222, 254, 286, 318, 344, 350 353, 354 6: 30, 94, 158, 222, 286, 6: 286
5: 30, 62, 94, 126, 158, 190, 222, 254, 346, 347, 348, 352, 353, 354
286, 318, 344, 350 6: 30, 62, 94, 126, poster, 1: 291, 331 4: 331 6: 331
teacher conference, 1: S33, S34, 32, 33,
158, 190, 222, 254, 286, 318, 344, research reports, 5: 344–349, 350–355
96, 97, 160, 161, 224, 225, 288, 289,
350 response to literature. See Literary
346, 349, 352, 355 2: 32, 33, 96, 97,
features of, 1: 344, 350 2: 344, 350 160, 161, 224, 225, 288, 289, 346, response.
3: 344, 350 4: 344, 350 5: 344, 350 349, 352, 355 3: 32, 33, 96, 97, 160, review, 3: T1, 344–349 6: T1, 350–355
6: 344, 350 161, 224, 225, 288, 289, 346, 349,
short story, 5: 62
feedback and comments on, See 352, 355 4: 32, 33, 96, 97, 160, 161,
Writing: peer conference, teacher 224, 225, 288, 289, 346, 349, 352, summary, 5: 28
conference. 355 5: 32, 33, 96, 97, 160, 161, 224, survey, 4: 331 6: 284
INDEX BM33
Writing portfolio, 1: 335 2: 335 3: 335 340, 341 3: 32, 33, 96, 97, 160, 161, 224,
4: 335 5: 335 6: 335 225, 288, 289, 340, 341 4: 32, 33, 96, 97,
Writing process, 1: T1, 344–349, 160, 161, 224, 225, 288, 289, 340, 341
350–355 2: T1, 344–349, 350–355 3: T1, 5: 32, 33, 96, 97, 160, 161, 224, 225, 288,
344–349, 350–355 4: T1, 344–349, 289, 340 6: 32, 33, 96, 97, 160, 161, 224,
350–355 5: T1, 344–349, 350–355 6: T1, 225, 288, 289, 340, 341
344–349, 350–355 diagnostic, 1: S38
draft, 1: S33, 32, 33, 96, 97, 160, 161, Writing traits, 1: S33. See also Writer’s
224, 225, 288, 289, 346, 352 2: 32, checklist; Writer’s Craft.
33, 96, 97, 160, 161, 224, 225, 288, conventions, 1: S33, S34
289, 346, 352 3: 32, 33, 96, 97, 160,
ideas and content, 1: S33, S34, 158,
161, 224, 225, 288, 289, 346, 352
160–161, 190 2: 30, 32–33, 62, 94,
4: 32, 33, 96, 97, 160, 161, 224, 225,
96–97, 126 3: 158, 160–161, 190,
288, 289, 346, 352 5: 32, 33, 96, 97,
286, 288–289 4: 158, 160–161, 190,
160, 161, 224, 225, 288, 289, 346,
222, 224–225, 254
352 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 346, 352 organization, 1: S33, S34, 30, 32–33,
62 2: 158, 160–161, 190, 351 3: 94,
edit, 1: 32, 33, 96, 97, 160, 161, 224,
96–97, 126, 351 4: 30, 32–33, 62
225, 288, 289, 348, 354 2: 32, 33, 96,
5: 190, 222, 224–225, 254 6: 190
97, 160, 161, 224, 225, 288, 289, 348,
354 3: 32, 33, 96, 97, 160, 161, 224, sentence fluency, 1: S33, S34, 286,
225, 288, 289, 348, 354 4: 32, 33, 96, 288–289, 318 2: 222, 224–225, 254
97, 160, 161, 224, 225, 288, 289, 348, 3: 30, 32–33, 62 4: 94, 96–97, 126
354 5: 32, 33, 96, 97, 160, 161, 224, 5: 30, 32–33, 62 6: 30, 32–33, 62
225, 288, 289, 348, 354 6: 32, 33, 96, voice, 1: S33, S34, 222, 224–225, 254
97, 160, 161, 224, 225, 288, 289, 348, 3: 222, 224–225, 254 6: 94, 96–97,
354 126
planning/prewriting, 1: 32, 33, 96, 97, word choice, 1: S33, S34, 94, 96–97,
160, 161, 224, 225, 288, 289, 345, 126 2: 286, 288–289, 318 4: 286,
351 2: 32, 33, 96, 97, 160, 161, 224, 288–289, 318 5: 94, 96–97, 126, 158,
225, 288, 289, 345, 351 3: 32, 33, 96, 160–161, 286, 288,–289, 318 6: 158,
97, 160, 161, 224, 225, 288, 289, 345, 160–161, 222, 224–225, 254, 286,
351 4: 32, 33, 96, 97, 160, 161, 224, 288–289, 318
225, 288, 289, 345, 351 5: 32, 33, 96,
97, 160, 161, 224, 225, 288, 289, 345,
351 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 345, 351
proofread, 1: 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354
6: 334, 348, 354
publishing, 1: 348, 354 2: 348, 354
3: 348, 354 4: 348, 354 5: 348, 354
6: 348, 354
revising, 1: S33, S34, 32, 33, 96, 97, 160,
161, 224, 225, 288, 289, 347, 353
2: 32, 33, 96, 97, 160, 161, 224, 225,
288, 289, 347, 353 3: 32, 33, 96, 97,
160, 161, 224, 225, 288, 289, 347,
353 4: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 347, 353 5: 32, 33, 96,
97, 160, 161, 224, 225, 288, 289, 347,
353 6: 32, 33, 96, 97, 160, 161, 224,
225, 288, 289, 347, 353
revision assignments, 1: S33, S34, 347,
353 2: 347, 353 3: 347, 353 4: 347,
353 5: 347, 353 6: 347, 353
unit writing, 1: 344–349, 350–355
2: 344–349, 350–355 3: 344–349,
350–355 4: 344–349, 350–355
5: 344–349, 350–355 6: 344–349,
350–355
Writing prompts, 1: 32, 33, 96, 97, 160,
161, 224, 225, 288, 289, 340, 341 2: 32,
33, 96, 97, 160, 161, 224, 225, 288, 289,
BM34 INDEX
Common Core State Standards Correlations
Common Core State Standards
Correlations
• English Language Arts
• Literacy in History/Social Studies,
Science, and Technical Subjects
CCSS1
College and Career Readiness
Anchor Standards for
READING
The grades 6–12 standards on the following pages define what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The CCR
and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define
the skills and understandings that all students must demonstrate.
Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS2
C
English Language Arts
CORRELATIONS
Grade 6
Each standard is coded in the following manner:
Strand Grade Level Standard

RL 6 1
Reading Standards for Literature

Key Ideas and Details McGraw-Hill Reading Wonders
RL.6.1 Cite textual evidence to support analysis READING/WRITING WORKSHOP: Unit 1: 26, 27, 28, 40, 41, 42, 43 Unit 2: 126, 129, 140,
141, 142, 155 Unit 3: 170, 171, 172, 184, 185 Unit 4: 270, 271, 284, 285, 299, 301 Unit 5: 314,
of what the text says explicitly as well as
315, 328, 329, 330, 331 Unit 6: 442, 443, 444, 445
inferences drawn from the text. LITERATURE ANTHOLOGY: Unit 1: 47 Unit 2: 133, 137, 141, 157, 161, 165 Unit 3: 183, 189,
193, 200, 207 Unit 4: 303, 319, 331 Unit 5: 335, 337, 343, 349, 366, 371 Unit 6: 441
LEVELED READERS: Unit 1, Week 1: Call Me Max (O, ELL) Unit 2, Week 3: The Ambassador
(O, ELL) Unit 3, Week 1: Making Things Happen (O, ELL) Unit 4, Week 3: The Missing Swimsuit
(O, ELL) Unit 5, Week 1: Thor’s Journey to Utgard (O, ELL) Unit 6, Week 5: Liv’s Vacation (O, ELL)
YOUR TURN PRACTICE BOOK: 9, 19
READING WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: S14, 16, 18, 41, 48, 82, 112, 327 Unit 2: 144, 146, 153G, 176,
204, 208, 217J, 272 Unit 3: 16, 25I, 40, 49, 80, 82, 89D, 112 Unit 4: 144, 153D, 208, 240, 272,
296, 308 Unit 5: 16, 25H, 41, 48, 80, 82, 89F, 112 Unit 6: 272, 274, 281F, 285, 305, 308, 313,
326
RL.6.2 Determine a theme or central idea of READING/WRITING WORKSHOP: Unit 1: 39, 41 Unit 2: 155 Unit 3: 171, 185 Unit 4: 270,
271, 284, 285 Unit 6: 443
a text and how it is conveyed through
LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 2: 147, 169, 177 Unit 3: 193, 209 Unit 4: 301,
particular details; provide a summary of 305, 312, 316, 321 Unit 5: 349, 371 Unit 6: 509
the text distinct from personal opinions or LEVELED READERS: Unit 2, Week 5: Just Like Pizarro (A), Nat’s Treasure (O, ELL), Digging In (B)
judgments. Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home the Circus
(B) Unit 3, Week 2: Bear Country (A), Think Hard, Think Fast (O, ELL), The Yard Sale (B) Unit 4,
Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL), Something Fishy (B) Unit 4, Week
4: Treasures from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 6, Week
5: Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
YOUR TURN PRACTICE BOOK: 19, 92–94, 102–105, 112–115, 172–175, 182–185, 292–294
TEACHER’S EDITION: Unit 1: xii, S13, S14, 327 Unit 2: 276, 302–303, 307, 311, 313
Unit 3: 20, 25C, 47, 49, 84, 89D, 111, 113 Unit 4: 146, 148, 175, 176, 210, 212, 217C, 239,
240 Unit 5: 25N, 89R, 327 Unit 6: 276, 281B, 296–297, 303, 304–305, 307, 308–309, 311,
314–315
CCSS CORRELATIONS CCSS3

RL.6.3 Describe how a particular story’s or drama’s READING/WRITING WORKSHOP: Unit 1: 27, 41 Unit 3: 171,185, 213 Unit 4: 270, 271, 272,
274, 284 Unit 5: 315, 329
plot unfolds in a series of episodes as well
LITERATURE ANTHOLOGY: Unit 1: 25, 29, 47, 49 Unit 3: 209, 211 Unit 4: 305, 321, 325
as how the characters respond or change Unit 5: 349, 371, 413
as the plot moves toward a resolution. LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O, ELL), In the Lion’s Den
(B) Unit 1, Week 2: The Sit-In (A), Judy’s Dream (O, ELL), Change the World, Step by Step (B)
Unit 4, Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL), Something Fishy (B)
Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to Utgard (O, ELL), The Hero Twins (B)
Unit 5, Week 2: Making Some News (A), The Secret Room (O, ELL), The Promised Land (B)
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: S11, S12, 20, 25D, 48, 84, 89H, 110–111 Unit 2: 146, 148, 153D,
214 Unit 3: 18, 20, 25B, 47, 82, 84, 110 Unit 4: 146, 153E, 176, 180, 238, 243, 247 Unit 5: 20,
25D, 84, 89I, 112, 120–121
Craft and Structure McGraw-Hill Reading Wonders

RL.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 26, 40, 44 Unit 2: 129, 157 Unit 4: 301 Unit 5:
332 Unit 6: 444, 445
phrases as they are used in a text, including
LITERATURE ANTHOLOGY: Unit 1: 46 Unit 2: 147,169 Unit 3: 190, 192, 204 Unit 4: 320, 329
figurative and connotative meanings; Unit 5: 370, 371 Unit 6: 509
analyze the impact of a specific word LEVELED READERS: Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL),
choice on meaning and tone. Bringing Home the Circus (B) Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The
Hardest Lesson (B) Unit 5, Week 2: Making Some News (A), The Secret Room (O, ELL), The
Promised Land (B) Unit 6, Week 5: Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
WRITING WORKSTATION ACTVITY CARDS: 15
TEACHER’S EDITION: Unit 1: 18, 24, 25G, 57, 82, 89D, 125 Unit 2: 145, 152, 153H, 153O, 182,
280, 301, 317 Unit 3: 25C, 25F, 25G, 86, 89C, 89J Unit 4: 153C, 189, 217B, 217H, 280 Unit 5:
86, 88, 89C, 89G, 109, 113, 114 Unit 6: 280, 281C, 281D, 295, 301, 306, 310, 317
RL.6.5 Analyze how a particular sentence, chapter, READING/WRITING WORKSHOP: Unit 1: 26, 27 42 Unit 2: 128, 155 Unit 3: 172 Unit 4:
271, 272, 285, 286 Unit 5: 315, 329 Unit 6: 442, 443, 444
scene, or stanza fits into the overall
LITERATURE ANTHOLOGY: Unit 1: 13, 38, 47 Unit 2: 168, 169, 177 Unit 3: 193, 208, 209
structure of a text and contributes to the Unit 4: 305, 321 Unit 5: 349
development of the theme, setting, or plot. LEVELED READERS: Unit 1, Week 1: Silver Linings (A) Unit 1, Week 2: The Sit-In (A), Judy’s
Dream (O, ELL), Change the World, Step by Step (B) Unit 2, Week 5: Just Like Pizarro (A), Digging
In (B) Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home
the Circus (B) Unit 3, Week 2: Bear Country (A) Unit 4, Week 3: The Missing Swimsuit (O, ELL),
Something Fishy (B) Unit 4, Week 4: So Many Stars (O) Unit 6, Week 5: Chill Out (A), Liv’s
Vacation (O, ELL)
YOUR TURN PRACTICE BOOK: 9, 12, 19, 92
WRITING WORKSTATION ACTIVITY CARDS: 7, 9
TEACHER’S EDITION: Unit 1: S11, 20, 25D, 84, 86, 89O Unit 2: 150, 153B, 153O, 176, 274,
278, 281B Unit 3: xii, 22, 25B, 89G, 89K Unit 4: 148, 150, 153E, 153G, 212, 214, 217G, 274
Unit 5: 20, 40, 48, 51, 52, 55, 58, 84 Unit 6: 274, 278, 281B, 313
RL.6.6 Explain how an author develops the point READING/WRITING WORKSHOP: Unit 1: 28 Unit 2: 127,141 Unit 3: 186 Unit 4: 299
LITERATURE ANTHOLOGY: Unit 2: 147, 169 Unit 4: 329
of view of the narrator or speaker in a text.
LEVELED READERS: Unit 2, Week 3: The Toolmaker (A), The Ambassador (O, ELL), Chihul’s
Secret (B) Unit 2, Week 4: Wrought by Fire (A), The Little Golden Llama (O, ELL), The Mark (B)
Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B)
YOUR TURN PRACTICE BOOK: 72–75, 82–85, 192–195
TEACHER’S EDITION: Unit 1: S13, S14, 22, 52–53 Unit 2: 148, 153C, 176, 179, 183, 185, 212,
217D, 239, 243, 247, 249 Unit 3: 86 Unit 4: 217D, 276, 281B, 296–297, 303, 304–305, 307,
308–309, 311, 313, 314–315 Unit 5: 89C, 89Q, 89T Unit 6: xii
CCSS4
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
RL.6.7 Compare and contrast the experience of READING/WRITING WORKSHOP: Unit 6: 444
LITERATURE ANTHOLOGY: Unit 1: 10–23, 30–45 Unit 2: 130–145, 152–167, 174–177
reading a story, drama, or poem to listening
Unit 3: 180–191, 196–207 Unit 4: 294–303, 310–319, 326–329 Unit 5: 332–347, 354–369
to or viewing an audio, video, or live Unit 6: 506–509
version of the text, including contrasting READING WORKSTATION ACTIVITY CARDS: 7, 21
what they “see” and “hear” when reading TEACHER’S EDITION: Unit 1: 327 Unit 2: 326 Unit 4: 326 Unit 6: 326
the text to what they perceive when they www.connected.mcgraw-hill.com: RESOURCES
MEDIA: LISTENING LIBRARY: Unit 1, Week 1: Little Blog on the Prairie Unit 1, Week 2:
listen or watch. The Mostly True Adventure of Homer P. Figg Unit 2, Week 3: Roman Diary Unit 2, Week 4: A
Single Shard Unit 2, Week 5: “Majestic,” “Mummy,” “Clay” Unit 3, Week 1: How Tía Lola Came
to Visit Stay Unit 3, Week 2: Lizzie Bright and the Buckminster Boy Unit 4, Week 3: The Case of
the Magic Marker Mischief Maker: A Mickey Rangel Mystery Unit 4, Week 4: Home of the Brave
Unit 4, Week 5: “This Is Just to Say,”“to Mrs. Garcia, in the Office,”“to Thomas” Unit 5, Week 1:
The Hero and the Minotaur Unit 5, Week 2: Elijah of Buxton Unit 6, Week 5: “To You,”“Ode to
Pablo’s Tennis Shoes”
STUDENT PRACTICE: READER’S THEATER: Unit 1: “Recycling: Taming the Plastic Monster!”
Unit 2: “The Case of the Uncooked Eggs” Unit 3: “A Visit from an Ancient Pharaoh” Unit 4:
“Tennessee Tornado” Unit 5: “Samantha Smith: Ambassador of Goodwill” Unit 6: “A Steel
Drivin’ Man”
RL.6.8 (Not applicable to literature) (Not applicable to literature)

RL.6.9 Compare and contrast texts in different LITERATURE ANTHOLOGY: Unit 1: 49 Unit 2: 173 Unit 3: 195, 211, 229 Unit 5: 353, 375
LEVELED READERS: Unit 1, Week 1: Silver Linings (A), In the Lion’s Den (B) Unit 2, Week 3:
forms or genres (e.g., stories and poems;
The Toolmaker (A), The Ambassador (O, ELL), Chihul’s Secret (B) Unit 3, Week 1: Common Ground
historical novels and fantasy stories) in (A), Making Things Happen (O, ELL), Bringing Home the Circus (B), Unit 4, Week 4: Treasures
terms of their approaches to similar themes from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 5, Week 1: Crow
and topics. Brings Daylight (A), Thor’s Journey to Utgard (O, ELL), The Hero Twins (B)
READING WORKSTATION ACTIVITY CARDS: 8, 16
TEACHER’S EDITION: Unit 1: 25R, 41, 49, 53, 59, 89S, 93, 105, 113, 117, 123 Unit 2: 157,
217T, 221, 233, 241, 245, 251 Unit 3: 29, 41, 49, 53, 59, 105, 113, 117, 123 Unit 4: 153A–153B,
221, 233, 241, 245, 251, 285 Unit 5: 29, 41, 49, 53, 59, 89T, 93, 105, 113, 117, 123 Unit 6: 25V,
217V, 285
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RL.6.10 By the end of the year, read and READING/WRITING WORKSHOP: These Units reflect the range of text complexity found
throughout the book.
comprehend literature, including stories,
Unit 2, Week 5: “Ozymandias” and “Lifelong Friends,” 151–153 Unit 4, Week 3: “Treasure in the
dramas, and poems, in the grades 6–8 Attic,” 266 Unit 5, Week 1: “Thunder Helper,” 310 Unit 5, Week 2: “Journey to Freedom,” 324
text complexity band proficiently, with LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
scaffolding as needed at the high end of the book.
Unit 2, Week 5: “Majestic,”“Mummy,” and “Clay,” 174–177 Unit 4, Week 3: The Case of the
the range. Magic Marker Mischief Maker: A Mickey Rangel Mystery, 294 Unit 5, Week 1: The Hero and the
Minotaur, 332 Unit 5, Week 2: Elijah of Buxton, 354
LEVELED READERS: Unit 2, Week 5: Digging In (B) Unit 4, Week 3: Something Fishy (B)
Unit 5, Week 1: The Hero Twins (B) Unit 5, Week 2: The Promised Land (B)
YOUR TURN PRACTICE BOOK: 93, 173, 174, 203, 204, 213, 214
READING WORKSTATION ACTIVITY CARDS: 8, 19, 21, 22, 30
TEACHER’S EDITION: Unit 1: 16–17, 25A–25P, 80–81, 89A–89R Unit 2: 144–145,
153A–153R, 208–209, 217A–217R, 272–273, 281A–281D Unit 3: 16–17, 25A–25N, 80–81,
89A–89N Unit 4: 144–145, 153A–153L, 208–209, 217A–217L, 272–273, 281A–281D Unit 5:
16–17, 25A–25R, 80–81, 89A–89R Unit 6: 272–273, 281A–281D, 281E–281F

Reading Standards for Informational Text
RI.6.1 Cite textual evidence to support analysis READING/WRITING WORKSHOP: Unit 1: 53, 54–55, 56, 67, 68–69, 70–71, 82, 83, 84, 85
Unit 2: 98, 99, 100, 101, 105, 113, 114 Unit 3: 197, 198, 199, 200, 201, 211, 212, 213, 214,
of what the text says explicitly as well as
215, 227, 228, 229 Unit 4: 242, 243, 244, 245, 256, 257, 258, 259 Unit 5: 342, 343, 344, 345,
inferences drawn from the text. 356, 357, 358, 359, 370, 371, 372, 373 Unit 6: 386, 387, 388, 389, 400, 401, 402, 403, 414,
415, 416, 417, 429, 430, 431
LITERATURE ANTHOLOGY: Unit 1: 55, 67, 74 Unit 2: 101, 105, 113, 119, 123 Unit 3: 222
225, 241, 255 Unit 4: 263, 269, 280, 284 Unit 5: 383, 386, 389, 400, 403, 406, 417 Unit 6: 430,
456, 459, 474, 499, 501
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
Time (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 4, Week 1:
Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the
World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 32, 39, 52, 62, 122, 123,132, 142, 152, 162, 222, 232, 243
252, 272
READING WORKSTATION ACTIVITY CARDS: 17, 18, 20,
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 8, 11, 16, 17, 26, 28
TEACHER’S EDITION: Unit 1: S24, 146, 153G, 210, 217T, 274, 285 Unit 2: 18, 20, 48, 89G,
112, 153G Unit 3: 217G, 217R, 274, 285, 304 Unit 4: 17, 18, 25L, 82, 89F Unit 5: 146, 153H,
210, 217G, 285 Unit 6: 18, 25E, 82, 89E, 153K, 217G
RI.6.2 Determine a central idea of a text and how READING/WRITING WORKSHOP: Unit 1: 55, 69 Unit 2: 99, 113, 114 Unit 3: 198, 212, 227
Unit 5: 370 Unit 6: 387, 400, 414, 415, 428
it is conveyed through particular details;
LITERATURE ANTHOLOGY: Unit 1: 67, 87, 91 Unit 2: 113, 127 Unit 3: 215, 219, 225, 237,
provide a summary of the text distinct from 240, 245, 253 Unit 4: 273, 289 Unit 5: 389, 415 Unit 6: 433, 437, 459, 465, 467, 479, 488,
personal opinions or judgments. 495, 501
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 1, Week 4:
Exploring the Deep (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B)
Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL,
B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O,
ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 32, 39, 52, 62, 122, 132, 142, 152, 162, 222, 232, 252, 272
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 9. 10, 16, 17, 27
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4
TEACHER’S EDITION: Unit 1: S23, S24, 148, 177, 212, 241, 243 Unit 2: 25L, 25P, 89L, Unit 3:
146, 210, 276, 281C, 307 Unit 4: 12, 25R, 89N Unit 5: 274, 281B, 304, 307 Unit 6: 20, 25D, 146,
148, 153C, 177, 179, 210
RI.6.3 Analyze in detail how a key individual, READING/WRITING WORKSHOP: Unit 2: 113 Unit 3: 198, 213, 214, 228 Unit 4: 243, 244,
256, 258, 274 Unit 5: 343, 344 Unit 6: 372, 386, 388, 401, 402, 428, 429
event, or idea is introduced, illustrated, and
LITERATURE ANTHOLOGY: Unit 1: 67, 79, 87 Unit 2: 127 Unit 3: 245, 249, 251 Unit 4: 289
elaborated in a text (e.g., through examples Unit 6: 437, 445, 457, 478, 479
or anecdotes). LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4,
Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the
Odds (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6,
Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
READING WORKSTATION ACTIVITY CARDS: 9, 10, 11, 12, 13, 14
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 6, 7, 15, 16
TEACHER’S EDITION: Unit 1: 144, 208, 274, 305 Unit 2: 84, 89L, 93, 111, 120 Unit 3: 146,
212, 217C Unit 4: 20, 25K, 82, 84, 112 Unit 5: 148, 184, 209, 217K, 278 Unit 6: 18, 22, 84, 150,
212
CCSS6
CORRELATIONS
RI.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 71, 75 Unit 3: 215 Unit 4: 259 Unit 5: 359, 373
Unit 6: 403
LITERATURE ANTHOLOGY: Unit 1: 67 Unit 2: 112, 113 Unit 4: 289 Unit 5: 417 Unit 6: 459,
figurative, connotative, and technical 501
meanings. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 4, Week 2: Against
the Odds (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
Unit 5, Week 5: A Microscopic World (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 197
WRITING WORKSTATION ACTIVITY CARDS: 20
TEACHER’S EDITION: Unit 1: 153R, 216, 217L, 232 Unit 2: 24, 25C, 89I, Unit 3: 153E, 216,
249, 253 Unit 4: 25P, 61, 88, 89B, 89C, 89H Unit 5: 153C, 216, 217C, 280, 301, 306 Unit 6: 24,
89N, 125, 189, 253
RI.6.5 Analyze how a particular sentence, READING/WRITING WORKSHOP: Unit 1: 84 Unit 2: 99, 113 Unit 3: 213 Unit 5: 346, 356,
357 Unit 6: 388, 416, 429
paragraph, chapter, or section fits into the
LITERATURE ANTHOLOGY: Unit 1: 87 Unit 2: 113, 127 Unit 3: 225 Unit 4: 272, 273 Unit 5:
overall structure of a text and contributes 389, 411 Unit 6: 459
to the development of the ideas. LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 1, Week 5:
Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 3,
Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1: Aground! The Story of the Exxon Valdez
(A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 3: Adventure Under the
Ice (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: S21, S23, 153U, 217E Unit 2: 20, 25G, 48, 84, 89L, 112 Unit 3:
148, 153F, 176, 179, 212, 217J, 233, 243 Unit 4: 25D, 25K, 25Q, 89D, 89H, 89P, 120 Unit 5: 148,
153G, 176, 179, 212, 217C, 243, 249 Unit 6: 84, 89C, 112, 115, 212, 217C, 243, 249
RI.6.6 Determine an author’s point of view or READING/WRITING WORKSHOP: Unit 1: 83 Unit 2: 113 Unit 3: 200 Unit 4: 242, 257
Unit 5: 358, 371 Unit 6: 404
purpose in a text and explain how it is
LITERATURE ANTHOLOGY: Unit 1: 66, 86, 87, 95 Unit 2: 112, 126 Unit 3: 224, 244 Unit 4:
conveyed in the text. 272, 273, 288, 289 Unit 5: 388, 417 Unit 6: 436, 458, 478, 500
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 4, Week 1: Aground! The Story of the Exxon Valdez (A, O,
ELL, B) Unit 4, Week 2: Against the Odds (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (A,
O, ELL, B)
YOUR TURN PRACTICE BOOK: 42, 45, 152, 162, 242
TEACHER’S EDITION: Unit 1: S25, 276, 281E, 304, 307 Unit 2: 25I, 89K Unit 3: 89O, 150, 151,
176 Unit 4: 20, 21, 25D, 48, 51, 84, 89C, 112, 115 Unit 5: 276, 277, 304, 307 Unit 6: 89Q, 209,
328, 350

RI.6.7 Integrate information presented in READING/WRITING WORKSHOP: Unit 1: 56, 70, 84 Unit 2: 100, 104, 105, 113, 114 Unit 3:
228 Unit 4: 244, 258 Unit 5: 344, 358, 372 Unit 6: 388, 402, 416, 430
different media or formats (e.g., visually,
LITERATURE ANTHOLOGY: Unit 1: 74 Unit 2: 113 Unit 3: 224, 253 Unit 4: 272 Unit 5: 388
quantitatively) as well as in words to Unit 6: 436
develop a coherent understanding of a LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL,B) Unit 1, Week 4: Exploring
topic or issue. the Deep (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 5,
Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6, Week 1: The Spice Trade
(A, O, ELL, B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6,
Week 4: The Ancient City of Ur (A, O, ELL, B)
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 3, 10, 16
TEACHER’S EDITION: Unit 1: 150, 153D, 214, 217I, 278, 304 Unit 2: 22, 25C, 86, 329, 330
Unit 3: 153B, 153I, 278, 328, 329 Unit 4: 22, 25K, 48, 86, 89D, 112, 122 Unit 5: 150, 214, 217K,
278 Unit 6: 22, 25C, 49, 150, 153I, 214 217F
www.connected.mcgraw-hill.com: RESOURCES
MEDIA: VIDEOS: Unit 1, Week 3: Living Environments Unit 1, Week 4: Surface Changes
Unit 1, Week 5: Money Matters Unit 2, Week 1: Cradles of Civilization Unit 2, Week 2:
Democratic Concepts Unit 3, Week 3: Inspired Work Unit 3, Week 4: Being the First Unit 3,
Week 5: Green Means Clean Unit 4, Week 1: Responding to Disaster Unit 4, Week 2: Rising
to the Challenge Unit 5, Week 3: The Importance of Innovation Unit 5, Week 4: Breakthrough
Discoveries Unit 5, Week 5: Better Ways to Explore Unit 6, Week 1: Relying on Nature Unit 6,
Week 2: Gateways to History Unit 6, Week 3: Scientific Adventures Unit 6, Week 4: Astonishing
Discoveries
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 2: “Who Owns History?”
Unit 3: “Elephant Camp” Unit 4: “Revved Up” Unit 5: “Eye on the Sky” Unit 6: “World Wonders
in Danger”
RI.6.8 Trace and evaluate the argument and READING/WRITING WORKSHOP: Unit 1: 83 Unit 4: 243, 257 Unit 5: 371, 372
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 4: 289
specific claims in a text, distinguishing
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B)
claims that are supported by reasons and READING WORKSTATION ACTIVITY CARDS: 18, 25
evidence from claims that are not. WRITING WORKSTATION ACTIVITY CARDS: 5
TEACHER’S EDITION: Unit 1: S26, 276, 307, 329 Unit 2: 328, 329 Unit 3: 93, 305, 313,
328, 329, 350 Unit 4: xii, 25M, 89P, 328, 329 Unit 5: 153P, 274, 276, 302, 303 Unit 6: 153M,
328, 329, 344
RI.6.9 Compare and contrast one author’s LITERATURE ANTHOLOGY: Unit 1: 98 Unit 2: 129 Unit 4: 309 Unit 6: 461
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 5, Week 5: A
presentation of events with that of another
Microscopic World (A, O, ELL, B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O,
(e.g., a memoir written by and a biography ELL, B)
on the same person). READING WORKSTATION ACTIVITY CARDS: 16
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 16
TEACHER’S EDITION: Unit 1: S25, S26, 29,157, 221, 241, 245, 251F Unit 2: 29, 93, 328, 329
Unit 3: 93, 157, 221, 251F, 285 Unit 4: 27S, 25T, 29, 157, 285, 329 Unit 5: 157, 251F, 284, 285,
329 Unit 6: 29, 89S–89T, 93, 157, 221
CCSS8
CORRELATIONS
RI.6.10 By the end of the year, read and READING/WRITING WORKSHOP: These Units reflect the range of text complexity found
throughout the book.
comprehend literary nonfiction in
Unit 3, Week 4: “Marian Anderson: Struggles and Triumphs,” 208 Unit 4, Week 2: “She Had to
the grades 6–8 text complexity band Walk Before She Could Run,” 252 Unit 5, Week 4: “Light Detectives,” 352 Unit 6, Week 2: “The
proficiently, with scaffolding as needed at Great Fire of London,” 396 Unit 6, Week 3: “Researcher to the Rescue,” 410
the high end of the range. LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
the book.
Unit 3, Week 4: Major Taylor: Champion Cyclist, 230 Unit 4, Week 2: Seeing Things His Own
Way, 276 Unit 5, Week 4: Planet Hunter, 394 Unit 6, Week 2: The Great Fire, 442 Unit 6,
Week 3: Extreme Scientists, 462
LEVELED READERS: Unit 3, Week 4: Beyond Expectations (B) Unit 4, Week 2: Against the
Odds (B) Unit 5, Week 4: Looking Further: The Hubble Telescope (B) Unit 6, Week 2: Blown
Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 33–34, 43–44, 53–54, 63–64, 123–124, 133–134, 143–144,
153–154, 163–164, 223–224, 233–234, 243–244, 253–254, 263–264, 273–274, 283–284
TEACHER’S EDITION: Unit 1: 144–145, 153A–153R, 208–209, 217A–217P, 272–273,
281A–281D Unit 2: 16–17, 25A–25P, 80–81, 89A–89L Unit 3: 144–145, 153A–153N,
208–209, 217A–217P, 272–273, 281A–281D Unit 4: 16–17, 25A–25R, 80–81, 89A–89N
Unit 5: 144–145, 153A–153N, 208–209, 217A–217P, 272–273, 281A–281D Unit 6: 16–17,
25A–25R, 80–81, 89A–89R, 144–145, 153A–153R, 208–209, 217A–217P
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 2: “Who Owns History?”
Unit 3: “Elephant Camp” Unit 4: “Revved Up” Unit 5: “Eye on the Sky”

WRITING
Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCSS10
C
CORRELATIONS
Grade 6

W 6 1
Writing Standards
Text Types and Purposes McGraw-Hill Reading Wonders
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a Introduce claim(s) and organize the reasons READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
and evidence clearly.
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 13, 20
TEACHER’S EDITION: Unit 1: 221 Unit 2: 221 Unit 3: 29, 93, 288–289, 318, 329, 344–345,
350–351 Unit 4: 32–33, 221 Unit 5: 160–161, 222, 224, 225 Unit 6: 93, 345, 351
W.6.1b Support claim(s) with clear reasons and READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
relevant evidence, using credible sources
and demonstrating an understanding of WRITING WORKSTATION ACTIVITY CARDS: 5, 14, 18, 27, 28
the topic or text. TEACHER’S EDITION: Unit 1: 221 Unit 3: 29, 93, 329, 346 Unit 5: 29 Unit 6: 29, 285, 346
W.6.1c Use words, phrases, and clauses to clarify READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
the relationships among claim(s) and
TEACHER’S EDITION: Unit 1: 286, 288, 289 Unit 3: 347, 351, 353 Unit 4: 94, 96, 221 Unit 5:
reasons. 158–160, 161 Unit 6: 160–161, 345, 352, 353

Writing Standards
W.6.1d Establish and maintain a formal style. READING WORKSTATION ACTIVITY CARDS: 27
TEACHER’S EDITION: Unit 3: 224, 348, 353 Unit 6: 352
W.6.1e Provide a concluding statement or section READING/WRITING WORKSHOP: Unit 4: 247 Unit 5: 361
that follows from the argument presented.
TEACHER’S EDITION: Unit 3: 329, 352 Unit 6: 345
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
W.6.2a Introduce a topic; organize ideas, concepts, READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 116–117 Unit 5: 346–347 Unit 6:
418–419
and information, using strategies such
as definition, classification, comparison/ READING WORKSTATION ACTIVITY CARDS: 11
contrast, and cause/effect; include SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 6, 7, 8, 10, 11, 12,
formatting (e.g., headings), graphics (e.g., 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 10, 12, 23, 25, 26, 30
charts, tables), and multimedia when useful TEACHER’S EDITION: Unit 1: 158, 160–161, 190, 285 Unit 2: 345, 351 Unit 4: 156, 157
to aiding comprehension. Unit 5: 345, 351 Unit 6: 160–161, 190
W.6.2b Develop the topic with relevant facts, READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 102–103, 116–117 Unit 3:
202–203
definitions, concrete details, quotations, or
other information and examples. SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 8, 9, 11, 13, 14, 19, 21, 22,
24, 27, 29
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 12, 13, 23, 25, 26, 30
TEACHER’S EDITION: Unit 1: 160–161 Unit 2: 32–33, 62, 93, 96–97, 126, 345, 351 Unit 3:
160–161, 285 Unit 5: 346, 351, 352 Unit 6: 221
W.6.2c Use appropriate transitions to clarify the READING/WRITING WORKSHOP: Unit 1: 86–87 Unit 6: 432–433
YOUR TURN PRACTICE BOOK: 50, 170, 290
relationships among ideas and concepts.
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11,
12, 15, 18, 23, 24, 29
WRITING WORKSTATION ACTIVITY CARDS: 10, 11, 12, 13, 19, 23, 25
TEACHER’S EDITION: Unit 2: 346 Unit 4: 285 Unit 5: 353 Unit 6: 224–225, 254
W.6.2.d Use precise language and domain-specific READING/WRITING WORKSHOP: Unit 2: 158–159 Unit 5: 374–375
vocabulary to inform about or explain the
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
topic. 12, 13, 15, 16, 17, 18, 22, 23, 24, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 12, 16, 18, 20, 25, 30
TEACHER’S EDITION: Unit 2: 288, 289, 318, 345, 347, 352 Unit 5: 93, 352, 353
CCSS12
Writing Standards
CORRELATIONS
W.6.2e Establish and maintain a formal style. READING/WRITING WORKSHOP: Unit 1: 72
TEACHER’S EDITION: Unit 1: 224–225 Unit 2: 29, 353 Unit 5: 349, 354 Unit 6: 94, 95, 96, 97
W.6.2f Provide a concluding statement or section YOUR TURN PRACTICE BOOK: 29, 39, 269
that follows from the information or
explanation presented. TEACHER’S EDITION: Unit 1: 93 Unit 2: 157, 346 Unit 5: 347, 349
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W.6.3a Engage and orient the reader by READING/WRITING WORKSHOP: Unit 1: 30–31 Unit 4: 288–289
establishing a context and introducing a
narrator and/or characters; organize an WRITING WORKSTATION ACTIVITY CARDS: 6, 7, 8, 11, 15, 16, 19, 24, 29
event sequence that unfolds naturally and TEACHER’S EDITION: Unit 1: 32–33, 62, 345, 351 Unit 4: 62, 224, 225, 347, 352
logically.
W.6.3b Use narrative techniques, such as dialogue, READING/WRITING WORKSHOP: Unit 1: 44–45 Unit 4: 274–275
pacing, and description, to develop
experiences, events, and/or characters. WRITING WORKSTATION ACTIVITY CARDS: 6, 7, 16, 21, 24, 29
TEACHER’S EDITION: Unit 1: 346, 347, 352 Unit 4: 160–161, 190, 346, 351
W.6.3c Use a variety of transition words, phrases, READING/WRITING WORKSHOP: Unit 2: 144–145 Unit 3: 174–175 Unit 5: 318–319
and clauses to convey sequence and signal
WRITING WORKSTATION ACTIVITY CARDS: 11, 23, 29
shifts from one time frame or setting to TEACHER’S EDITION: Unit 1: 318, 346, 347, 351 Unit 2: 224, 225, 254 Unit 3: 32–33, 62
another. Unit 4: 348 Unit 5: 32–33, 62
W.6.3d Use precise words and phrases, relevant READING/WRITING WORKSHOP: Unit 1: 44–45 Unit 5: 332–333
YOUR TURN PRACTICE BOOK: 20, 70, 90, 100, 140, 160, 170, 200, 220, 300
descriptive details, and sensory language
WRITING WORKSTATION ACTIVITY CARDS: 8, 9, 15, 16, 17, 24, 29
to convey experiences and events. TEACHER’S EDITION: Unit 1: 96–97, 126, 352 Unit 4: 318, 352, 353 Unit 5: 96–97,126
W.6.3e Provide a conclusion that follows from the READING/WRITING WORKSHOP: Unit 2: 130–131 Unit 3: 188–189
narrated experiences or events.
TEACHER’S EDITION: Unit 1: 345, 353 Unit 2: 160, 161 Unit 3: 96–97, 126 Unit 4: 346

Writing Standards
Production and Distribution of Writing McGraw-Hill Reading Wonders
W.6.4 Produce clear and coherent writing in READING/WRITING WORKSHOP: Unit 1: 31, 45, 59, 73, 87 Unit 2: 103, 117, 131, 145, 159
Unit 3: 175, 189, 203, 217, 231 Unit 4: 247, 261, 275, 289, 303 Unit 5: 319, 333, 347, 360,
which the development, organization, and
361, 375 Unit 6: 391, 405, 419, 433, 447
style are appropriate to task, purpose, and YOUR TURN PRACTICE BOOK: 9,19, 29, 39, 49, 59, 69, 79, 89, 99, 109, 119, 129, 139, 149,
audience. (Grade-specific expectations for 159, 169, 179, 189, 199, 209, 219, 229, 239, 249, 259, 269, 279, 289, 299
writing types are defined in standards 1–3 SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 4, 6, 7, 8, 9, 11, 12, 13, 14,
15, 18, 19, 20, 21, 22, 23, 24, 26, 27, 29
above.) WRITING WORKSTATION ACTIVITY CARDS: 2, 3, 4, 6, 7, 10, 12, 14, 15, 16, 19, 21, 22, 23,
24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S33, 160–161, 331, 344–349, 350–355 Unit 2: 32–33, 156,
157, 224–225, 344–349, 350–355 Unit 3: 254, 344–349, 350–355 Unit 4: 32–33, 224–225,
331, 344–349, 350–355 Unit 5: 92, 93, 160–161, 254, 331, 344–349, 350–355 Unit 6:
94–95, 126, 224–225, 331, 344–349, 350–355
W.6.5 With some guidance and support from READING/WRITING WORKSHOP: Unit 1: 31, 45, 59, 73, 87 Unit 2: 103, 117, 131, 145, 159
Unit 3: 175, 189, 203, 217, 231 Unit 4: 247, 261, 275, 289, 303 Unit 5: 319, 333, 347, 360,
peers and adults, develop and strengthen
361, 375 Unit 6: 391, 405, 419, 433, 447
writing as needed by planning, revising, YOUR TURN PRACTICE BOOK: 10, 20, 30, 40, 60, 70, 80, 90, 100, 110, 120, 130, 140, 160,
editing, rewriting, or trying a new 170, 180, 190, 200, 210, 220, 230, 240, 250, 260, 270, 278, 290, 300
approach. (Editing for conventions should WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 17, 18,
19, 20, 21, 23, 24, 25, 26, 27, 28, 29, 30
demonstrate command of Language TEACHER’S EDITION: Unit 1: 32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352,
standards 1–3 up to and including grade 6.) 353, 354 Unit 2: 32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 3:
32–33, 96–97, 160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 4: 32–33, 96–97,
160–161, 224–225, 345–347, 348, 351, 352, 353, 354 Unit 5: 32–33, 96–97, 160–161,
224–225, 345–347, 348, 351, 352, 353, 354 Unit 6: 32–33, 96–97, 160–161, 224–225,
345–347, 348, 351, 352, 353, 354
W.6.6 Use technology, including the Internet, TEACHER’S EDITION: Unit 1: 330–333, 348, 354 Unit 2: 330–333, 348, 354 Unit 3:
330–333, 348, 354 Unit 4: 330–333, 348, 354 Unit 5: 220, 330–333, 348, 354 Unit 6:
to produce and publish writing as well as
330–333, 348, 354
to interact and collaborate with others; www.connected.mcgraw-hill.com: RESOURCES
demonstrate sufficient command of WRITER’S WORKSPACE: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6
keyboarding skills to type a minimum of
three pages in a single sitting.
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
W.6.7 Conduct short research projects to answer READING WORKSTATION ACTIVITY CARDS: 29
a question, drawing on several sources and
15, 18, 22, 26, 27, 28, 29, 30
refocusing the inquiry when appropriate. WRITING WORKSTATION ACTIVITY CARDS: 30
TEACHER’S EDITION: Unit 1: S35, 92, 156, 220, 329, 330–333 Unit 2: 28, 92, 156, 220, 284,
329, 330–333 Unit 3: 28, 92, 156, 220, 284, 330–333 Unit 4: 28, 92, 220, 284, 329, 330–333
Unit 5: 92, 156, 284, 330–333, 344–349, 350–355 Unit 6: 28, 92, 156, 220, 284, 330–333
TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2
CCSS14
Writing Standards
CORRELATIONS
W.6.8 Gather relevant information from multiple SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 6, 7, 9, 10, 11, 14, 15, 16, 17,
18, 19, 21, 22, 23, 24, 26, 27, 28, 29, 30
print and digital sources; assess the
TEACHER’S EDITION: Unit 1: 28, 156, 220, 332, 333 Unit 2: 28, 92, 156, 220, 284, 330, 332
credibility of each source; and quote or Unit 3: 28, 92, 156, 220, 284, 328, 329, 330 Unit 4: 28, 92, 220, 284, 329, 332 Unit 5: 28, 92,
paraphrase the data and conclusions of 156, 220, 284, 328, 330, 346 Unit 6: 28, 92, 156, 220, 329, 332
others while avoiding plagiarism and www.connected.mcgraw-hill.com: RESOURCES
providing basic bibliographic information TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 3, Unit 4, Unit 5,
Unit 6
for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9a Apply grade 6 Reading standards to LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 2: 147, 169 Unit 3: 193, 209 Unit 4: 305, 321
Unit 5: 349, 371
literature (e.g., “Compare and contrast texts
LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O,ELL), Into the Lion’s
in different forms or genres [e.g., stories Den (B) Unit 2, Week 3: The Toolmaker (A), The Ambassador (O, ELL), Chihul’s Secret (B) Unit 3,
and poems; historical novels and fantasy Week 2: Bear Country (A), Think Hard, Think Fast (O, ELL), The Yard Sale (B) Unit 4, Week 4:
stories] in terms of their approaches to Treasures from Tonga (A), So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 6, Week 5:
Chill Out (A), Liv’s Vacation (O, ELL), Vasca’s Log (B)
similar themes and topics”). YOUR TURN PRACTICE BOOK: 9, 19, 29, 49, 79, 89, 99, 109, 119, 179, 189, 199, 209, 219, 299
TEACHER’S EDITION: Unit 1: 29, 84, 93 Unit 2: 148, 217R, 221, 276 Unit 3: 20, 25N, 29, 84,
93 Unit 4: 148, 157, 214, 221, 276, 285 Unit 5: 20, 28, 29, 84, 93 Unit 6: 276
W.6.9b Apply grade 6 Reading standards to literary LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
nonfiction (e.g., “Trace and evaluate the
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
argument and specific claims in a text, Time (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 4, Week 2: Against
distinguishing claims that are supported the Odds (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (A, O, ELL, B) Unit 6, Week 1: The
by reasons and evidence from claims that Spice Trade (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 39, 59, 69, 129, 139, 149, 159, 169, 229, 239, 249, 259, 269,
are not”). 279, 289
TEACHER’S EDITION: Unit 1: 148, 157, 212, 221, 276, 285 Unit 2: 20, 29, 84, 89L, 93 Unit 3:
148, 157, 212, 221, 276, 285 Unit 4: 20, 29, 86, 93 Unit 5: 148, 212, 221, 276, 285 Unit 6: 20,
93, 148, 157, 221
Range of Writing McGraw-Hill Reading Wonders

W.6.10 Write routinely over extended time frames LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O,ELL), Into the Lion’s Den
(B) Unit 2, Week 1: Lost in Time (A, O, ELL, B) Unit 3, Week 1: Common Ground (A), Making
(time for research, reflection, and revision)
Things Happen (O, ELL), Bringing Home the Circus (B) Unit 4, Week 1: Aground! The Story of the
and shorter time frames (a single sitting Exxon Valdez (A, O, ELL, B) Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to Utgard
or a day or two) for a range of discipline- (O, ELL), The Hero Twins (B) Unit 6, Week 1: The Spice Trade (A, O, ELL, B)
specific tasks, purposes, and audiences. YOUR TURN PRACTICE BOOK: 9, 19, 29, 39, 49, 59, 69, 79, 89, 99, 109, 119, 129, 139, 149,
159, 169, 179, 189, 199, 209, 219, 229, 239, 249, 259, 269, 279, 289, 299
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 5, 12, 16, 17, 20, 22, 23, 29
READING WORKSTATION ACTIVITY CARDS: 1, 3, 8, 11, 12, 13, 14, 16, 18, 19, 21, 22, 25,
27, 30
15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 14, 15, 16, 17, 18,
19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S33, S36, 32–33, 220–221, 344–349, 350–355 Unit 2: 190,
224–225, 346, 347, 348, 352, 353, 354 Unit 3: 89N, 96–97, 157, 346, 347, 348, 352, 353, 354
Unit 4: 28, 89Q, 93, 288–289, 329, 346–348, 352–354 Unit 5: 32–33, 156, 217S, 285, 330,
346, 347, 348, 352, 353, 354 Unit 6: 25R, 93, 96–97, 330–333, 346, 347, 348, 352, 353, 354

SPEAKING AND LISTENING
Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.
CCSS16
C
CORRELATIONS
Grade 6

SL 6 1
Speaking and Listening Standards

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
SL.6.1a Come to discussions prepared, having READING/WRITING WORKSHOP: Unit 1: 18–19, 32–33, 74–75 Unit 2: 91 Unit 3:
162–163, 176–177, 190–191 Unit 4: 234–235, 248–249
read or studied required material; explicitly
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, B) Unit 2, Week 3: The
draw on that preparation by referring Toolmaker (A), The Ambassador (O), Chihul’s Secret (B) Unit 3, Week 2: Bear Country (A), Think
to evidence on the topic, text, or issue Hard, Think Fast (O), The Yard Sale (B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B)
to probe and reflect on ideas under Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 4, Week 4: Treasures from Tonga (A),
So Many Stars (O, ELL), The Best Friends’ Birthdays (B) Unit 5, Week 3: How Horses Changed the
discussion. World (A, O, ELL, B) Unit 5, Week 5: A Microscopic World (ELL)
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 7, 8, 10, 11, 13, 16, 19, 21, 25
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19, 20, 21, 22
TEACHER’S EDITION: Unit 1: 169, 177, 181, 221, 268, 284–285 Unit 2: 12, 29, 41, 49, 53,
332 Unit 3: 76, 93, 105, 113, 117, 285, 327, 332 Unit 4: 140, 157, 169, 177, 181, 327, 332
Unit 5: 204, 221, 233, 241, 245, 285, 327, 332 Unit 6: 268, 285, 297, 305, 309, 328, 332
SL.6.1b Follow rules for collegial discussions, set LEVELED READERS: Unit 3, Week 2: Bear Country (A), Think Hard, Think Fast (O), The Yard
Sale (B)
specific goals and deadlines, and define
individual roles as needed. TEACHER’S EDITION: Unit 1: S6, S20, 74, 266, 332 Unit 2: 10, 74, 138, 202, 266, 332 Unit 3:
10, 202, 266, 332 Unit 4: 74, 266, 332 Unit 5: 10, 74, 138, 202, 266, 332 Unit 6: 10, 74, 138, 202,
266, 332

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.6.1c Pose and respond to specific questions READING/WRITING WORKSHOP: Unit 1: 18, 35, 46, 49, 60, 63, 78, 81 Unit 2: 94, 97, 98,
112, 118, 122, 125 132, 136, 139, 146, 150, 153, Unit 3: 161 , 162, 176, 190, 204, 218, 226,
with elaboration and detail by making
233 Unit 4: 234, 241, 248, 255, 262, 276, 290 Unit 5: 306, 310, 320, 324, 327, 334, 338, 341,
comments that contribute to the topic, 348, 352, 355, 362 Unit 6: 378, 386, 392, 396, 399, 400, 406, 410, 413, 420, 423, 424, 427,
text, or issue under discussion. 434, 438, 441
LEVELED READERS: Unit 3, Week 3: Coming Together for Change (A, O, B) Unit 5, Week 4:
Looking Further: The Hubble Telescope (A, O, B)
YOUR TURN PRACTICE BOOK: 5, 6, 7, 15, 16, 17, 25, 26, 27, 35, 36, 37, 45, 46, 47, 55, 56, 57,
65, 66, 67, 75, 76, 77, 85, 86, 87, 94, 95, 96, 97, 105, 106, 107, 115, 116, 117, 125, 126, 127,
135, 136, 137, 145, 146, 147, 155, 156, 157, 165, 166, 167, 175, 176, 177, 185, 186, 187, 195,
196, 197, 205, 206, 207, 215, 216, 217, 225, 226, 227, 235, 236, 237, 245, 246, 247, 255, 256,
257, 265, 266, 267, 275, 276, 277, 285, 286, 287, 295, 296, 297
TEACHER’S EDITION: Unit 1: S20, 10, 138, 266 Unit 2: xii, 18, 74, 82, 92, 335 Unit 3: 74, 138,
266, 274, 335 Unit 4: 10, 138, 266, 274, 335 Unit 5: xii, 10, 138, 202 Unit 6: 18, 74, 82, 138,
266, 335
SL.6.1d Review the key ideas expressed and READING/WRITING WORKSHOP: Unit 1: 18, 32–33, 46–47, 60–61, 78, 81 Unit 2: 94, 97,
98, 99, 112, 113, 119, 122, 125, 132–133, 136, 139, 146–147, 150, 153 Unit 3: 161 , 162–163,
demonstrate understanding of multiple
169, 176–177, 183, 190–191, 204–205, 211, 218–219, 226 Unit 4: 233, 234–235, 241,
perspectives through reflection and 248–249, 255, 262–263, 269, 276–277, 283, 290–291 Unit 5: 306, 310, 320–321, 324, 327,
paraphrasing. 334–335, 338, 341, 348–349, 352, 355, 363 Unit 6: 378–379, 386, 392–393, 396, 399, 400,
406, 410, 413, 420, 424, 427, 434–435, 438, 441
LEVELED READERS: Unit 2, Week 2: Everybody Counts (A, O, B) Unit 2, Week 3: The
Toolmaker (A), The Ambassador (O, ELL)
TEACHER’S EDITION: Unit 1: S35, 29, 93, 157, 202, 221, 285, 329 Unit 2: 29, 93, 138, 157,
202, 221, 285 Unit 3: 10, 29, 93, 157, 221, 285, 335 Unit 4: 29, 93, 138, 157, 202, 221, 285
Unit 5: xii, 93, 157, 221, 285, 332, 335 Unit 6: 29, 93, 157, 221, 285
SL.6.2 Interpret information presented in READING/WRITING WORKSHOP: Unit 1: 18, 32–33, 46–47, 50, 60–61, 80–81 Unit 3:
162–163, 176–177, 190–191, 204–205 Unit 4: 234–235, 248–249, 262–263, 276–277
diverse media and formats (e.g., visually,
LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 2, Week 1: Lost in
quantitatively, orally) and explain how it Time (A, O, ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, B)
contributes to a topic, text, or issue under TEACHER’S EDITION: Unit 1: 10, 12, 74, 76, 104, 140, 180, 204 Unit 2: 10, 12, 74, 76, 140,
study. 202, 204, 328 Unit 3: xii, 74, 76, 138, 140, 202, 204, 328 Unit 4: 10, 12, 74, 76, 138, 140, 202,
328 Unit 5: 10, 12, 74, 76, 140, 202, 204 Unit 6: 10, 12, 74, 76, 138, 140, 204, 268, 328
SL.6.3 Delineate a speaker’s argument and TEACHER’S EDITION: Unit 1: 221 Unit 2: 221 Unit 3: 29, 93, 221, 335 Unit 4: 221 Unit 5: 29,
221 Unit 6: 93, 285, 335, 344
specific claims, distinguishing claims that
are supported by reasons and evidence
from claims that are not.
CCSS18
Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
SL.6.4 Present claims and findings, sequencing READING WORKSTATION ACTIVITY CARDS: 29
ideas logically and using pertinent
TEACHER’S EDITION: Unit 1: 28, 93, 156, 220, 334 Unit 2: 220, 284, 329, 334 Unit 3: 329,
descriptions, facts, and details to 334 Unit 4: 156, 220, 284, 329, 333, 334 Unit 5: 28, 92, 156, 220, 284, 334 Unit 6: 28, 284,
accentuate main ideas or themes; use 329, 330, 334
appropriate eye contact, adequate volume, www.connected.mcgraw-hill.com: RESOURCES
and clear pronunciation. TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2, Unit 3,
Unit 4, Unit 5, Unit 6
SL.6.5 Include multimedia components (e.g., SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 17
TEACHER’S EDITION: Unit 1: 28, 92, 156, 220, 331, 334, 354 Unit 2: 28, 157, 329, 332, 334,
graphics, images, music, sound) and
354 Unit 3: 92, 156, 332, 334, 354 Unit 4: 156, 284, 329, 332, 334, 353 Unit 5: 93, 156, 157,
visual displays in presentations to clarify 332, 334, 348, 354, 360 Unit 6: 156, 330, 331, 332, 334, 348, 354
information. www.connected.mcgraw-hill.com: RESOURCES
TEACHER RESOURCES: SPEAKING AND LISTENING CHECKLISTS: Unit 1, Unit 2, Unit 3,
Unit 4, Unit 5, Unit 6
TIME FOR KIDS ONLINE ARTICLES: Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 6
SL.6.6 Adapt speech to a variety of contexts and SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 17
TEACHER’S EDITION: Unit 1: 92 Unit 2: 284 Unit 3: 329 Unit 4: 156, 220 Unit 6: 284, 330
tasks, demonstrating command of formal
English when indicated or appropriate. (See
grade 6 Language standards 1 and 3 for
specific expectations.)

LANGUAGE
Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
CCSS20
C
CORRELATIONS
Grade 6

L 6 1
Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.6.1a Ensure that pronouns are in the proper case READING/WRITING WORKSHOP: Unit 4: 261, 275 GH: 462, 463
TEACHER’S EDITION: Unit 4: 98–99, 127, 162–163, 191
(subjective, objective, possessive).
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 81, 82, 83, 84, 85, 86,
87, 89, 90
L.6.1b Use intensive pronouns (e.g., myself, READING/WRITING WORKSHOP: GH: 463
TEACHER’S EDITION: Unit 2: 177 Unit 4: 93, 98–99, 127
ourselves).
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 81, 84
L.6.1c Recognize and correct inappropriate shifts READING/WRITING WORKSHOP: Unit 4: 247 GH: 462
TEACHER’S EDITION: Unit 4: 34–35, 98, 99, 255, 290, 291
in pronoun number and person.
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 79

Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.6.1d Recognize and correct vague pronouns READING/WRITING WORKSHOP: GH: 462
TEACHER’S EDITION: Unit 4: 29, 34–35, 63
(i.e., ones with unclear or ambiguous
antecedents). TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 78
L.6.1e Recognize variations from standard English READING/WRITING WORKSHOP: Unit 4: 261, 289
TEACHER’S EDITION: Unit 1: 127, 290–291 Unit 2: 34, 35, 98, 99, 163, 227, 290–291 Unit 3:
in their own and others’ writing and
34–35, 226–227, 290–291 Unit 4: 291 Unit 5: 34, 98, 99, Unit 6: 99
speaking, and identify and use strategies
to improve expression in conventional
language.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.6.2a Use punctuation (commas, parentheses, READING/WRITING WORKSHOP: GH: 456, 476, 478
TEACHER’S EDITION: Unit 1: 25C Unit 2: 290–291 Unit 3: 336, 337 Unit 4: 337 Unit 6: 227,
dashes) to set off nonrestrictive/
336
parenthetical elements. www.connected.mcgraw-hill.com: RESOURCES
L.6.2b Spell correctly. PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 18, 20, 21, 27, 28
TEACHER’S EDITION: Unit 1: 36–37, 100–101, 164–165, 228–229, 292–293 Unit 2:
36–37, 100–101, 164–165, 228–229, 292–293 Unit 3: 36–37, 100–101, 164–165, 228–229,
292–293 Unit 4: 36–37, 100–101, 164–165, 228–229, 292–293 Unit 5: 36–37, 100–101,
164–165, 228–229, 292–293 Unit 6: 36–37, 100–101, 164–165, 228–229, 292–293
CCSS22
Language Standards
Knowledge of Language McGraw-Hill Reading Wonders
CORRELATIONS
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.3a Vary sentence patterns for meaning, READING/WRITING WORKSHOP: Unit 1: 59 Unit 6: 390–391
reader/listener interest, and style.
TEACHER’S EDITION: Unit 1: 162, 226–227 Unit 6: 30–31, 32–33, 62
L.6.3b Maintain consistency in style and tone. READING/WRITING WORKSHOP: Unit 3: 216–217
TEACHER’S EDITION: Unit 1: 222–223, 224–225, 254 Unit 3: 222–223, 224–225, 254
Unit 6: 94–95, 96–97
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4a Use context (e.g., the overall meaning of a READING/WRITING WORKSHOP: Unit 1: 29, 43, 85 Unit 2: 92, 93, 106, 107 Unit 3: 173,
187, 215 Unit 4: 245, 259, 273, 287 Unit 5: 317, 331, 345, 359 Unit 6: 417
sentence or paragraph; a word’s position
LITERATURE ANTHOLOGY: Unit 1: 25, 47 Unit 3: 193, 209, 245 Unit 4: 273, 305 Unit 5: 389,
or function in a sentence) as a clue to the 409 Unit 6: 479
meaning of a word or phrase. LEVELED READERS: Unit 1, Week 1: Silver Linings (A), Call Me Max (O, ELL), Into the Lion’s
Den (B) Unit 3, Week 1: Common Ground (A), Making Things Happen (O, ELL), Bringing Home
the Circus (B) Unit 4, Week 5: The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B)
Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 3: Adventure Under
the Ice (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 7, 17, 57, 107, 117, 137, 147, 157, 177, 187, 227, 237, 277
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 10, 12, 14, 15
TEACHER’S EDITION: Unit 1: S15, 24, 50, 54, 61, 88, 230 Unit 2: 89I, 102, 145 Unit 3: 24,
25G, 88, 216, 338 Unit 4: 24, 25E, 45, 152, 178, 189, 216, 336 Unit 5: 25C, 88, 152, 182, 216,
337 Unit 6: 109, 152, 167, 182, 189, 338
L.6.4b Use common, grade-appropriate Greek READING/WRITING WORKSHOP: Unit 1: 57, 85 Unit 2: 101, 115, 143 Unit 3: 201 Unit 5:
317 Unit 6: 389, 431
or Latin affixes and roots as clues to the
LITERATURE ANTHOLOGY: Unit 1: 67 Unit 2: 113, 127, 167 Unit 5: 349 Unit 6: 437, 501
meaning of a word (e.g., audience, auditory, LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 2, Week 1: Lost in
audible). Time (A, O, ELL, B) Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 2, Week 4: Wrought by
Fire (A), The Little Golden Llama (O, ELL), The Mark (B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 27, 47, 57, 67, 87, 248, 257, 258, 268, 278, 287, 288
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 8, 11, 23, 27, 28, 29
TEACHER’S EDITION: Unit 1: S28, 152, 182, 189, 280, 301 Unit 2: 24, 39, 50, 88, 89F, 102,
216, 246, 253 Unit 3: 152, 153J, 153N, 182, 189 Unit 4: 218, 235, 233, 294 Unit 5: 24, 45, 50,
54, 61 Unit 6: 24, 38, 39, 216, 237, 242, 253

Language Standards
L.6.4c Consult reference materials (e.g., PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 7, 8, 10, 11, 12, 13,
14, 15, 25, 26, 27, 29, 30
dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation WRITING WORKSTATION ACTIVITY CARDS: 20
of a word or determine or clarify its precise TEACHER’S EDITION: Unit 1: S27, 24, 39, 118, 152 Unit 2: 25C, 37, 38, 39, 58, 59, 152, 217
meaning or its part of speech. Unit 3: 336, 337, 338 Unit 4: 39, 58, 152, 167, 216 Unit 5: 24, 39, 150, 336, 337 Unit 6: 39,
167, 216, 231
L.6.4d Verify the preliminary determination of READING/WRITING WORKSHOP: Unit 1: 43 Unit 3: 187 Unit 4: 245, 259
LEVELED READERS: Unit 3, Week 4: Beyond Expectations (A, O, ELL, B)
the meaning of a word or phrase (e.g., by
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 8, 10, 12, 14, 15, 25, 26
checking the inferred meaning in context TEACHER’S EDITION: Unit 1: S27, 24, 39, 88, 102–103 Unit 2: 37–39, 152 Unit 3: 166–167,
or in a dictionary). 280 Unit 4: 152, 182, 216, 230–231, 253 Unit 5: 24, 109, 114 Unit 6: 24, 88–89, 114, 118, 216
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.6.5a Interpret figures of speech (e.g., READING/WRITING WORKSHOP: Unit 1: 71 Unit 2: 157 Unit 4: 259, 301 Unit 5: 333
Unit 6: 445
personification) in context.
LITERATURE ANTHOLOGY: Unit 1: 86 Unit 2: 177 Unit 4: 289, 329 Unit 5: 371 Unit 6: 509
LEVELED READERS: Unit 1, Week 4: Exploring the Deep (A, O, ELL, B) Unit 2, Week 5: Just
Like Pizarro (A), Nat’s Treasure (O, ELL), Digging In (B) Unit 3, Week 1: Common Ground (A),
Making Things Happen (O, ELL) Unit 4, Week 2: Against the Odds (A, O, ELL, B) Unit 4, Week 5:
The Go-Kart (A), Team Robot Ninja (O, ELL), The Hardest Lesson (B) Unit 6, Week 5: Chill Out (A),
Liv’s Vacation (O, ELL), Vasca’s Log
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 3, 9, 13
TEACHER’S EDITION: Unit 1: 216–217, 237, 242, 246, 317 Unit 2: 280–281, 301, 306, 310,
317 Unit 3: 25F, 89C, 217H Unit 4: 88, 109, 114, 280, 301, 306, 310, 317 Unit 5: 88–89, 109,
114 Unit 6: 88–89, 109, 114, 280–281, 317
L.6.5b Use the relationship between particular LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B)
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 12
words (e.g., cause/effect, part/whole, item/
category) to better understand each of the TEACHER’S EDITION: Unit 1: 39, 165 Unit 3: 280, 301, 306, 310, 317 Unit 5: 152, 173, 178,
words. 182 Unit 6: 152, 173, 178, 182, 295
CCSS24
Language Standards
CORRELATIONS
L.6.5c Distinguish among the connotations READING/WRITING WORKSHOP: Unit 2: 129 Unit 5: 333
(associations) of words with similar
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 7
denotations (definitions) (e.g., stingy, WRITING WORKSTATION ACTIVITY CARDS: 20
scrimping, economical, unwasteful, thrifty). TEACHER’S EDITION: Unit 1: S16, 39, 109, 173, 217H, 237 Unit 2: 152–153, 167, 173, 178,
182, 189, 317 Unit 4: 182, 280 Unit 5: 26, 39, 88, 295, 280–281, 301, 306 Unit 6: 89N, 286,
288
L.6.6 Acquire and use accurately grade- READING/WRITING WORKSHOP: Unit 1: 20–21, 34–35, 48–49, 62–63, 76–77 Unit 2:
92–93, 106–107, 120–121, 129, 134–135, 148–149 Unit 3: 164–165, 178–179, 192–193,
appropriate general academic and
201, 206–207, 219–221 Unit 4: 236–237, 250–251, 264–265, 278–279, 292–293 Unit 5:
domain-specific words and phrases; 308–309, 317, 322–323, 331, 336–337, 350–351, 364–365, 374 Unit 6: 380–381, 394–395,
gather vocabulary knowledge when 408, 409, 442–443, 436, 437
considering a word or phrase important to LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL,B) Unit 2, Week 2:
Everybody Counts (A, O, ELL, B) Unit 5, Week 1: Crow Brings Daylight (A), Thor’s Journey to
comprehension or expression. Utgard (O, ELL), The Hero Twins (B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 1, 11, 21, 31, 41, 51, 61, 71, 81, 91, 101, 111, 121, 131, 141,
151, 161, 171, 181, 191, 201, 211, 221, 231, 241
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 7, 8, 26
TEACHER’S EDITION: Unit 1: S6, S7, S8, 14, 78, 142, 206, 270 Unit 2: 14, 78, 108–109,
142, 206, 270, 328 Unit 3: 14, 78, 142, 172–173, 206, 270, 326–327 Unit 4: 14, 78, 142, 206,
236–237, 270, 326–327 Unit 5: 14, 78, 142, 206, 270, 300–301, 328 Unit 6: 14, 44–45, 78,
142, 206, 270, 326–327
CARDS: VISUAL VOCABULARY CARDS: Unit 1: 1–8, 9–16, 17–24, 25–32, 33–40 Unit 2:
41–48, 49–56, 57–64, 65–72, 73–76 Unit 3: 77–84, 85–92, 93–100, 101–108, 109–116
Unit 4: 117–123, 124–132, 133–140, 141–148, 149–152 Unit 5: 153–160, 161–168,
169–176, 177–184, 185–192 Unit 6: 193–200, 201–208, 209–216, 217–224, 225–228

Language Progressive Skills
Below are the grade 3–5 Language standards indicated by CCSS to be particularly
likely to require continued attention in grade 6 as they are applied to increasingly
sophisticated writing and speaking.
Language Progressive Skills

Standard McGraw-Hill Reading Wonders
L.3.1f Ensure subject-verb and pronoun- READING/WRITING WORKSHOP: Unit 4: 247, 289 GH: 458
TEACHER’S EDITION: Unit 3: 98–99, 153G Unit 4: 34–35, 226, 255, 291, 354
antecedent agreement.
TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 57, 58, 77, 79
L.3.3a Choose words and phrases for effect. TEACHER’S EDITION: Unit 1: 96–97, 222 Unit 2: 286, 287
L.4.1f Produce complete sentences, recognizing READING/WRITING WORKSHOP: Unit 1: 45 GH: 450, 453
TEACHER’S EDITION: Unit 1: 34–35, 63, 98–99, 290–291
and correcting inappropriate fragments
and runons. TEACHER RESOURCES: GRAMMAR PRACTICE REPRODUCIBLES: 1, 4, 5, 8, 9
L.4.1g Correctly use frequently confused words LEVELED READERS: Unit 4, Week 3: Mixed Messages (A), The Missing Swimsuit (O, ELL),
Something Fishy (B) Unit 4, Week 4: Treasures from Tonga (A), So Many Stars (O, ELL), The Best
(e.g. to/too/two; there/their)
Friends’ Birthdays (B)
TEACHER’S EDITION: Unit 3: 154–155, 164–165 Unit 4: 227
L.4.3a Choose words and phrases to convey ideas READING/WRITING WORKSHOP: Unit 2: 158 Unit 4: 302 Unit 6: 446
TEACHER’S EDITION: Unit 1: 94–97 Unit 2: 286–289, 318, 352 Unit 4: 286–289 Unit 5:
precisely.
286–289
L.4.3b Choose punctuation for effect. TEACHER’S EDITION: Unit 1: 25C, 35 Unit 4: 163 Unit 6: 89A, 336–337
L.5.1d Recognize and correct inappropriate shifts READING/WRITING WORKSHOP: Unit 3: 189, 203 GH: 458
TEACHER’S EDITION: Unit 3: 98–99, 163, 348
in verb tense.
L.5.2a Use punctuation to separate items in a READING/WRITING WORKSHOP: GH: 478

TEACHER’S EDITION: Unit 2: 99, 348 Unit 5: 99
series.
CCSS26
Reading Standards for Literacy in History/Social Studies
CORRELATIONS
RH.6.1 Cite specific textual evidence to support READING/WRITING WORKSHOP: Unit 1: 82, 83, 84 Unit 2: 98, 100, 112, 114 Unit 3: 198,
200, 212, 214 Unit 4: 242, 244 Unit 5: 342, 344 Unit 6: 386, 388, 400, 402
analysis of primary and secondary sources.
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 2: 113, 127, 150 Unit 3: 222, 225, 245 Unit 4:
263, 269, 273 Unit 5: 383, 389, 393 Unit 6: 437, 445, 458, 459
LEVELED READERS: Unit 1, Week 5: Money Changes (A, ELL, O, B) Unit 2, Week 1: Lost in
Time (A, O, ELL, B) Unit 2, Week 2: Everybody Counts (A, O, ELL, B) Unit 3, Week 3: Coming
Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 5,
Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 45, 49, 55, 59, 65, 69, 125, 129, 135, 139, 155, 159, 225, 229,
255, 259, 265, 269
TEACHER’S EDITION: Unit 1: 273, 275, 281D, 304, 305 Unit 2: 16, 25G, 29, 93 Unit 3: 145,
157, 177, 181, 210, 217P Unit 4: 18 25E, 25L, 25M, 25O, 330–331 Unit 5: 144, 176, 177, 186
Unit 6: 17, 18, 49, 82, 89H, 208
RH.6.2 Determine the central ideas or information READING/WRITING WORKSHOP: Unit 2: 99 Unit 3: 198, 212 Unit 4: 242, 244 Unit 4: 242,
244 Unit 6: 387, 400
of a primary or secondary source; provide
LITERATURE ANTHOLOGY: Unit 2: 113, 127 Unit 3: 215, 219, 225, 237, 240, 245 Unit 4: 275
an accurate summary of the source distinct Unit 5: 389 Unit 6: 437, 459
from prior knowledge or opinions. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 1: Lost in
Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 276, 281D, 311 Unit 2: 20, 25P, 80, 82, 89L, 94 Unit 3: 146,
153G, 153N, 177, 210, 217D, 249 Unit 4: 18, 19, 22, 25H Unit 5: 153N Unit 6: 20, 25R, 48, 85,
89R, 217D, 232
RH.6.3 Identify key steps in a text’s description of READING/WRITING WORKSHOP: Unit 3: 197
a process related to history/social studies
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 5, 6, 7, 9, 10, 11, 23, 29
(e.g., how a bill becomes law, how interest TEACHER’S EDITION: Unit 1: 281F Unit 2: 89N Unit 6: 25M, 41
rates are raised or lowered).

RH.6.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 85 Unit 2: 101, 115 Unit 3: 215 Unit 4: 245
Unit 5: 345 Unit 6: 389, 403, 431
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273 Unit 5:
vocabulary specific to domains related to 389
history/social studies. LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 2: Everybody
Counts (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 6, Week 1: The
Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 47, 57, 67, 127, 137, 227, 257, 267, 287
TEACHER’S EDITION: Unit 1: 280, 281, 305 Unit 2: 24, 25C–25D, 40, 88, 89F, 89I Unit 3: 152,
153E, 185, 217, 217M, 242, 253 Unit 4: 24, 25, 25F, 45, 53 Unit 5: 152, 153, 153P, 168, 178
Unit 6: 24, 25C, 53, 88, 89M, 121, 217O
RH.6.5 Describe how a text presents information READING/WRITING WORKSHOP: Unit 2: 9, 113 Unit 3: 199, 213 Unit 4: 242, 246–247
Unit 5: 343 Unit 6: 401, 429
(e.g., sequentially, comparatively, causally).
LITERATURE ANTHOLOGY: Unit 2: 127 Unit 3: 225, 245 Unit 5: 389
LEVELED READERS: Unit 2, Week 1: Lost in Time (A, O, ELL, B) Unit 2, Week 2: Everybody
Counts (A, O, ELL, B) Unit 3, Week 3: Coming Together for Change (A, O, ELL, B) Unit 3, Week
4: Beyond Expectations (A, O, ELL, B) Unit 5, Week 3: How Horses Changed the World (A, O, ELL,
B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B) Unit 6, Week 4: The
Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 55, 65, 125, 135, 157, 225, 285
TEACHER’S EDITION: Unit 1: 84, 112, 273, 281A–281B, 281C Unit 2: 17, 29, 84, 89C, 113,
115, 153S–153T Unit 4: 18
RH.6.6 Identify aspects of a text that reveal an READING/WRITING WORKSHOP: Unit 1: 83 Unit 3: 200, 216 Unit 4: 243
LITERATURE ANTHOLOGY: Unit 1: 95 Unit 4: 272, 273
author’s point of view or purpose (e.g.,
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B)
loaded language, inclusion or avoidance of YOUR TURN PRACTICE BOOK: 45, 126, 155, 156
particular facts). READING WORKSTATION ACTIVITY CARDS: 18, 25, 27, 30
TEACHER’S EDITION: Unit 1: 276–277, 281C, 281E–281F, 285, 304 Unit 3: 150, 153D
Unit 4: 20, 25E, 25G, 25I, 25K, 25M, 250, 47 Unit 5: 145
CCSS28
CORRELATIONS
RH.6.7 Integrate visual information (e.g., in charts, READING/WRITING WORKSHOP: Unit 1: 84 Unit 2: 100, 114 Unit 5: 344 Unit 6: 388, 430
LITERATURE ANTHOLOGY: Unit 1: 97 Unit 2: 114 Unit 5: 388
graphs, photographs, videos, or maps) with
LEVELED READERS: Unit 5, Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6,
other information in print and digital texts. Week 4: The Ancient City of Ur (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 46, 56, 286
READING WORKSTATION ACTIVITY CARDS: 14, 15, 30
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 5, 9, 10, 12, 16, 17, 21, 25, 26
TEACHER’S EDITION: Unit 1: 150, 153O, 278, 279, 296, 304 Unit 2: 25C, 57, 87, 116 Unit 4:
25D, 25K, 40 Unit 5: 150, 151, 153L, 177, 181 Unit 6: 22, 23, 25K, 41, 214, 215, 217F
MEDIA: VIDEOS: Unit 1, Week 5: Money Matters Unit 2, Week 1: Cradles of Civilization
Unit 2, Week 2: Democratic Concepts Unit 3, Week 3: Inspired Work Unit 3, Week 4: Being
the First Unit 4, Week 1: Responding to Disaster Unit 5, Week 3: The Importance of Innovation
Unit 6, Week 1: Relying on Nature Unit 6, Week 2: Gateways to History Unit 6, Week 4:
Astonishing Discoveries
TIME FOR KIDS ONLINE ARTICLES: Unit 2: “Who Owns History?” Unit 3: “Elephant Camp”
Unit 6: “World Wonders in Danger”
RH.6.8 Distinguish among fact, opinion, and READING/WRITING WORKSHOP: Unit 4: 243
reasoned judgment in a text.
TEACHER’S EDITION: Unit 1: 276, 281E, 281F, 309 Unit 4: 25G, 25K, 25M, 25N
RH.6.9 Analyze the relationship between a primary READING/WRITING WORKSHOP: Unit 4: 244 Unit 6: 402
LITERATURE ANTHOLOGY: Unit 4: 273
and secondary source on the same topic.
LEVELED READERS: Unit 16, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B)
TEACHER’S EDITION: Unit 4: 22, 23, 25I, 25K, 25L, 25O, 92, 330 Unit 6: 86, 87, 89H, 89L,
112, 116

RH.6.10 By the end of grade 8, read and READING/WRITING WORKSHOP: Unit 1: 244 Unit 6: 402
LEVELED READERS: Unit 1, Week 5: Money Changes (A, O, ELL, B) Unit 2, Week 1: Lost in
comprehend history/social studies texts
in the grades 6–8 text complexity band Together for Change (A, O, ELL, B) Unit 3, Week 4: Beyond Expectations (A, O, ELL, B) Unit 5,
independently and proficiently. Week 3: How Horses Changed the World (A, O, ELL, B) Unit 6, Week 1: The Spice Trade (A, O, ELL,
B) Unit 6, Week 2: Blown Away: When Krakatoa Exploded (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 274, 281B, 303, 307, 311 Unit 2: 47, 51, 55, 111, 115, 119
Unit 3: 150, 175, 179, 183, 214, 239, 243, 247 Unit 4: 47, 51, 55, 86 Unit 5: 150, 175, 179
Unit 6: 47, 51, 55, 111, 115, 119, 239, 243, 247
TIME FOR KIDS ONLINE ARTICLES: Unit 2: “Who Owns History?” Unit 3: “Elephant Camp”

Reading Standards for Literacy in Science and Technical Subjects
RST.6.1 Cite specific textual evidence to support READING/WRITING WORKSHOP: Unit 1: 53, 54, 56, 67, 68, 70 Unit 3: 225, 226, 228, 229
Unit 4: 255, 256, 259 Unit 5: 355, 356, 357, 358, 369, 370 Unit 6: 414, 415
analysis of science and technical texts.
LITERATURE ANTHOLOGY: Unit 1: 67, 71, 91 Unit 3: 251, 255 Unit 5: 400, 403, 406, 415,
417
Exploring the Deep (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1:
Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds (A, O,
ELL, B) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 5, Week 5: A
Microscopic World (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
279
READING WORKSTATION ACTIVITY CARDS: 9, 10, 11, 12, 13, 14, 15, 17, 18, 20, 28, 30
TEACHER’S EDITION: Unit 1: 144, 145, 157, 209, 221 Unit 3: 272, 273, 274, 275, 281F, 296,
297, 315 Unit 4: 89I, 89Q, 89R, 121 Unit 5: 210, 211, 217G, 272, 273, 274, 275 Unit 6: 144,
145, 146, 147, 153T, 153U, 186
RST.6.2 Determine the central ideas or conclusions READING/WRITING WORKSHOP: Unit 1: 55, 69 Unit 5: 370 Unit 6: 414, 415
LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 3: 253 Unit 5: 409, 415
of a text; provide an accurate summary of
the text distinct from prior knowledge or Exploring the Deep (A, O, ELL, B) Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4,
opinions. Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds
(A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 148, 153N, 153P, 153R, 212, 217F, 217P, 241 Unit 3: 276, 277,
281C, 308, 309, 311, 315 Unit 4: 89K, 112 Unit 5: 212, 217P, 274, 304, 305 Unit 6: 147, 153C,
153L, 153P, 183, 185
RST.6.3 Follow precisely a multistep procedure READING/WRITING WORKSHOP: Unit 5: 354, 358
when carrying out experiments, taking
LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B) Unit 4, Week 1: Aground!
measurements, or performing technical The Story of the Exxon Valdez (A, O, ELL, B) Unit 4, Week 2: Against the Odds (A, O, ELL, B)
tasks. Unit 5, Week 5: A Microscopic World (A, O, ELL, B) Unit 6, Week 3: Adventure Under the Ice
(A, O, ELL, B)
TEACHER’S EDITION: Unit 5: 209, 249 Unit 6: 153U–153V
CCSS30
CORRELATIONS
RST.6.4 Determine the meaning of symbols, key READING/WRITING WORKSHOP: Unit 1: 54, 57 Unit 5: 359 Unit 6: 417
terms, and other domain-specific words
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 5, Week 4: Looking
and phrases as they are used in a specific Further: The Hubble Telescope (A, O, ELL, B)
scientific or technical context relevant to YOUR TURN PRACTICE BOOK: 27, 237, 247, 276
grades 6–8 texts and topics. READING WORKSTATION ACTIVITY CARDS: 14, 26, 28, 30
TEACHER’S EDITION: Unit 1: 145, 152, 153G, 153I, 176, 180, 182, 185 Unit 3: 281A–281B,
281C–281D, 304 Unit 4: 89C Unit 5: 152, 153, 216, 217, 240, 281 Unit 6: 150, 152, 153G, 182,
185
RST.6.5 Analyze the structure an author uses to READING/WRITING WORKSHOP: Unit 5: 357
organize a text, including how the major
LEVELED READERS: Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
sections contribute to the whole and to an Unit 6, Week 3: Adventure Under the Ice (A, O, ELL, B)
understanding of the topic. YOUR TURN PRACTICE BOOK: 235, 236
TEACHER’S EDITION: Unit 1: 153F, 153K, 153M, 168 Unit 4: 89D, 104 Unit 5: 209, 212, 217N,
281A–281B
RST.6.6 Analyze the author’s purpose in providing READING/WRITING WORKSHOP: Unit 1: 54, 68 Unit 3: 226 Unit 4: 256 Unit 5: 356–358,
370, 372 Unit 6: 414, 416
an explanation, describing a procedure, or
LITERATURE ANTHOLOGY: Unit 1: 66, 86 Unit 5: 417
discussing an experiment in a text. LEVELED READERS: Unit 3, Week 5: A World of Water (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: 215, 217O, 217Q–217R Unit 3: 273, 309 Unit 4: 89E Unit 5:
217A Unit 6: 153Q

RST.6.7 Integrate quantitative or technical READING/WRITING WORKSHOP: Unit 1: 56, 70 Unit 3: 225, 228 Unit 4: 258 Unit 5: 358,
372 Unit 6: 416
information expressed in words in a
LITERATURE ANTHOLOGY: Unit 1: 53, 60, 74, 75, 81
text with a version of that information LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (A, O, ELL, B) Unit 5, Week 4: Looking
expressed visually (e.g., in a flowchart, Further: The Hubble Telescope (A, O, ELL, B)
diagram, model, graph, or table). YOUR TURN PRACTICE BOOK: 26, 146, 166, 236
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 3, 12, 15, 17, 25, 30
TEACHER’S EDITION: Unit 1: 150, 151, 153D, 153K, 214, 217D, 217I, 232 Unit 3: 278, 305,
309, 313, 315 Unit 4: 105 Unit 5: 150, 214, 215, 217J, 233, 250, 281B Unit 6: 150
RST.6.8 Distinguish among facts, reasoned READING/WRITING WORKSHOP: Unit 4: 257 Unit 5: 371
judgment based on research findings, and
speculation in a text. TEACHER’S EDITION: Unit 4: 89O–89P Unit 5: 303, 307
RST.6.9 Compare and contrast the information LEVELED READERS: Unit 4, Week 1: Aground! The Story of the Exxon Valdez (A, O, ELL, B)
gained from experiments, simulations,
TEACHER’S EDITION: Unit 1: 329
video, or multimedia sources with that www.connected.mcgraw-hill.com: RESOURCES
gained from reading a text on the same MEDIA: VIDEOS: Unit 1, Week 3: Living Environments Unit 1, Week 4: Surface Changes
topic. Unit 3, Week 5: Green Means Clean Unit 4, Week 2: Rising to the Challenge Unit 5, Week 4:
Breakthrough Discoveries Unit 5, Week 5: Better Ways to Explore Unit 6, Week 3: Scientific
Adventures
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 4: “Revved Up” Unit 5: “Eye
on the Sky”

RST.6.10 By the end of grade 8, read and READING/WRITING WORKSHOP: Unit 1: 54, 68
LEVELED READERS: Unit 1, Week 3: Rain Forest Riches (O, B) Unit 1, Week 4: Exploring
comprehend science/technical texts in
the Deep (O, B) Unit 3, Week 5: A World of Water (O, B) Unit 4, Week 1: Aground! The Story
the grades 6–8 text complexity band of the Exxon Valdez (O, B) Unit 4, Week 2: Against the Odds (O, B) Unit 5, Week 4: Looking
independently and proficiently. Further: The Hubble Telescope (O, B) Unit 5, Week 5: A Microscopic World (O, B) Unit 6, Week 3:
Adventure Under the Ice (O, B)
YOUR TURN PRACTICE BOOK: 25, 29, 35, 39, 145, 149, 165, 169, 235, 239, 245, 249, 275, 279
TEACHER’S EDITION: Unit 1: 175, 179, 183, 239, 243, 247 Unit 3: 311 Unit 4: 111, 115, 119
Unit 5: 239, 243, 247, 303, 307, 311 Unit 6: 175, 179, 183
TIME FOR KIDS ONLINE ARTICLES: Unit 1: “Teen Tanning” Unit 4: “Revved Up” Unit 5:
“Eye on the Sky”
CCSS32
Writing Standards for Literacy in History/Social Studies, Science, and
Technical Subjects
CORRELATIONS
WHST. Write arguments focused on discipline-specific content.
6.1
WHST. Introduce claim(s) about a topic or issue, READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1a acknowledge and distinguish the claim(s)
from alternate or opposing claims, and TEACHER’S EDITION: Unit 3: 288–289 Unit 4: 32–33 Unit 5: 224–225 Unit 6: 345, 349
organize the reasons and evidence
logically.
WHST. Support claim(s) with logical reasoning and READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1b relevant, accurate data and evidence that
demonstrate an understanding of the topic WRITING WORKSTATION ACTIVITY CARDS: 5, 22, 28
or text, using credible sources. TEACHER’S EDITION: Unit 1: 289 Unit 3: 288–289 Unit 5: 224–225, 288–289 Unit 6: 335,
345, 346–347, 349
WHST. Use words, phrases, and clauses to create READING/WRITING WORKSHOP: Unit 3: 230–231 Unit 4: 247 Unit 5: 361, 375 Unit 6: 391
6.1c cohesion and clarify the relationships
among claim(s), counterclaims, reasons, WRITING WORKSTATION ACTIVITY CARDS: 5, 22, 28
and evidence. TEACHER’S EDITION: Unit 1: 288–289 Unit 4: 96–97 Unit 5: 160–161 Unit 6: 345, 349
WHST. Establish and maintain a formal style. TEACHER’S EDITION: Unit 1: 224–225 Unit 5: 286–289 Unit 6: 335, 347, 349
6.1d
WHST. Provide a concluding statement or section READING/WRITING WORKSHOP: Unit 4: 247 Unit 5: 361
TEACHER’S EDITION: Unit 5: 224 Unit 6: 335, 347, 349
6.1e that follows from and supports the
argument presented.

Technical Subjects
WHST. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
6.2 experiments, or technical processes.
WHST. Introduce a topic clearly, previewing what READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 116–117 Unit 5: 346–347 Unit 6:
418–419
6.2a is to follow; organize ideas, concepts, and
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 7, 8, 9, 11, 12, 15, 17, 22,
information into broader categories as 23, 24, 25, 26, 28, 29
appropriate to achieving purpose; include WRITING WORKSTATION ACTIVITY CARDS: 1, 30
formatting (e.g., headings), graphics (e.g., TEACHER’S EDITION: Unit 1: 158–161 Unit 5: 335, 345, 347, 351, 354, 355
charts, tables), and multimedia when useful
to aiding comprehension.
WHST. Develop the topic with relevant, well- READING/WRITING WORKSHOP: Unit 1: 58–59 Unit 2: 102–103, 116–117 Unit 3: 202–203
6.2b chosen facts, definitions, concrete details,
quotations, or other information and WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 30
examples. TEACHER’S EDITION: Unit 1: 158–161 Unit 2: 30–33, 94–97 Unit 5: 346–347, 349, 351,
355
WHST. Use appropriate and varied transitions READING/WRITING WORKSHOP: Unit 1: 86–87 Unit 6: 432–433
6.2c to create cohesion and clarify the
TEACHER’S EDITION: Unit 5: 335, 349, 352–353, 355
relationships among ideas and concepts.
WHST. Use precise language and domain-specific READING/WRITING WORKSHOP: Unit 2: 158–159 Unit 5: 374–375
6.2d vocabulary to inform about or explain the
17, 18, 21, 23, 24, 26, 28, 29, 30
topic. WRITING WORKSTATION ACTIVITY CARDS: 18, 30
TEACHER’S EDITION: Unit 1: 222–225 Unit 5: 335, 349, 352–353, 355
WHST. Establish and maintain a formal style and READING/WRITING WORKSHOP: Unit 1: 72–73
6.2e objective tone.
TEACHER’S EDITION: Unit 1: 222–225 Unit 5: 345, 347, 354, 355 Unit 6: 94–97
WHST. Provide a concluding statement or section SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2
6.2f that follows from and supports the
TEACHER’S EDITION: Unit 5: 335, 346–347, 349, 353, 355
information or explanation presented.
WHST. (not applicable as a separate requirement) (not applicable as a separate requirement)
6.3
CCSS34
Technical Subjects
CORRELATIONS
Production and Distribution of Writing McGraw-Hill Reading Wonders
WHST. Produce clear and coherent writing in SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 7, 8, 9, 11, 12, 15, 20, 22, 23,
24, 25, 26, 29
6.4 which the development, organization, and
style are appropriate to task, purpose, and TEACHER’S EDITION: Unit 1: 212, 221, 224–225, 233, 241, 245, 251 Unit 2: 89L, 96–97,
audience. 105, 113, 117, 123, 126 Unit 3: 212, 221, 233, 241, 245, 251 Unit 4: 20, 29, 32–33, 41, 49, 53,
59 Unit 5: 212, 221, 224–225, 233, 241, 245, 251, 345, 351 Unit 6: 157
WHST. With some guidance and support from READING/WRITING WORKSHOP: Unit 2: 117 Unit 3: 231 Unit 4: 247 Unit 5: 347, 361, 375
Unit 6: 391, 405
6.5 peers and adults, develop and strengthen
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 5, 18, 30
writing as needed by planning, revising, TEACHER’S EDITION: Unit 1: 160–161 Unit 2: 96–97 Unit 3: 288–289 Unit 4: 32–33
editing, rewriting, or trying a new Unit 5: 288–289, 345–349, 351–355 Unit 6: 32–33, 345–349
approach, focusing on how well purpose
and audience have been addressed.
WHST. Use technology, including the Internet, to TEACHER’S EDITION: Unit 5: 220, 348, 354 Unit 6: 348
6.6 produce and publish writing and present
TIME FOR KIDS ONLINE ARTICLES: Unit 2, Unit 3, Unit 5, Unit 6
the relationships between information and WRITER’S WORKSPACE: Unit 5, Unit 6
ideas clearly and efficiently.

Technical Subjects
WHST. Conduct short research projects to answer SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 6, 7, 9, 11, 12, 15, 16, 17,
21, 22, 23, 24, 26, 28, 29, 30
6.7 a question (including a self-generated
question), drawing on several sources and TEACHER’S EDITION: Unit 1: 28, 92, 330–333 Unit 2: 28, 92, 329, 330–333 Unit 3: 284, 329
generating additional related, focused Unit 4: 330–333 Unit 5: 330–333, 344–349, 350–355 Unit 6: 28, 92, 329, 330–333
questions that allow for multiple avenues
of exploration.
WHST. Gather relevant information from multiple READING WORKSTATION ACTIVITY CARDS: 15
6.8 print and digital sources, using search
TEACHER’S EDITION: Unit 1: 28, 92, 156, 220, 284, 330–333 Unit 2: 28, 92, 328–329,
terms effectively; assess the credibility 330–333 Unit 3: 284, 328–329, 330–333 Unit 4: 28, 92, 330–333 Unit 5: 156, 220, 284,
and accuracy of each source; and quote 328–329, 330–333, 348, 352, 354 Unit 6: 28, 92, 156, 220, 328–329, 330–333
or paraphrase the data and conclusions
of others while avoiding plagiarism and
following a standard format for citation.
WHST. Draw evidence from informational texts to LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
6.9 support analysis, reflection, and research.
LEVELED READERS: Unit 1, Week3: Rain Forest Riches (A, O, ELL, B) Unit 1, Week 4: Exploring
the Deep (A, O, ELL, B) Unit 1, Week 5: Money Changes (A,O, ELL, B) Unit 2, Week 2: Everybody
Counts (ELL) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B) Unit 6,
Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O, ELL, B)
259, 269, 279, 289
26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: 157, 217S, 221, 285 Unit 2: 29, 53, 93 Unit 3: 157, 217R, 221,
285 Unit 4: 29, 93 Unit 5: 153P, 153Q, 157, 221, 285 Unit 6: 29, 93, 157
Range of Writing McGraw-Hill Reading Wonders

WHST. Write routinely over extended time frames LITERATURE ANTHOLOGY: Unit 1: 67, 87 Unit 2: 113, 127 Unit 3: 225, 245 Unit 4: 273, 289
Unit 5: 389, 409 Unit 6: 437, 459, 479, 501
6.10 (time for reflection and revision) and
shorter time frames (a single sitting or a Exploring the Deep (A, O, ELL, B) Unit 1, Week 5: Money Changes (A,O, ELL, B) Unit 2, Week 2:
day or two) for a range of discipline-specific Everybody Counts (ELL) Unit 5, Week 4: Looking Further: The Hubble Telescope (A, O, ELL, B)
tasks, purposes, and audiences. Unit 6, Week 1: The Spice Trade (A, O, ELL, B) Unit 6, Week 4: The Ancient City of Ur (A, O,
ELL, B)
YOUR TURN PRACTICE BOOK: 29, 30, 39, 40, 49, 50, 59, 60, 69, 70, 129, 130, 139, 140, 149,
150, 159, 160, 169, 170, 229, 230, 239, 240, 249, 250, 259, 260, 269, 270, 279, 280, 289, 290
SCIENCE/SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 6, 7, 8, 9, 11, 12, 14, 15,
20, 22, 24, 26, 27, 28, 29
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 5, 18, 30
TEACHER’S EDITION: Unit 1: 276, 285, 288–289, 297, 305, 309, 315 Unit 2: 20, 25P, 29,
32–33, 41, 53, 62 Unit 3: 148, 157, 169, 177, 181, 183, 187, 190 Unit 4: 93, 96–97, 105, 113,
117, 123, 126 Unit 5: 212, 221, 224–225, 233, 241, 245, 251, 350–355, 356–361 Unit 6: 212,
221, 224–225, 233, 241, 245, 251
CCSS36

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Bothell,

Bothell, WAWA • Chicago,

Copyright © 2014 by The McGraw-Hill Companies, Inc.

All rights reserved. No part of this publication may be

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

Weekly Concept How do life forms vary in

Grade Appropriate SScientists

Topics, including Science The top, or emergent, layer hosts primates

Eric Baccega/AGE Fotostock; Wayne Lynch/All Canada Photos/Corbis;

Pictures/Arco Images GmbH/Alamy

046_047_CR14_SI6_U1W3_WO_118711.indd 46 12/24/11 046_047_CR14_SI6_U1W3_WO_118711.indd

Strategies and Skills

Genre common trogloxenes. Hanging

maneuvering through the dim light. Small gray birds called

Grammar Handbook 050_053_CR14_SI6_U1W3_MR_118711.indd 50

Genre • Expository Text

Anchor Texts • e Books

galaxy, the massive jellyfish hovers in ocean for hundreds of thousands

Extended Complex Texts

Application of Essential Question

environments? deep sea. percent of Earth’s surface. On average,

Strategies and Skills

Read how animals in the world’s oceans

Research Institute who discovered it solar system.

• Leveled Reader Search

Grade 6 Grade 6 Grade 6

TEACHING WITH READING WONDERS vii

Reading/Writing Literature Teacher Editions

PAIRED Discovering Huber

Leveled Readers Classroom

Sound- High-Frequency Response Board Weekly U i

Plan Assess Professional My To Do List

Teach Collaborate Additional Online Resources Read

Week 2 Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66

Week 3 Ancient Societies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130

Week 4 Influences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194

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

EXCURSIONS ACROSS TIME ix

Week 1 Week 2 Week 3

Writing Writing Writing

W.6.2b WHST.6.2b W.6.3e

Writinsgs Genre Writing: Informative Explanatory Essay T344–T349

Phonics Phonics Unit 2 Assessment

Writing Writing Writing

Writinsgs Genre Writing: Informative Formal Letter T350–T355

The Past! the dark, unfathom’d retrospect!

—Walt Whitman, from “Passage to India”

What can we gain from reading

COLLABORATE WRITER’S WORKSPACE

Vocabulary Close Reading of Complex Text

utilize Comprehension Skill .............................. Text Structure: Problem and Solution,

Go Grammar Handbook............................... Kinds of Nouns, T34–T35

Leveled Readers Include Paired Reads

APPROACHING ON LEVEL BEYOND ELL

Extended Complex Text