MHE RDG Wonders Teachers Edition Grade6 Unit3

Bothell,
Bothell, WAWA • Chicago,

Chica
agILo, •IL Columbus,
ag
• Chicago, • Columbus,
Colu
lu
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

reproduced or distributed in any form or by any means, or
stored in a database or retrieval system, without the prior
written consent of The McGraw-Hill Companies, Inc., including,
but not limited to, network storage or transmission, or
broadcast for distance learning.
Send all inquiries to:

McGraw-Hill Education
Two Penn Plaza
New York, New York 10121
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
046_047_CR14_SI6_U1W3_WO_118711.indd 46 12/24/11 046_047_CR14_SI6_U1W3_WO_118711.indd

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
050_065_CR14_SA6_U1W3_SEL_118712.indd 50 1/19/12 050_065_CR14_SA6_U1W3_SEL_118712.indd
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
Expository
Text
t
Riches
Text
-F o rrst
es st
es t
Rain
ai
a n
iin -Fo
Fo
xpository
Ra s-F
ich
RRic hen
Text
s
ext Expository
e etst
st
res
ai
Ra in
Ra
RRic
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
x Xxx
PAIRED Rain Forest D ED
REA
REAPAIR PAIR Xxxing
over er
REA D ED Discovering thee
PAIR D
REA
Disc
D Raymo
nd Hub
Huber
READ REA by
by Ray
mond
Forest
the Rain
PAIRED Discovering8:55 AM Rain Forest
REA D ED Discovering the
PAIR
12/01/12
REA D
1 W3 O
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
ymon
by Ra
PAIRED
ymon
PAIRED
D ED
REA
REAPAIR
d Huber
Disc
D ED
PAIR
D D
d Huber
over
Xxxing
Discover
the
x Xxx
Forest
the RainRain Forest
x Xxx
Xxxing Projects
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
in-Fo
ain
Ra
ch
Ric hes
er
ond Hub
by Raym
the Rain Forest
D Discov
PAIREPAIRE ering Xxx
D Xxxx
READ
READ ond Huber
by Raym
the Rain Forest
behavior
PAIRED Discovering 8:55 AM
READ
behavior
12/01/12
1 W3 O
ond Huber
by Raym
the Rain Forest
9:03 AM
12/01/12
PAIRED Discovering Huber

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

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

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

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

R PPlay
Classroom Online Class Leveled Practice e Books IInteractive Games
Presentation Tools Conversations Grammar Practice IInteractive Texts
Instructional Interactive Group Phonics/Spelling
Lessons Projects
ELL Activities
Genre Study WWrite School to Home
Manage and School to Home Reader’s Theater IInteractive Writing Activities for Home
Assign Digital Open House Messages from the Teacher
Tier 2 Intervention
Student Grouping Activities and
Class Wall of Student Work
and Assignments Messages
www.connected.mcgraw-hill.com
viii
UNIT 3 CONTENTS
Unit Planning
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
Week 1 Common Ground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Week 2 Transformations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66
Week 3 Inspiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130
Week 4 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194
Week 5 A Greener Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258
Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322
g
Writin
Proces
s Genre Writing: Argument
(t to b) Jim West/PhotoEdit; Colin Serbo/Aurora Photos; Justin Sullivan/Staff/Getty Images; AP Images; Henglein and Steets/Cultura/Getty Images
Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T344
Argument Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T350
Moden
Lesso
l
Extended Complex Text
Literature Anthology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T356
Your Own Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T360
Program Information
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
ACCOMPLISHMENTS ix
UNIT OVERVIEW
Week 1 Week 2 Week 3

COMMON GROUND TRANSFORMATIONS INSPIRATION
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION
READING
What happens when people share What kinds of challenges transform What can people accomplish by
ideas? people? working together?
Build Background Build Background Build Background
Vocabulary Vocabulary Vocabulary

L.6.6 L.6.6 L.6.6
capacity, enthralled, fallow, insight, dilemma, feebly, persistent, recoiled, abundant, impoverished, ingenuity,
negotiate, regulation, resemblance, roused, skewed, summon, vastness productivity, sharecropper, solitude,
unseemly Context Clues unearthed, windswept
Context Clues Prefixes and Suffixes
Comprehension
Comprehension RL.6.3
Strategy: Make Predictions Comprehension
RL.6.2 RI.6.5
Strategy: Make Predictions Skill: Theme Strategy: Summarize
Skill: Theme Genre: Realistic Fiction Skill: Text Structure: Sequence
Genre: Realistic Fiction Ana
Analytical
W
Writing W
Write About Reading Genre: Narrative Nonfiction
Ana
Analytical Ana
Analytical
W
Writing W
Write About Reading W
Writing W
Write About Reading
Phonics
Phonics RF.5.3a
r-Controlled Vowel Syllables Phonics
RF.5.3a RF.5.3a
Vowel Team Syllables Frequently Misspelled Words
Fluency
Fluency RF.5.4b
Phrasing Fluency
RF.5.4b RF.5.4c
Expression Rate and Accuracy
Jim West/PhotoEdit; Colin Serbo/Aurora Photos; Justin Sullivan/Staff/Getty Images News/Getty Images
Writing Writing Writing

LANGUAGE ARTS
W.6.10 W.6.10 W.6.10

Trait: Sentence Fluency Trait: Organization Trait: Ideas
Grammar Grammar Grammar
L.3.1a L.5.1d L.6.1
Action Verbs and Objects Verb Tenses Main and Helping Verbs
Spelling Spelling Spelling
L.6.2b L.6.2b L.6.2b
Vowel Team Syllables r-Controlled Vowel Syllables Frequently Misspelled Words
Vocabulary Vocabulary Vocabulary
L.6.4a L.6.4a L.6.4d
Build Vocabulary Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Argument Book Review T344–T349

G
Proce
x UNIT 3
UNIT 3
Review
and
Assess
Week 4 Week 5 Week 6
MILESTONES A GREENER FUTURE
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
How can one person affect the What steps can people take to RF.5.4a
Focus on Vocabulary
opinions of others? promote a healthier environment?
Fluency: Accuracy, Rate,
Build Background Build Background and Prosody
Vocabulary Vocabulary Reading Digitally

RI.6.8 Notetaking
L.6.6 L.6.6
adept, aristocracy, collective, advocates, commonplace, designate,
perseverance, prevail, prominent, initial, insulation, invasive, irrational, Navigating Links
spectators, trailblazer optimal
Context Clues Synonyms and Antonyms W.6.8 Quoting and Paraphrasing
Comprehension Comprehension Unit Projects
RI.6.3 RI.6.2
Strategy: Summarize Strategy: Ask and Answer Questions Presentation of Ideas
Skill: Text Structure: Cause Skill: Main Idea and Key Details
and Effect Genre: Expository Text
Genre: Biography Ana
Analytical
W
Writing W
Write About Reading
Ana
Analytical
W
Writing W
Write About Reading
Word Study Unit 3 Assessment
Phonics RF.5.3a
Suffixes -ion and -tion
RF.5.3a
Prefixes Unit Assessment Book
Fluency pages 62–89
Fluency RF.5.4c
Rate and Accuracy
RF.5.4b
Fluency Assessment
Phrasing and Rate
pages 322–331
Writing Writing Writing

W.6.3 W.6.1 SL.6.4
Trait: Voice Trait: Ideas Share Your Writing
Portfolio Choice
Grammar Grammar
L.6.2 L.3.1d
Linking Verbs Irregular Verbs
Spelling Spelling
AP Images; Henglein and Steets/Cultura/Getty Images
L.6.2b L.6.2b
Words with Prefixes Suffixes -ion and -tion
Vocabulary Vocabulary
L.6.4a L.6.4a
Build Vocabulary Build Vocabulary
Writinsgs Genre Writing: Argument Argument Essay T350–T355

G
Proce
UNIT OVERVIEW xi
UNIT OPENER
Unit 3
The Ballad of Malcolm McBride

They said, “You can’t do it,” to Malcolm McBride, But Malcolm McBride sent appeals to The News:
“It’s a goal too complex to attain.” “Is there no one to whom we can turn?
But twelve-year-old Malcolm had hopes Will no businesses step in to help with some
and a dream money?
And a plan he that he soon would make plain: The rest of the funds we can earn.”
“The kids around here need a safe spot to Then Malcolm McBride asked a few of his
Reading/Writing play in,
A site we can call ‘our own space.’
buddies
To set up a table in town.
Workshop Since nobody uses the lot by the river, While most passed them by, there were
It seems like it’s just the right place.” some volunteers
Who said, “Sure, you can put our names down.”
The land was for sale, but the city said, “No,
This year’s budget can stand no more debt. Then a company offered to buy the old lot,
Remaking a lot that’s all ragged and rough Volunteers truly did come to clean it.
Would take funds we don’t have, we regret.” When done, it looked great; with a cheer
Malcolm said,
Not ready for softball or football or soccer, “Look what happens when you really mean it!”
MIXA next/Getty Images
The lot was all thistles and rocks,

Strewn with garbage: glass jars, plastic bottles, —Carlos Jackson What does it take to
and boxes,
And even some worn-out old socks.
accomplish a goal?
160 161
160_161_CR14_SI6_U3_UO_118711.indd 160
READING/WRITING WORKSHOP, pp. 160–161 2/8/12 160_161_CR14_SI6_U3_UO_118711.indd
8:09 AM 161 2/8/12 8:14 AM
The Big Idea What does it take to accomplish a goal?
COLLABORATE
Talk About It Read the Poem: “The Ballad of
Have students read the Big Idea aloud. Ask them Malcolm McBride”
to identify the things you can do to accomplish Read aloud “The Ballad of Malcolm McBride.” Ask
a goal. Students may list steps such as set students questions to explore the theme.
milestones, keep track of progress, and find ‡ What does Malcom McBride do when he
a mentor. encounters obstacles?
Ask: Why is it important to create a plan before ‡ Why does the poet identify a main character?
trying to accomplish a new goal? Have students
discuss with partners or in groups, then share ‡ What does the last line of the poem mean?
their ideas with the class. Review that ballads are narrative poems, telling
Music Links Introduce a song at the start of the a story using short verses. They are often sung
unit. Go to www.connected.mcgraw-hill.com, or recited. Ask: What story is told? (McBride helps
Resources Media: Music to find audio recordings, turn a vacant lot into a playing field for kids.)
song lyrics, and activities. Stanzas Review that in a ballad, the poet may
focus on a different event in each stanza. Ask:
How does that help you understand the poem? (It is
easier to follow the sequence of events.)
xii UNIT 3
UNIT 3
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 texts, or
Through their research, students will focus their develop character sketches.
attention on:
‡ taking notes by skimming and scanning. Writing Every Day: Focus on Writing Traits
‡ evaluating media for facts and opinions. Each week, students will focus on a writing trait.
After analyzing an expert and student model,
‡ using persuasive techniques effectively. 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 can trait to their writing.
post questions, ideas, and information that they
research about the unit theme. Students can Writing Process:
post articles, illustrations, or multimedia sources Focus on Argument Writing
they gather as they do research. They can also Over the course of the unit, students will develop
post notes with questions they have as they read one or two longer argument essays. Students will
the text. work through the stages of the writing process,
allowing them time to continue revising their
WEEKLY PROJECTS writing and conferencing with peers and teacher.
Students work in pairs or small groups.
Week 1 Research Quotations and Paraphrases, T28 WEEKLY WRITING TRAITS
Week 2 Draw a Cartoon, T92 Week 1 Sentence Fluency: Transitions, T30
Week 3 Create a Visual Representation, T156 Week 2 Organization: Strong Conclusions, T94
Week 4 Research Persuasive Techniques, T220 Week 3 Ideas: Relevant Evidence, T158
Week 5 Develop a Research Plan, T284 Week 4 Voice: Style and Tone, T222
WEEK 6 UNIT PROJECT Week 5 Ideas: Opposing Claims and
Conterarguments, T286
Students work in small groups to complete and
present one of the following projects. GENRE WRITING: ARGUMENTS
‡ Debate About the Effect of Not Sharing Ideas Choose one or complete both 2–3 week writing
‡ Poster About a Challenge People Have Faced process lessons over the course of the unit.
‡ Movie Pitch and Job Descriptions Book Review: T344–T349
‡ Poster and Radio Advertisements for a Race Argument Essay: T350–T355
‡ Editorial About an Ecological Initiative
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

capacity Shared Read “The Rockers Build a Soccer Field,” 166–173
enthralled Genre Realistic Fiction
Lexile 820L
fallow
insight
Minilessons Tested Skills
negotiate
regulation Comprehension Strategy ..................... Make Predictions, T18–T19
resemblance Comprehension Skill .............................. Theme, T20–T21

Genre ............................................................. Realistic Fiction, T22–T23
unseemly
Vocabulary Strategy ............................... Context Clues, T24–T25
Writing Traits .............................................. Sentence Fluency, T30–T31
Grammar Handbook............................... Action Verbs and Objects, T34–T35
Go
Digital
T2 UNIT 3 WEEK 1
COMMON GROUND
Essential Question
What happens when people
share ideas?
WEEK 1
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
How Tia Lola Came to Visit Stay, 180–191 “The Music of Many,” 194–195
Genre Realistic Fiction Genre Allegory
Lexile 810L Lexile 940L
Differentiated Text
Leveled Readers Include Paired Reads
APPROACHING ON LEVEL BEYOND ELL

Lexile 730L Lexile 830L Lexile 910L Lexile 570L

My Side of the George’s Cosmic
Mountain Treasure Hunt
Genre Genre
Realistic Fiction Science Fiction
Classroom Library
WEEKLY OVERVIEW T3
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Close Reading Close Reading
Common Ground “The Rockers Build a Soccer Field” How Tía Lola Came to Visit
Minilessons Stay
Make Predictions, Theme, Realistic “The Music of Many”
Fiction, Context Clues, Writing Traits
Reading/Writing Literature
Workshop Anthology
166–175 180–197
162–163
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 12 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 101–110 Leveled Readers
Name Date
My To-Do List
Put a check next to the activities you complete.
Phonics ⁄
Reading Word Study
Theme Vowel Team Syllables
Fluency
Writing Social Studies

Transitions Immigrants Contribute to
Their Communities
Independent
Practice Go Digital
Vocabulary, pp. 101, 107 Interactive Games/Activities

Comprehension and Fluency, Vocabulary
Copyright © The McGraw-Hill Companies, Inc.
pp. 103–105
Comprehension
Genre, p. 106
Phonics/Word Study
Phonics, p. 108
Grammar
Write About Reading, p. 109
Spelling/Word Sorts
Writing Traits, p. 110
Listening Library
12 Unit 3 • Week 1 • Common Ground Contracts
Goo On
O nl
Online To-Do List Lev
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall
T4 UNIT 3 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

WEEK 1
DIFFERENTIATE INTEGRATE ASSESS
SMALL GROUP INSTRUCTION Research and Inquiry
Leveled Readers Present Research, T28
Realistic
Fiction
Text Connections
Fiction
Making Thin
gs Fiction
Compare Common
mn
Realistic Realistic
e
me
nging Hom
Circus HaCpop
Bri the on Realistic
Fiction
ouaknindg Thin
GrM illustrate
d by And
rew Burd
an
gs Ground, T29
Happen
•
ie Langley
by Mar
una wen Wall
ly Sch by Bron
Naing
by Car Gerad Taylor d by Thaw
d by illustrate
illu strate
Burd an
Andrew
trated by
Write About Reading

• illus
ie Langley
by Mar
Ana
Analytical
W
Writing Write an Analysis, T29
W
PAIRED
READ
Taking Your
Time Weekly Assessment
PAIRED
READ
Floating Away
, Coming Toget
hher ED
AIRED
PAI
PAIRE
R D
EAD
REA
D Don’t Be Late!
Time
121–132
PAIRED Taking Your
READ
Mobile Online Research Online

and Writing Assessment
LEVELED WORKSTATION CARDS

13
( More
11 Activities
on back
Sentence Fluency: Transitions
Crossing Borders Read Claire’s biography of her grandfather. Explain how
WRITING
adding transitions could help readers follow the biography
more easily. Identify where transition words
SOCIAL ST
and phrases could be added. Revise the biography. COLLABORATE
COLLABORATE Choose a well-known immigrant
to the United States. Do research to

Question:
learn more about her or him.
“Mr. Einstein, why did you
decide to immigrate to her was born in Italy.
Myy ggrandfathe
G
the Unitedd States?” Write a set of five questions that an He cam U ed States with his
camee to thee Unit
6 a tiny apartment in
STUDIES
S
interviewer might
g have asked the
parents. They lived in
person when he or she first arrived in gh he was just a kid,
T
10 this country.
20
New York City. Even thou
my gran dfat her helped his dad run a fruit
dmother sewed
Then use details from You need
Minutes stand every day. My gran
dresses to make mon
ey. They saved their Theme You need
15
Minutes
your research to write the

Context
Internet or Clues
› money. They moved to
a bigger apartment.
›
READING
answers that the person ied hard in school and pen or pencil
might have given.
reference books My grandfather stud e.
opened a grocery stor ›
paper
To help you determine a word’s meaning,pencilsyou can look
› made good grades. He
PHONICS/W0RD STUDY
or pens
at the part of speech of the word and its position in He is retired.
COLLABORATE Choose a fiction selection or
relation to the other words in paper

a sentence. › poem you both have read recently.
As you reread it, make notes about
the details in the text that can help
COLLABORATE Read aloud: Rose felt dejected until he
13
Go
G oD
Digital!
ig i t a l ! you
www.connected.mcgraw-hill.com • Interactive Games and determine
Activities • Grade 6the theme, or the
explained what the news actually meant. message about life that the author
11
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • Research and Inquiry • Grade 6 wants you to understand.
Discuss how you can use the position of the 013_CR14_NA_ACW_6_119294.indd 13A 3/19/12 5:18 PM
word dejected to identify what part of speech it Exchange notes. Compare the
011_CR14_NA_ACS_6_119294.indd 11A is. What other words in the sentence help you 3/19/12 9:07 AM
details you each chose. Which
determine the meaning of dejected ? were different? Which were 10
Minutes
similar? Revise the details You need
if necessary and combine
From selections you have read, choose a word
whose meaning you are unsure 20 them on one list. Discuss › fiction selections
of. Have your partner find the You need
Minutes
what the theme might be. › pencils or pens
word’s meaning in a dictionary,
write a sentence for it. Exchange dictionary › Work together to write a
› paper
sentences. Use the word’s
position in the sentence to find its
paper, pencil, pen › statement of the theme.
meaning.
6
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • Interactive Games and Activities • Grade 6
10
Go
G oD
Digital!
006_CR14_NA_ACR_6_119294.indd 6A 3/19/12 8:47 AM
010_CR14_NA_ACP_6_119294.indd 10A 3/19/12 5:33 PM

TEACH AND MANAGE T5
DEVELOPING READERS AND WRITERS
Write About Reading • Analytical Writing
Write to Sources
and Research
Theme, T20–T21
Summarize, T25N
Clues, T25N
Research and Inquiry, T28
Analyze to Share an Argument, T29
Summarize, p. 193
Comparing Texts, T41, T49, T53, T59 Theme, p. 193
Predictive Writing, T25B
Teacher’s Edition Literature Anthology
Theme, pp. 103–105

Go Genre, p. 106
Digital Analyze to Share an
Leveled Readers Argument, p. 109
Interactive Comparing Texts
Whiteboard Theme Your Turn Practice Book
Writing Process • Genre Writing

27
Go
Argument Text Digital
Book Review, T344–T349
Conferencing Routines
Teacher Conferences, T346
Peer Conferences, T347
Go
Digital
Writer’s Workspace
Argument: Book Review
Interactive Leveled Workstation Card Writing Process
Whiteboard Teacher’s
h Edition
di i Book Review, Card 27 Multimedia Presentations
T5A UNIT 3 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

Writing Traits • Write Every Day
WEEK 1
Writing Trait: Sentence Fluency
Transitions, T30–T31
Sentence Fluency:
Transitions,
pp. 174–175
Teacher’s Edition Reading/Writing Workshop
13
Sentence
Go Fluency:
Digital Sentence Fluency:
Transitions,
Card 13 Transitions, p. 110
Interactive
Whiteboard Leveled Workstation Card Your Turn Practice Book
Grammar and Spelling

Go
Digital
Grammar
Action Verbs
Action Verbs and Objects, and Objects
T34–T35
Spelling
Vowel Team Syllables,
T36
T36–T37 V
Vowel Team
Go SSyllables
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 Common Ground, T10– Comprehension
T11 • Strategy: Make Predictions, T18–T19
Teach, Listening Comprehension Interactive Read
• Skill: Theme, T20–T21
Write About Reading Ana Analytical
A
Writing
W
Model Aloud: “The Neighborhood Problem,” T12–T13

Whole Group
• Genre: Realistic Fiction, T22–T23

Comprehension
and • Preview Genre: Realistic Fiction, T22–T23
Practice Your Turn 102–107
Vocabulary Strategy: Context Clues,
Apply • Preview Strategy: Make Predictions, T18–T19
T24–T25
Vocabulary Words in Context, T14–T15
Reading/Writing Workshop Practice Your Turn 101
Close Reading of Complex Text “The
Rockers Build a Soccer Field”, 166–169
DIFFERENTIATED INSTRUCTION Choose across the week to meet your student’s needs.
Leveled Reader Common Ground, T40–T41 Leveled Reader Common Ground, T40–T41
Phonics/Decoding ng De
Decode Words with Vocabulary
cabula Review Vocabulary Words,
Approaching Vowel Teams, T42 2 2
TIER
T44 4 2
TIER
Level Vocabulary TIER

Comprehension TIER
• Review High-Frequency Words, T44
4 2 • Identify Character Details, T46
6 2
• Answer Choice Questions, T45 • Review Theme, T47
Leveled Reader Making Things Happen, Leveled Reader Making Things Happen,
T48–T49 T48–T49
On Level Vocabulary Review Vocabulary Words, T50 Comprehension Review Theme, T51
Small Group
Leveled Reader Bringing Home the Circus, Leveled Reader Bringing Home the Circus,
T52–T53 T52–T53
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Theme, T55
Level T54
Shared Read “The Rockers Build a Soccer Leveled Reader Making Things Happen,
Field”, T56–T57 T58–T59
English Phonics/Decoding Decode Words with Vocabulary Review Vocabulary, T60
Language Vowel Teams, T42 Writing Writing Trait: Sentence Fluency, T62
Vocabulary
Learners • Preteach Vocabulary, T60
Grammar Action Verbs: Direct/Indirect
Objects, T63
LANGUAGE ARTS Writing Process: Book Review, T344–T349
Readers to Writers Readers to Writers

Writing • Writing Trait: Sentence Fluency/Transitions, T30–T31 • Writing Trait: Sentence Fluency/Transitions, T30–T31
Whole Group
• Writing Entry: Prewrite and Draft, T32 • Writing Entry: Revise, T32
Grammar Grammar Action Verbs and Objects, T34 Grammar Action Verbs and Objects, T34
Spelling Vowel Team Syllables, T36 Spelling Vowel Team Syllables, T36
Spelling Build Vocabulary Build Vocabulary
• Connect to Words, T38 • Expand Vocabulary, T38
Build Vocabulary • Academic Vocabulary, T38 • Review Greek and Latin Suffixes, T38
T6 UNIT 3 WEEK 1
WEEK 1
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS
DAY 3 DAY 4 DAY 5 Review and Assess

READING
Phonics/Decoding Vowel Team Syllables, Fluency Expression, T27 Integrate Ideas
T26–T27 • Research and Inquiry, T28
Integrate Ideas
Practice Your Turn 108 • Text Connections, T29
• Research and Inquiry, T28
• Write About Reading, T29
Practice Your Turn 103–105 Practice Your Turn 109
Close Reading How Tia Lola
Came to Visit Stay, 180–193 Close Reading “The Music of Many”, 194–195
Fiction
Realistic
Making Thin
gs
Literature Happen illustrated

by Andrew
Burdan
Anthology
Langley
•
by Marie
Time
PAIRED Taking Your
READ
DIFFERENTIATED INSTRUCTION
Leveled Reader Common Ground, T40–T41 Leveled Reader Paired Read: “Don’t Be Late,” Leveled Reader Literature Circle, T41
Phonics/Decoding
Decodi Build Words with Vowel T41 Comprehension Self-Selected Reading, T47
TIER
Teams, T42
2 2 Phonics/Decoding Practice Vowel Team
Fluency Expression, T46
6 2
TIER
Syllables, T43
Vocabulary Context Clues, T45
Leveled Reader Making Things Happen, Leveled Reader Paired Read: “Taking Your Leveled Reader Literature Circle, T49
T48–T49 Time,” T49 Comprehension Self-Selected Reading, T51
Leveled Reader Bringing Home the Circus, Leveled Reader Paired Read: “Floating Away, Leveled Reader Literature Circle, T53
T52–T53 Coming Together,” T53 Comprehension
Vocabulary • Self-Selected Reading, T55
• Context Clues, T54 Gifted and • Independent Study: Common Ground, T55
• Synthesize, T54 Talented
Leveled Reader Making Things Happen, Leveled Reader Paired Read: “Taking Your Leveled Reader Literature Circle, T59
T58–T59 Time,” T59
Phonics/Decoding Build Words with Vowel Vocabulary Additional Vocabulary, T61
Teams, T42 Phonics/Decoding Practice Vowel Team
Vocabulary Context Clues, T61 Syllables, T43
Spelling Words with Vowel Team Syllables,
T62
LANGUAGE ARTS
Readers to Writers Readers to Writers Readers to Writers
• Writing Trait: Sentence Fluency/Transitions, T30–T31 • Writing Trait: Sentence Fluency/Transitions, T30–T31 • Writing Trait: Sentence Fluency/Transitions, T30–T31
• Writing Entry: Prewrite and Draft, T33 • Writing Entry: Revise, T33 • Writing Entry: Share and Reflect, T33
Grammar Mechanics and Usage, T35 Grammar Action Verbs and Objects, T35 Grammar Action Verbs and Objects, T35
Spelling Vowel Team Syllables, T37 Spelling Vowel Team Syllables, T37 Spelling Vowel Team Syllables, T37
• Reinforce the Words, T39 • Connect to Writing, T39 • Word Squares, T39
• Context Clues, T39 • Shades of Meaning, T39 • Morphology, T39
SUGGESTED LESSON PLAN T7

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

instruction.
What Makes This Text Complex?

Connection of Ideas Inferences T17
Specific Vocabulary Context Clues T23
"The Rockers Build a Soccer Field"

Lexile 820L

Genre Realistic Fiction T25A, T25K
Organization
Conflict T25C
Foreshadowing T25E
Prior Knowledge
Dominican Republic T25G
Connection of Ideas Effects of Events T25I
How Tía Lola Came to Visit Stay Lexile 810L
"The Music of Many" Lexile 940L
Sentence Structure T25O
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
IF ELL students need additional Reading/Writing Leveled Reader
support Workshop "The Making Things
Rockers Build a Soccer Happen T58–T59
THEN scaffold instruction using the small Field" T56–T57 "Taking Your Time" 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 Realistic

Fiction
nging Hom
e
Circus
Bri the
Schuna r
by Carly Gerad Taylo
Comprehension Strategy Make Predictions T19 d by

illu strate
Comprehension Skill Theme T21

Genre Realistic Fiction T23
Beyond y, Coming Toge
ther
Vocabulary Strategy Context Clues T25 PAIRED

READ
Floating Awa
$0

Phonics/Fluency Vowel Team Syllables, T49

Expression T27
Fiction
Realistic
ngs
Making Thi
If No Approaching Level Reteach T40–T47 Happen
by Marie
Langley
• illustra
ted by
Andrew
Bur dan
ELL Develop T56–T63

Fiction
Realistic
On Level Commonnd
Fiction
Realistic
If Yes Review T48–T51 Grou On Level

ngs
Making Thi
Happen
l
nwen Wal
by Bro
w Naing Time
ed by Tha PAIRED Taking Your
READ
illustrat
Beyond Level
Bur dan
Andrew
ted by
Extend T52–T55
• illustra
Langley
by Marie
$0

ing
Approach PAIRED
READ
Don’t Be Late
!
ELL

$0
T41 T59
T 59 PAIRED
READ
Taking Your
Time
$0

Additional Vocabulary T61 Context Writing Trait: Spelling Grammar

community discussion Clues T61 Sentence Vowel Team Action
contribute introduced Fluency T62 Syllables T62 Verbs and
convince senior Objects T63
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 happens when people share ideas?
Have students read the Essential Question on page 162 of the Reading/
Writing Workshop. Explain that when people work together and share
ideas, they often end up with better results than they would have
had separately.
Reading/Writing Discuss the
Workshop Discuss the photograph of the girls painting a mural. Focus on how Concept
they negotiated with each other about whether to paint a sunburst or
OBJECTIVES a skyline until someone had the insight to combine both ideas.
Interpret information ‡ The large sunburst makes an interesting and colorful background.
presented in diverse
media and formats
‡ The skyline stands for their city and is made from rectangular shapes.
Watch Video
(e.g., visually, ‡ The shapes, colors, and meaning of the two designs work better
quantitatively, orally) together than they do apart.
and explain how it
contributes to a topic,
text, or issue under
study. SL.6.2
Talk About It
Ask: Why is it important to negotiate with others and find common
Engage effectively in a
range of collaborative COLLABORATE ground? How can sharing ideas and insight lead to positive results? Have
discussions (one-on- students discuss in pairs or groups.
one, in groups, and
‡ Model using the graphic organizer to generate words and phrases
teacher-led) with
diverse partners on related to finding common ground. Add students’ contributions.
grade 6 topics, texts, ‡ Have partners complete the graphic organizer and talk about a time Use Graphic
and issues, building Organizer
when sharing ideas had a positive outcome. In their discussions, they
on others’ ideas and
expressing their own should paraphrase their partner’s response to show understanding.
clearly. Review the
key ideas expressed
and demonstrate
understanding of
Collaborative Conversations
multiple perspectives
through reflection
and paraphrasing. Be Open to All Ideas As students engage in partner, small-
SL.6.1d group, and whole-class discussions, remind them
‡ that all ideas are important and should be heard.
Build background
knowledge on ‡ to respect the opinions of others.
working together to ‡ not to be afraid to offer opinions, even if they are different
find common ground.
from others’ viewpoints.
T10 UNIT 3 WEEK 1

WEEK 1
READING/WRITING WORKSHOP, pp. 162–163
GRAPHIC ORGANIZER 140

SCAFFOLD
Beginning Intermediate Advanced/High
Use Visuals Point to the Describe Have Discuss Ask students to Finding
Common
girls in the photograph. students describe the discuss the options that Ground
These girls are painting a mural using complete the group thought about
mural. They shared ideas sentences. Ask: How did for their mural. Why was
and worked together to the girls decide what to it important for the group
design it. Ask students to paint for their mural? to negotiate in order to
describe the mural using Encourage students to create a plan that everyone
single words or short use a concept word in liked? Clarify students’
phrases. Repeat correct their response. Correct responses as needed.
responses slowly and students’ grammar and
clearly for the class. pronunciation as needed.
INTRODUCE THE CONCEPT T11

Listening Comprehension
LESS O
IN I
M
N
10 Interactive Read Aloud
Mins
Go
OBJECTIVES Connect to Concept: Common Ground Digital
Interpret information
Explain to students that when people share ideas, even if they have
media and formats disagreed in the past, they often find that they have things in common.
(e.g., visually, Let students know that you are going to read aloud a story about how
quantitatively, orally) solving a problem helps two people find common ground.
and explain how it
text, or issue under Preview Genre: Realistic Fiction View
Illustrations
study. SL.6.2 Explain that the story you will read aloud is realistic fiction. Discuss
Cite textual evidence features of realistic fiction:
to support analysis
‡ presents characters and a setting that could be found in real life
of what the text says
explicitly as well as ‡ has a plot that centers around events that real people experience
inferences drawn from
the text. RL.6.1
‡ may include foreign language dialogue if characters come from
other cultural backgrounds
• Listen for a purpose. ‡ may contain foreshadowing to hint at later events
• Identify
characteristics of
realistic fiction.
Preview Comprehension Strategy: Make Predictions
Explain that experienced readers use clues in a story to make
predictions about what might happen next. As they continue reading,
ACADEMIC
LANGUAGE
they use story details to either confirm or revise their predictions.
• realistic fiction, make Making predictions can help readers set a purpose for reading and stay
predictions engaged with the text.
• Cognates: ficción Use the Think Alouds on page T13 to model the strategy.
realista, predicciones
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 3: I predicted ____
because . . . to reinforce how you used the make predictions strategy to
understand the story. © Th M G Hill C i I
Model Think
Genre Features With students, discuss the elements of the Read Alouds
Aloud that let them know it is realistic fiction. Ask them to think about Genre Features
other stories that you have read or they have read independently that
were realistic fiction.
Summarize Have students restate the events from “The Use Graphic
Neighborhood Problem” in their own words. Organizer
T12 UNIT 3 WEEK 1

WEEK 1
The Neighborhood Problem

Clara usually avoided Mrs. Harris, her new “Our small town needs the animal shelter because
neighbor. Mrs. Harris had complained that Clara’s it’s the only one we have,” Clara said. “Who will
volleyball had smashed her prized gardenias when care for all the homeless animals now?”
it sailed over the fence. She also grumbled about Mrs. Harris nodded in agreement, and the two
Clara’s music being too loud. In general, Clara neighbors sat on the step discussing the perplexing
thought Mrs. Harris was a little grumpy. problem. Clara soon agreed to help Mrs. Harris
Nevertheless, when Clara saw Mrs. Harris sitting reach out to the neighbors. 2
on her stoop with her head in her hands, she was That night Clara and her mom sent an e-mail to
worried that something was wrong. Clara felt their online neighborhood group. Clara thoroughly
confident that at least this time it wasn’t her fault, explained the problem, and she asked if people
so she cautiously approached her neighbor. 1 were willing to organize a fundraiser to raise
“Can you believe it?” Mrs. Harris exclaimed. “They money for the animal shelter.
are shutting down the animal shelter! There isn’t The next morning, Clara and her mom had
enough money to keep it running since the county received more than 25 e-mails! Everyone wanted to
budget was cut.” offer assistance by either donating time or money.
Clara was shocked. First, she didn’t know that Overjoyed, Clara ran next door to tell Mrs. Harris,
Mrs. Harris loved animals. Second, she was who cheered and gave Clara a high-five. Clara
surprised that her neighbor appreciated the value couldn’t believe it! Not only was she going to try to
of the animal shelter. Clara knew the shelter served help animals by saving the shelter, she was going
an important function because it’s where her family to become friends with Mrs. Harris in the process.
found and adopted their dog Pete. “Let’s get to work!” they said together. 3
1 Think Aloud I will use

Ariel Skelley/Blend Images/
mages
Getty Images
2 Think Aloud I will now revise

Im
clues in the story so far to

predict that Clara is going my prediction based on new
to get past her problems story details. I think Clara and
with Mrs. Harris and help Mrs. Harris will become friends
her with something. as they work together to save
the shelter.
3 Think Aloud I can confirm

that my prediction is correct.
Clara and Mrs. Harris are
working together to raise
money to save the shelter.
Because they have interests in
common, they have become
friends too.
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
ulary Routine
using the Vocabulary Routine found
Define:
on the Visual Vocabulary Cards.
Example::
Ask:
Reading/Writing Vocabulary Routine

Workshop
Define: A fallow field is not in use but is still able to grow crops.
OBJECTIVES Example: The farmer left the field fallow for a year before planting
another corn crop.
Acquire and use fallow
accurately grade- Ask: What is a synonym for fallow?
appropriate general
academic and
domain-specific Use Visual
words and phrases; Definitions Glossary
gather vocabulary ‡ capacity Capacity is the maximum amount or number that
knowledge when
considering a word
can be received or held.
or phrase important Cognate: capacidad
to comprehension or ‡ enthralled To be enthralled is to have your attention held by
expression. L.6.6
someone’s or something’s skill or appearance.
‡ insight To have insight is to clearly understand the true
nature of something.
‡ negotiate When you negotiate, you deal or bargain with
someone in order to come to an agreement.
Cognate: negociar
‡ regulation Something that is described as being regulation
is in agreement with official rules or laws.
Cognate: regulación
‡ resemblance A resemblance is a similarity that is easy to see.
‡ unseemly If someone’s appearance or behavior is unseemly,
it is inappropriate or improper.
Talk About It
Working with partners, have students look at each photograph and
COLLABORATE discuss the definition of each word. Ask partners to choose three words,
compose questions about them, and answer each other’s questions.
T14 UNIT 3 WEEK 1

WEEK 1
ONLEVEL PRACTICE BOOK p. 101

SCAFFOLD
Use Visuals Let’s look Describe Have students Discuss Ask students to
at the photo for the word describe the photo for talk with a partner about
fallow. Explain that before the word fallow. Ask: Why the photo for the word
planting a new crop, is the field empty? Repeat fallow. Have pairs write
farmers do not use the in a loud voice all correct down what they think are
field for a period of time. responses. Then explain some of the benefits of
Ask: What does fallow that before farmers plant leaving a field fallow for a
describe? Give students a new crop, they let the period of time. Then have
ample time to answer. soil rest for awhile. Have pairs share their ideas
Discuss with students students discuss why with the class. Clarify
when a field is not fallow. farmers do that. students’ responses.
APPROACHING BEYOND ELL
p. 101 p. 101 p. 101
VOCABULARY T15
DURING READING: WHOLE GROUP
A Dream to Share
“Buenos días, Mariana,” Mr. Sanchez greeted his daughter at the
breakfast table. “¿Dormiste bien?”
“I slept very well, Papa. I had a dream that I scored the winning
goal on a brand new soccer field!”
Mr. Sanchez smiled and said, “Your dream could be a sign that
River Edge will finally get a regulation soccer field. Maybe you have
special insight into what will happen at tonight’s Town Council
meeting. Remember, we must get the whole team there to convince
them we need a better field.”
That night, Mariana and her father arrived at the meeting hall to
find it filled to capacity. They sat with the other River Edge Rockers,
their community soccer team. Councilwoman Maloof opened the
discussion, and Mr. Boyd, the Rockers’ manager, spoke first. “Our
team currently practices in a tiny school yard, and only when it’s not
already booked.” The team nodded briskly.
Mrs. Yamagata, owner of Something Sushi, walked to the podium.

“I believe the town owns an empty lot next to my restaurant,” she
said. “Couldn’t that be a soccer field?” The Rockers applauded.
“A soccer field would be a good use for that lot,” Councilwoman
Maloof said. “But the town simply doesn’t have the money to build
and maintain one.”
“The Rockers can do it!” Jamil spoke up.
Essential Question “Jamil’s right,” Mr. Sanchez said. He began to negotiate with the
Council. “If the town lets the Rockers use the vacant lot, we will turn
What happens when
it into a soccer field.”
people share ideas?
After some discussion, the Council reached a decision. “We
Read how all members of
hereby approve using the vacant lot adjacent to Something Sushi for
a team contribute toward
a community soccer field!” Mariana looked nervously at her cheering
reaching their goal.
Peter Ferguson
teammates, then at her father. Mr. Sanchez winked at her, as if to say,

“Didn’t you have a dream?”
166 167
166_169_CR14_SI6_U3W1_MR_118711.indd 166 10:53 AM READING/WRITING WORKSHOP, pp. 166–167

12/24/11166_169_CR14_SI6_U3W1_MR_118711.indd 167 12/24/11 10:54 AM
Shared Read
Connect to Concept: Mariana shares her dream about scoring a winning
Common Ground goal on a brand new soccer field. Mr. Sanchez
Explain that “The Rockers Build a suggests the dream might be a sign that the
Soccer Field” explores how people community will get a new regulation soccer field.
share ideas to solve a common Reread Paragraph 4: Model how to paraphrase
Reading/Writing
Workshop problem. Read “The Rockers Build the information in the fourth paragraph. Remind
a Soccer Field” with students. Note students that paraphrasing, or restating the text
that vocabulary previously taught is highlighted. in your own words, helps you understand and
remember what you read.
Close Reading Mariana and her father attend a Town Council
Reread Paragraphs 1–3: Tell students that you meeting. Many people have come to discuss the
are going to take a closer look at the section “A need for a community soccer field. The Rockers’
Dream to Share.” Reread the first three paragraphs manager tells the council that the team practices
together. Ask: What does Mr. Sanchez think in a small school yard, but it’s not always available.
Mariana’s dream is a sign of? Model how to cite text
evidence to answer the question.
T16 UNIT 3 WEEK 1
WEEK 1
Dirty Dogs Raise Funds This Lot Rocks!

The following day, at Something Sushi, the team got together A week later, the team gathered at
to share ideas for raising money. “A karaoke night would be fun,” the lot, carrying tools purchased with their
said Mariana. earnings. Staring at the fallow field of dirt,
“Cool!” Jamil shouted, “I’ll get to show off my incredible voice.” rubble, and weeds Mariana thought, “This bears
no resemblance to the soccer field in my dream.”
“Next idea—please!” the team’s goalie, Benny Chan, joked.
But she kicked into action with the others, scooping
“What about a car wash?” suggested Mr. Boyd. up debris and depositing it in a rented dumpster.
“That’s good,” Benny said, “except the Environment Club Then Mariana bent down to pick up a rock. She
is already having one.” Then suddenly he shouted, “Hey, grunted when it wouldn’t budge. Jamil helped her
let’s have a DOG wash!” Everyone thought it was a great shovel around it until they saw it was a huge boulder.
idea—until they met the dirty dogs. Mr. Sanchez studied it. “Esta roca es enorme. We need a
On the day of the dog wash, dog bigger tool.” All were awed when he returned a while later
owners lined up in the middle school with a backhoe.
parking lot, where six wading pools had After the boulder had been extracted, they all looked into the
been set up. Mariana began washing a large gaping hole. “Let’s haul in dirt from the perimeter,” Jamil proposed.
shaggy dog, shielding herself from the It took a while, but with everyone working together they moved
suds that flew each time the dog shook enough soil from the field’s edges to fill the hole. In the next few
himself off. Suddenly, a poodle Jamil weeks, the Rockers even enlisted neighbors to donate materials for a
was washing jumped out of the pool to drainage system, sod for grass, and bleachers.
chase a dachshund. Then several others
Opening day attracted a huge crowd of soccer fans, all enthralled
took off, barking and tangling their leashes.
by the new field. Before the game, the Rockers huddled together.
Mr. Boyd was not amused. “We did it. Together we turned an
“Owners, control your
dogs!” After this near
unseemly lot into our ‘field of dreams,’” Make Connections
Mr. Boyd said. “Now let’s get out there!”
disaster, things settled Tell how sharing ideas
Later, as the clock was running out helps build the soccer field.
into a routine. By the
on the 0-0 score, Mariana kicked the ball ESSENTIAL QUESTION
end of the day, the
hard. When she saw it slip through the
Rockers were soaked When has working with
opposing goalie’s hands, she realized that
through but ecstatic others helped you accomplish
her dream had actually come true!
about raising $750. a goal? TEXT TO SELF
Peter Ferguson
168 169

166_169_CR14_SI6_U3W1_MR_118711.indd 168 1/6/12166_169_CR14_SI6_U3W1_MR_118711.indd
12:08 PM 169 12/24/11 10:54 AM
Make Connections
A C T Access Complex Text
ESSENTIAL QUESTION
Encourage students to go back into the text for
Connection of Ideas
evidence as they talk about ways people share
ideas, time, effort, and money to solve a common Sharing ideas to reach a common goal is a
problem—for instance, the need for a community central theme in the story. Students will need
soccer field. to connect details to infer the theme. Use the
first section to model reading for key details.
Continue Close Reading ‡ What is the purpose of the council meeting?
Use the following lessons for focused readings. (to discuss the need for a soccer field)
‡ Make Predictions, pp. T18–T19 ‡ How is the council meeting an example of
sharing ideas? (The soccer manager poses
‡ Theme, pp. T20–T21
the problem; Mrs. Yamagata suggests a
‡ Realistic Fiction, pp. T22–T23 location; Jamil proposes that the team
‡ Context Clues: Syntactic Cues, pp. T24–T25 build the field.)
SHARED READ T17

Comprehension Strategy
LESS O
IN I
M
N
10 Make Predictions
Mins
Go
1 Explain Digital
Explain that as students read realistic fiction, they should use
information the narrator or the characters in the story provide to A Dream to Share
predict what story events might happen later. Remind students that
when they pause at key points in a selection to make predictions,


What happens when
people share ideas?
they set a purpose for reading and keep themselves engaged with
Peter Ferguson
166 167
166_169_CR14_SI6_U3W1_MR_118711.indd
166 169 CR14 SI6 U3W1 MR 118711 indd 166 12/24/11
166_169_CR14_SI6_U3W1_MR_118711.indd
10:53
169 CR14
AM SI6 U3W1 MR 118711 indd 167 12/24/11 10:54 AM
Reading/Writing Present the

Workshop the text. Lesson
‡ Students read closely to identify details that help them make
OBJECTIVES informed predictions, or conjectures, about what characters in
Cite textual evidence the story might do or about how the story’s problem might be
to support analysis resolved.
explicitly as well as ‡ As students continue reading, they confirm their predictions
inferences drawn from when story events match what they inferred would happen.
the text. RL.6.1
‡ Students revise their predictions when story events do not
Describe how a match their predictions. Then students continue reading to see
particular story’s or
drama’s plot unfolds
whether later story events confirm their revised predictions.
in a series of episodes Assure students that a thoughtful prediction—either confirmed
as well as how the or revised—that is based on available text evidence serves
characters respond
or change as the
understanding and allows students to engage fully with a text.
plot moves toward a Revising a prediction can mean that a story is mysterious, surprising,
resolution. RL.6.3 and fun.
Make, confirm and

2 Model Close Reading: Text Evidence
revise predictions
to increase Reread the first three paragraphs on page 167 of “The Rockers Build
understanding.
a Soccer Field.” Model how the details of Mariana’s dream helped
you make a prediction about what would happen later.
ACADEMIC
LANGUAGE 3 Guided Practice of Close Reading
• make, confirm, revise
predictions; realistic Have students work in pairs to find the text evidence that allowed
fiction
COLLABORATE them to confirm or revise predictions they made about the role of
• Cognates: the town council in getting a soccer field built. Invite partners to
predicciónes, ficción
realista
explain to the class how they used key details to make, confirm, and
revise their predictions.
T18 UNIT 3 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Do students use key details in the text
to make predictions? Do they confirm
or revise their predictions based on
further text evidence?

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. 170

ONLEVEL PRACTICE BOOK pp. 103–104
SCAFFOLD
Recall Information Read Explain Have students Demonstrate
aloud the first three reread the first three Understanding Have
paragraphs on page 167 of paragraphs on page 167. students reread the first
“The Rockers Build a Soccer Ask: Why does Papa say three paragraphs on page
Field.” Ask: What is Papa that Mariana’s dream 167 and discuss with a
saying about Mariana’s could be a sign? (He thinks partner why the dream
dream? What clues does the dream may signal a might be an important
the dream provide about successful solution to the event in the story. Elicit
what might happen later in soccer team’s problem.) from students how
the story? Define difficult Why might Mariana have making, confirming, and
vocabulary. Work with special insight? (Her dream revising predictions helps
students to complete the is a prediction.) Explain them as they read realistic
frame: I predict will that if Mariana’s dream fiction.
happen later in the story comes true, there really
because . will be a soccer field.
pp. 103–104 pp. 103–104 pp. 103–104
COMPREHENSION STRATEGY T19

Comprehension Skill
LESS O
IN I
M
N
10 Theme
Mins
Go
1 Explain Digital
Explain to students that authors of realistic fiction often write
to convey an idea or message about life they want readers to A Dream to Share
understand. To determine the message, or theme, students should

read to describe what characters think, say, and do. They should

What happens when
people share ideas?
consider how characters feel about other characters and about how
Peter Ferguson
166 167
166_169_CR14_SI6_U3W1_MR_118711.indd
166 169 CR14 SI6 U3W1 MR 118711 indd 166 12/24/11
166_169_CR14_SI6_U3W1_MR_118711.indd
10:53
169 CR14
AM SI6 U3W1 MR 118711 indd 167 12/24/11 10:54 AM

Workshop they respond and change as story events unfold. Lesson
‡ Students should look for key descriptive details about characters,
OBJECTIVES setting, and plot events in the story.
Determine a theme ‡ When they finish reading, they ask: What general ideas tie these
or central idea of a
text and how it is
details together?
conveyed through ‡ They use text evidence from the story to ask themselves: What
particular details; larger statement about life do these details point to? What might
provide a summary of
the text distinct from
the author want me to realize? Remind students that authors
personal opinions or usually do not state the theme directly in realistic stories.
judgments. RL.6.2 Students must make inferences about the characters and events
Describe how a in the plot to determine the theme.
drama’s plot unfolds 2 Model Close Reading: Text Evidence
in a series of episodes
as well as how the Reread key sections of “The Rockers Build a Soccer Field” to identify
characters respond the main character in the story. Model how you used information
or change as the
plot moves toward a
about Mariana and her team to think about the story’s theme.
resolution. RL.6.3 Ana
Analytical Write About Reading: Summary Model for students how to
Writing
W
use details from the graphic organizer to write a summary of the
ACADEMIC beginning of the story.
LANGUAGE
• theme
3 Guided Practice of Close Reading
• Cognate: tema
Have students work in pairs to complete the graphic organizer. Tell
SKILLS TRACE them to go back to the text to locate and record additional details
THEME they can use to infer the theme of the story.
Teach U2W5
Ana
Analytical Write About Reading: Summary Ask pairs to work together to
Writing
W
summarize the entire story and then to convey its theme. Invite
Review U3W1, U3W2;
U4W3, U4W4, U4W6; U5W6; student pairs to share their summaries with the class.
U6W5
Assess U2, U3, U4, U6
T20 UNIT 3 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students identify text evidence that
helps them see the larger ideas about
life? Can they use the details from the
text to state a possible theme?

ELL Develop p. T57
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK pp. 103–105

SCAFFOLD
Discuss Reread page Explain Reread the story. Expand Have students
169 of “The Rockers Build Ask: What does Mariana’s reread the text and
a Soccer Field.” Remind soccer team need? What suggest several possible
students that a theme is a challenges do they face? themes for this story.
general statement about How do characters share Then have them explain
life the author wants ideas to reach a goal? to a partner what
readers to understand. Explain to a partner. Then evidence they found
Ask: What does Mr. Boyd have partners explain based on plot events
mean when he says, “We how the details they and characters’ actions
did it!” What did they do added to the graphic that helped to suggest
together? Help students organizer helped them possible themes. Ask
see this statement as a identify the theme of the them to use vocabulary
clue to the theme of the story. words in their discussion.
story.
pp. 103–105 pp. 103–105 pp. 103–105
COMPREHENSION SKILL T21

Genre: Literature
LESS O
IN I
M
N
10 Realistic Fiction
Mins
Go
1 Explain Digital
Share with students the following characteristics of realistic fiction.
‡ Realistic fiction involves imaginary characters who take part in a A Dream to Share
story that could happen in real life.


When characters come from other cultural backgrounds, realistic

‡
What happens when
people share ideas?
Peter Ferguson
166 167
fiction may include dialogue in a foreign language.

166_169_CR14_SI6_U3W1_MR_118711.indd
166 169 CR14 SI6 U3W1 MR 118711 indd 166 12/24/11
166_169_CR14_SI6_U3W1_MR_118711.indd
10:53
169 CR14
AM SI6 U3W1 MR 118711 indd 167 12/24/11 10:54 AM

Workshop Lesson
‡ The story setting is a place that exists or could exist in real life.
OBJECTIVES ‡ The plot of realistic fiction is centered around events and
Analyze how a problems that real people experience.
particular sentence, ‡ Realistic fiction may contain literary elements such as
chapter, scene, or
foreshadowing to hint at events that will happen later.
stanza fits into the
overall structure of a
text and contributes 2 Model Close Reading: Text Evidence
to the development of
the theme, setting, or Model identifying characteristics of realistic fiction on page 167 of
plot. RL.6.5 “The Rockers Build a Soccer Field.”
By the end of the year, Foreign Language Dialogue Point out that Papa speaks Spanish
read and comprehend to Mariana. Explain that authors of realistic fiction sometimes use
literature, including
stories, dramas, and
a character’s native language to portray that person’s cultural
poems, in the grades background. Ask: Where might Mariana’s family come from?
6–8 text complexity Foreshadowing Explain that Mariana’s dream is an example of
band proficiently, with
scaffolding as needed
foreshadowing—the use of clues to hint at events that happen later
at the high end of the in the story. Remind students that most often they have to read to
range. RL.6.10 the end of the story to determine what events were foreshadowed
earlier.
Recognize the
characteristics of
realistic fiction. 3 Guided Practice of Close Reading
Have students work with partners to find two examples of foreign
ACADEMIC COLLABORATE language dialogue in “The Rockers Build a Soccer Field.” Partners
LANGUAGE should use context clues to figure out what the character is saying.
• realistic fiction, Then have them locate two events in the story that lead to the
dialogue, characters,
ending foreshadowed in Mariana’s dream.
foreshadowing, plot
• Cognates: ficción
realista, diálogo
T22 UNIT 3 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Do students use context to understand
dialogue in a foreign language? Can
they identify foreshadowing that hints
at later story events?

ELL Develop p. T59

Specific Vocabulary
Students may have difficulty understanding
the Spanish dialogue in this story. Help
students use context to understand what
Mariana’s father asks at the top of page 167.
‡ How does Mariana answer her father’s
question at the beginning of the story? (She
says that she slept well.)
‡ What does Mariana’s answer tell you about
her father’s question? (Her father has asked
her how she slept.) APPROACHING BEYOND ELL
p. 106 p. 106 p. 106
GENRE T23
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Explain to students that there are different types of context clues
they can use when figuring out what an unfamiliar word means. A Dream to Share
One type of context clue involves looking at the parts of speech

and the arrangement of words in a sentence to help determine


What happens when
people share ideas?
the meaning of an unknown word.

Peter Ferguson
166 167
166_169_CR14_SI6_U3W1_MR_118711.indd
166 169 CR14 SI6 U3W1 MR 118711 indd 166 12/24/11
166_169_CR14_SI6_U3W1_MR_118711.indd
10:53
169 CR14
AM SI6 U3W1 MR 118711 indd 167 12/24/11 10:54 AM

Workshop ‡ To use syntactic cues, students identify the parts of speech of Lesson
words they understand in the sentence.
OBJECTIVES ‡ Then students think about how complete sentences are
Use context (e.g., constructed to determine the part of speech of the unfamiliar
the overall meaning
of a sentence or
word. Students should also note the type of sentence in which
paragraph; a word’s the word appears.
position or function ‡ After students identify the part of speech of the unfamiliar
in a sentence)
as a clue to the
word, they can use their knowledge of sentence structure
meaning of a word or and their understanding of familiar words in the sentence to
phrase. L.6.4a determine a preliminary definition for the unfamiliar word.
ACADEMIC 2 Model Close Reading: Text Evidence

LANGUAGE
context clues,
Model using context clues in the last sentence of paragraph 3
syntactic cues on page 167 to find the meaning of convince.

Have students work in pairs to use syntactic cues and other
COLLABORATE context clues to figure out the meanings of debris, extracted, and
perimeter in “The Rockers Build a Soccer Field.” Make sure partners
identify the parts of speech of familiar words and use what they
SKILLS TRACE know about complete sentences to determine meanings for the
CONTEXT CLUES: unfamiliar words.
SYNTACTIC CUES
Introduce U3W1
Review U3W1, U3W4,
Assess U3
T24 UNIT 3 WEEK 1

WEEK 1
Monitor and
Differentiate
Quick Check
Can students identify and use context
clues, including sentences cues, to
determine the meanings of debris,
extracted, and perimeter?

ELL Develop p. T61
ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK p. 107

SCAFFOLD
Recognize Point out the Determine Meaning Explain Point out the
words debris, extracted, Point out the words words debris, extracted,
and perimeter and define debris, extracted, and and perimeter and ask
the words for students. perimeter and reread with students to define them.
For each word, revisit students the sentences in Then have students
the sentence in which which the words appear. explain how they
the word appears. Model Help students work with used context clues,
how to recognize and use a partner to identify the their understanding
word order and parts of parts of speech of familiar of sentence structure,
speech in each sentence words and to use that and parts of speech to
to determine the information as well as determine the meaning
meaning of the selected sentence structure to of each selected word.
words. determine the meaning
of each selected word.
p. 107 p. 107 p. 107
VOCABULARY STRATEGY T25

C LO S E R E A D I N G
Develop Genre • Realistic Fiction
Comprehension
1
How Tía LEXILE
810
Lola Came
to Visit Stay
Grade Band 6–8 Lexile Range
Gr e
925 1185
185
810 How Tía Lola Came to Visit Stay
Literature Anthology This selection includes sophisticated
dialogue and complex themes.
Options for Close Reading

‡ Whole Class
‡ Small Group
‡ Independent
Essential Question
share ideas?
Read how people from two
different cultures clash and then
learn from one another.
Go Digital!
180
180_191_CR14_SA6_U3W1_SEL_118712.indd 180 12/16/11 2:26 PM

What makes this text complex? Genre
Genre Point out to students that this story is an example
of realistic fiction, which is a made-up story that
Organization
could take place in real life, containing fictional
Prior Knowledge characters who could be real. Prompt students to
point out details from page 181 that tell them the
Connection of Ideas
story is realistic fiction.
T25A UNIT 3 WEEK 1

WEEK 1
Predictive Writing
Ask students to read the title, preview
the illustration, skim the text to look for
characters, and write their predictions
about what the story might be about.
ESSENTIAL QUESTION
Ask a student to read aloud the Essential
Question. Have students discuss how the
story might help them answer the question.
Note Taking:
Use the Graphic Organizer
As students read the selection, ask them to
fill in the graphic organizer on Your Turn
by Julia Alvarez Practice Book page 102 to record details
TEXT: How Tía Lola Came to (Visit) Stay by Julia Alvarez. Copyright © 2001 by Julia Alvarez. Used by permission
illustrated by Lester Coloma that help them figure out the theme of the
of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc.
story.
Miguel and Juanita Guzmán have moved to Vermont
from New York City because their mother has taken a job at
a local college. Their mother’s aunt, Tía Lola, arrives for a 1 Text Features: Illustration
visit from the Dominican Republic. Tía Lola soon impresses
Miguel’s friends and Rudy, the owner of a local restaurant
Look at the illustration on page 180. What
and the coach of Miguel’s baseball team. At the restaurant, do the details in the illustration tell you
Tía Lola also charms the difficult Colonel Charlebois who about Tía Lola? What does the illustration
owns the farmhouse that Miguel’s family rents.
tell you about the story’s setting?
181
180_191_CR14_SA6_U3W1_SEL_118712.indd 181
LITERATURE ANTHOLOGY, pp. 180–181 12/20/11 11:43 AM
‡ What does the text on the page tell you about the ‡ Foreshadowing is a way an author hints at events
story? (Vermont, the Dominican Republic, and that take place later in a story. What word and ideas
New York City are real places, so the story must on page 181 foreshadow later events? (The Colonel
be realistic. It also tells about jobs, restaurants, is described as “difficult.” The author then says
and baseball, which are all things that exist in that he owns the farmhouse the Guzmáns rent.
real life.) These details foreshadow conflict between the
Guzmáns and the Colonel.)
LITERATURE ANTHOLOGY T25B

Develop
Comprehension
2 Author’s Craft: Alliteration
Authors sometimes use alliteration, or
the repetition of initial sounds in a word,
to emphasize an idea within a sentence.
What are examples of alliteration on page
2 The long, sweet, sunny days of summer come one after
182. Why does the author use alliteration another after another. Each one is like a piece of fancy candy in
here? (“Sweet, sunny days of summer” a gold-and-blue wrapper.
shows how great the summer is for Miguel Most nights, now that school is out, Tía Lola tells stories,
sometimes until very late. The beautiful cousin who never cut
and his family. “Knickers and knee socks” her hair and carried it around in a wheelbarrow. The grandfather
brings attention to what the boys in the whose eyes turned blue when he saw his first grandchild.
photographs wore.) Some nights, for a break, they explore the old house. In the
attic, behind their own boxes, they find dusty trunks full of
3 Skill: Theme
yellowing letters and photographs. Miguel discovers several
faded photos of a group of boys all lined up in old-fashioned
To find the theme of a story we need to baseball uniforms. Except for the funny caps and knickers and
knee socks, the boys in the photos could be any of the boys on
understand the characters and what Miguel’s team. One photo of a boy with a baseball glove in his
happens to them. Which characters do we hand is inscribed, Charlebois, ’34.
know about? (the Colonel, Miguel, Tía Lola, Miguel tries to imagine the grouchy old man at Rudy’s
Miguel’s mom) What do we know about the Restaurant as the young boy with the friendly smile in the
photograph.
Colonel? (He’s the landlord. Miguel thinks But he can’t see even a faint resemblance.
he is grumpy.) What can we tell about * * *
Miguel? (He is a boy who likes baseball.) 3 Since the team doesn’t have a good place for daily practice,
What have we learned about Tía Lola so far? Miguel’s mother suggests they use the back pasture behind the
(She is imaginative and a good storyteller.) house. “But let me write Colonel Charlebois first, just in case.”
182

Organization
Ask students to think about the conflict on pages ‡ Miguel wants to call the Colonel instead of writing
182 and 183 and how it organizes the story. him. How does his mother react, and what does her
‡ What conflict develops on these pages? (Guzmáns reaction tell you about the conflict? (She says to
are friendly; the Colonel is grumpy) Miguel, “You try calling him.” This tells me that she
knows the Colonel won’t answer the phone.)
‡ How does the Colonel show his displeasure with the
Guzmáns in a way that develops the conflict? (His
letter complains about Tía Lola’s gardening.)
T25C UNIT 3 WEEK 1
WEEK 1
Their landlord lives in a big white house in the center of town.

He has already written them once this summer, complaining about
STOP AND CHECK
“the unseemly shape of the vegetation,” after Tía Lola trimmed
the hedges in front of the house in the shapes of pineapples and Make, Confirm, Revise Predictions
parrots and palm trees.
Do you think the Colonel will let the team
“Can’t you just call him and ask him, Mami?” Miguel asks. After
all, the team is impatient to get started with practice. A letter will
practice on his property?
take several days to be answered. Teacher Think Aloud I predict that the
“You try calling him,” Miguel’s mother says, holding out the
Colonel will not let the team practice on his
phone. Miguel dials the number his mother reads from a card
tacked on the kitchen bulletin board. The phone property. I reread the text to find evidence
rings once, twice. A machine clicks on, and a STOP AND CHECK about the unpleasant message the Colonel
cranky old voice speaks up: “This is Colonel
Make, Confirm, Revise leaves on his voicemail. This tells me that
Charles Charlebois. I can’t be bothered coming
to the phone every time it rings. If you have a
Predictions Do you think he is not the most friendly character and
the Colonel will let the team
message, you can write me.”
practice on his property?
probably wouldn’t want a group of kids
Look for text evidence playing games on his property.
to help you make your
prediction.
183
180_191_CR14_SA6_U3W1_SEL_118712.indd 183
LITERATURE ANTHOLOGY, pp. 182–183 12/16/11 2:28 PM
ELLs may have difficulty making the connection ‡ Point out the cognate fotografías, which means
between the old photos and the present time. Ask: photographs.
How does Miguel know the photographs are very old?
(It says “34,” for 1934. The players also wear old-
fashioned caps, knickers, and knee socks, which
were worn in the past.)
LITERATURE ANTHOLOGY T25D

Develop “Let’s write that letter, shall we?” Mami says, taking the phone
back from Miguel.
Comprehension Two days later, Colonel Charlebois’s answer is in their mailbox.

It has not been postmarked. He must have driven out and delivered
himself.
it hi
4 “I would be honored to have the team practice in my back
“
pasture,” he replies in a shaky hand as if he’d written the letter while
pas
4 Skill: Theme
riding in a car over a bumpy road.
What clue did Miguel discover about the “Honored!” Miguel’s mother says, lifting her eyebrows. She
Colonel on page 182? (Miguel found a photo translates the letter for Tía Lola, who merely nods as if she’d known
all along that Colonel Charlebois is really a nice man.
of the Colonel as a young boy wearing a And so every day Miguel’s friends come over, and the team plays
baseball uniform.) On page 184, how is the ball in the back field where only six months ago, Miguel wrote a great
letter that comes from the Colonel surprising big welcome to Tía Lola. Twice a week, Rudy drops by to coach. They
play all afternoon, and afterward when they are hot and sweaty, Tía
to Miguel and his mom? (In the past, the
Lola invites them inside for cool, refreshing smoothies, which she
Colonel has been grouchy and complaining. calls frío-fríos. As they slurp and lick, she practices her English by
They are surprised when he says he’d be telling them wonderful stories about Dominican baseball players like
Sammy Sosa and the Alou brothers and Juan Marichal and Pedro and
honored to have the team practice in the
Ramón Martínez. The way she tells the stories, it’s as if she knows
back pasture.) What does this tell you about these players personally. Miguel and his friends are enthralled.
the character of Colonel Charlebois? (He After a couple of weeks of practice, the team votes to make
must like baseball.) What might the Colonel Miguel the captain. José, who is visiting from New York, substitutes
for whoever is missing that day. Tía Lola is named manager.
have in common with Miguel? Add this
“¿Y qué hace el manager?” Tía Lola wants to know what a
information to the graphic organizer. (The manager does.
Colonel and Miguel may have common “A manager makes us frío-fríos,” Captain Miguel says.
ground in a love of baseball.) Every day, after practice, there are frío-fríos in a tall pitcher
in the icebox.
It is a happy summer—
Until Tía Lola decides to paint the house purple. Miguel and his
friends have been playing ball in the back field—their view of the
house shielded by the maple trees. As they walk back from practice,
they look up.
“Holy cow!” Miguel cries out.
184

Organization
Help students understand how certain plot ‡ It is a happy summer until what happens? (Tía Lola
events can cause a story to change. Point out the paints the house purple.)
construction “It is a happy summer—” on page 184. ‡ What has made the summer happy until that point?
Guide students to understand that the author is (Playing baseball in the pasture.)
using the construction to foreshadow the effect that
‡ What effect do you think Tía Lola’s action might
Tía Lola’s decision to paint the house purple might
have? (The Colonel might be upset and change
have on the boys’ summer.
his mind about the boys using the pasture.)
T25E UNIT 3 WEEK 1
WEEK 1
5 The front porch is the color of a bright bruise. Miguel can’t

help
h l thinking of the deep, rich purple whose name he recently
learned from his father in New York. “Dioxazine,” he mutters to
5 Author’s Craft: Word Choice
himself. The rest of the house is still the same color as almost
An author chooses words carefully to
every other house in town. “Regulation white,” Papi calls it
whenever he comes up to visit and drives through town. convey images to the reader. What words
In her high heels and a dress with flowers whose petals does the author use to describe color and
match the color of the porch stands Tía Lola, painting broad how do they help you see the house?
purple strokes.
(Dioxazine, grape flavor, purple smudges,
For a brief second, Miguel feels a flash of that old
6 embarrassment he used to feel about his crazy aunt.
e
bright bruise, and pinkish purple are
“Awesome,” his friend Dean is saying. descriptive and vivid, and they help me see
“Cool!” Sam agrees. the house more than just purple would.)
They wave at Tía Lola, who waves back.
“¡Frío-fríos!” she calls out. Today she has chosen grape 6 Strategy: Revise Predictions
flavor in honor of the new color of the house. By the time
Miguel’s mother comes home from work, he and his friends Teacher Think Aloud I recall the
look like they have helped Tía Lola paint the house: their prediction about the Colonel not allowing
mouths are purple smudges. When they open their mouths to
say hello, their tongues are a pinkish purple.
the team to play ball on his property. What
happens on pages 184 and 185 that could
help revise the prediction?
Prompt students to revise or confirm
predictions using events from the story
from pages 184 and 185. Have them turn to
a partner to discuss their predictions.
Student Think Aloud The Colonel was
unhappy with the way Tía Lola sculpted
his bushes, so he won’t like the paint. Even
though he loves baseball and lets the boys
practice on his property, I predict that he
might not let the boys use the field because
he’s upset about the paint.
185
180_191_CR14_SA6_U3W1_SEL_118712.indd 185
Point out the idiom holy cow on page 184. Tell

students that holy cow is something people say
when they are surprised.
‡ What does the author reveal before Miguel says
“holy cow”? (Tía Lola painted the house purple.)
‡ Why does Miguel say “holy cow”? (He is surprised
that the house is now purple.)
LITERATURE ANTHOLOGY T25F

Develop
Comprehension
7 Literary Elements:
Foreshadowing
Explain that authors can use foreshadowing
to hint at future events. Have partners
discuss how events on page 186 and the
top of 187 may foreshadow what happens
by the story’s end. (Mami is upset because
she thinks they will be kicked out. Tía Lola
says “The Colonel will not be a problem.”
This indicates that she knows how to solve
the problem facing the Guzmáns.)
8 Vocabulary: Context Clues

What context clues on page 186 can help
you figure out the meaning of the word
7 “Okay, what is going on?” Mami asks, glancing from Miguel
softening? (I know that it is a verb because to Tía Lola. She looks as if she is about to cry, something she
here it describes what Mami’s face is doing. has not done in a long time.
I also read earlier on the page that Mami Tía Lola speaks up. Don’t the colors remind her of the
“looks as if she is about to cry.” After her face island? “La casita de tu niñez.” The house where Mami spent
her childhood.
softens, she is “shaking her head and trying 8 Miguel can see his mother’s face softening. Her eyes have
not to laugh.” These clues tell me that when a faraway
fa look. Suddenly, Mami is shaking her head and trying
Mami’s face is softening, she is becoming not to laugh. “Colonel Charlebois is going to throw a fit.
Actually, he’s going to throw us out.”
less upset than she was moments ago.)
186

Prior Knowledge
Point out Tía Lola’s reference on page 186 to Mami’s trying to soften Mami’s negative reaction to the
childhood house. Explain that Tía Lola and Mami purple by reminding her of her childhood home.)
grew up in the Dominican Republic, a Caribbean ‡ Why does the author include these details? (The
island. Bright colors are often part of tropical life. details explain the characters’ cultural and
‡ Why does Tía Lola mention the colors of the island? historical background and help make the story
(Tía Lola asks Mami if the colors remind her of more realistic. They also explain why Tía Lola
“the island,” or the Dominican Republic. She is thinks that purple is a good color for a house.)
T25G UNIT 3 WEEK 1

WEEK 1
“El coronel, no hay problema,” Tía Lola says, pointing to

herself and Miguel and his friends. Miguel’s mother looks from
face to face as if she doesn’t understand. Miguel and his friends
9 Skill: Theme
nod as if they understand exactly what Tía Lola is up to.
On page 187, the author introduces the idea
The next afternoon, when Miguel’s friends come inside from
practice, Tía Lola takes their measurements. She has bought
that Tía Lola knows how to win over the
fabric with the money the team has collected and is making Colonel. What does Tía Lola say and what
them their uniforms. does she mean? (She says she will use the
When it is Miguel’s turn, he stands next to the mark that his
“magic of understanding;” this means that
mother made on the door frame back in January. He is already
an inch taller!
she will help the Colonel understand why
“Tía Lola, what are you up to?” the team keeps asking. “Are she thinks the house needs to be painted
we going to lose our playing field if Colonel Charlebois takes purple.) How does Tía Lola’s plan relate to
back his house?”
common ground? (She believes she and the
“No hay problema,” Tía Lola keeps saying. Her mouth curls
up like a fish hook that has caught a big smile.
Colonel share an understanding.) Add this
9 “Are you going to work magic on him?” Miguel asks his aunt information to the graphic organizer.
that night.
tha
Detail
“The magic of understanding,” Tía Lola says, winking. She
The Colonel and Miguel may have common
can look into a face and see straight to the heart.
ground in a love of baseball.
She looks into Miguel’s eyes and smiles her special smile.As
the house painting continues, several neighbors call. “What’s
happening to your house?” farmer Tom asks Miguel. “I don’t Detail
believe I’ve ever seen a purple house. Is that a New York style Tía Lola believes she and the Colonel share an
or something?” understanding.
Their farming neighbors think of New York as a foreign
country. Whenever Miguel and his family do something odd, Detail
Tom and Becky believe it is due to their having come from
“the city.”
“I’ve never seen a purple house in my life,” Miguel admits.
“Neither have I,” José adds, “and I live in the city!” Theme
“I’ve seen one!” Juanita speaks up, showing off.
“Where?” Miguel challenges.
“In my imagination.” She grins.
187
180_191_CR14_SA6_U3W1_SEL_118712.indd 187
Point out the phrase “La casita de tu ninez” and Explain the meaning of descriptive phrases such as
have Spanish speakers pronounce and translate work magic on him and can look into a face and see
the phrase for their classmates. Encourage students straight to the heart.
to explain why a simple thing like a color may
have significance to a person who has moved to
a different country.
LITERATURE ANTHOLOGY T25H

Develop 10 Miguel has been trying to imitate Tía Lola, looking for the best in
Comprehension
people. He stares straight into Juanita’s eyes, but all he can see is his
smart-alecky little sister.
One afternoon, soon after José has returned to the city, Miguel
is coming down the stairs to join his teammates in the back field.
He pauses at the landing. The large window affords a view of the
10 Genre: Realistic Fiction

surrounding farms and the quaint New England town beyond.
A silver car Miguel doesn’t recognize is coming down the dirt road to
Remember that this story is realistic fiction. their house. Just before arriving at the farmhouse, it turns in to an old
Think about the story to this point. Turn to logging road at the back of the property. Behind a clump of ash trees,
the car stops and the door opens.
a partner and discuss details from the text Later, as he stands to bat, Miguel can make out a glint of silver
that make the selection realistic fiction. among the trees. Who could it be? he wonders. He thinks of telling his
(The characters are like people in real life. mother about the stranger, but decides against it. She would probably
think an escaped convict was lurking in the woods and not allow the
I know this because their dialogue sounds team to practice in the back field anymore.
real, and some of the characters speak The next afternoon, Miguel watches from behind the curtain as the
Spanish. The setting is Vermont, a real state. same silver car he saw in the woods yesterday comes slowly up the
The Guzmáns are from New York City, which drive. His friends have already left after their baseball practice, and
his mother is not home from work yet. He can hear Tía Lola’s sewing
is a real place.) machine humming away upstairs.
“Who is it?” Juanita is standing beside him, holding on to her
11 Make Inferences brother’s arm. All her smart-alecky confidence is gone.
brot
Reread page 188, starting with the fifth 11 “I think it’s him—Colonel Charlebois,” Miguel whispers. Now that the
“
car is so close, he can make out the old man behind the wheel. The hood
paragraph. Why does Miguel hide behind has a striking ornament: a little silver batter, crouched, ready to swing.
the curtain and say he’s going to pretend “I’m going to pretend no one is home,” Miguel adds.
that no one is home? (He is frightened But Colonel Charlebois doesn’t come up to the door. He sits in his
car, gazing up at the purple-and-white house for a few minutes, and
by the Colonel and doesn’t want to talk then he drives away. Later that day, a letter appears in the mailbox.
to him.) “Unless the house is back to its original white by the end of the month,
you are welcome to move out.”
“Welcome to move out?” Miguel repeats. He wrote ¡BIENVENIDA!
to his Tía Lola when she moved in. It doesn’t sound right to welcome
someone to move out.
188

Connection of Ideas
Discuss the effect the silver car has on the tone, or ‡ What effect does the mention of the silver car have
overall feeling, of the story. on the story? (The silver car adds suspense, or a
‡ How does Miguel react when he first sees the car? feeling of uncertainty or excitement.)
(He wonders who is in the car and thinks about ‡ Why do you think the author added this event? (The
telling his mother about the car; the next day he fact that the Colonel doesn’t speak about the
watches the car from behind a curtain.) house and sneaks about instead gives the reader
more information about his personality.)
T25I UNIT 3 WEEK 1

WEEK 1
“We’ve got three weeks to paint the house back or move,” their
mother says in a teary voice at dinner. “I’m disappointed, too,” she
STOP AND CHECK
admits to Tía Lola. After all, she really loves the new color. That flaking
white paint made the place look so blah and run-down. “But still, I Confirm and Revise Predictions Was
don’t want to have to move again,” Mami sighs.
your prediction correct? What text clues did
Tía Lola pats her niece’s hand. There is something else they can
try first.
you use to help you make your prediction?
“What’s that?” her niece asks. Student Think Aloud I predicted that the
They can invite el coronel over on Saturday. Colonel would probably not allow the kids
“But that’s the day of our big game,” Miguel reminds his aunt.
to use the field to play baseball. However,
They’ll be playing against another local team from the next county over.
Tía Lola winks. She knows. “Pero tengo un plan.” She has a plan.
I will now revise my prediction, because
Miguel should tell his friends to come a little early so they can change. Tia Lola’s says she has a plan to get him to
“Change what?” Miguel’s mother asks. “Change the color of the change his mind.
house?”
Tía Lola shakes her head. Change a hard heart. She’ll need more
d. Chan
12 Author’s Craft: Figurative Language
grape juice from the store. 12
STOP AND CHECK
Authors of realistic fiction often use
Confirm and Revise
figurative language, including idioms, to
Predictions Was your make their writing come alive. An idiom is an
prediction correct? What text expression whose words mean something
clues did you use to help you
make your prediction?
other than the literal meaning. Reread the
last paragraph on page 189. What idiom do
you see? What does the idiom mean? (I see
the idiom “hard heart.” The Colonel’s heart
is not actually hard like a rock; the idiom
means that he is a difficult, unpleasant
person at this point in the story.)
189
180_191_CR14_SA6_U3W1_SEL_118712.indd 189
Encourage students to notice the illustration on ‡ How do the Guzmáns look? (They look sad or
page 189, and prompt them on how the illustration worried, especially Mami.)
adds to the feeling of the story. ‡ Why did the illustrator show them sad or worried?
‡ What does the illustration show? (the Guzmáns (They are worried that the Colonel will make
inside the house) them leave their new home.)
LITERATURE ANTHOLOGY T25J

Develop
Comprehension
13 Skill: Theme
Add how Tía Lola’s plan helps change the
Colonel’s mind. Then add the story’s theme.
Detail The day dawns sunny and warm. The cloudless sky stretches on
The uniforms and pennant help the Colonel feel and on and on, endlessly blue with the glint of an airplane, like a
part of the team. needle sewing a tiny tear in it. Every tree seems filled to capacity
with dark green rustling leaves. On the neighboring farms, the corn
is as tall as the boys who play baseball in the fallow field nearby. Tía
Theme
Lola’s garden looks like one of Papi’s palettes. But now, after living
Finding common ground with others helps in the country for seven months, Miguel has his own new names for
people get along in spite of their differences.
colors: zucchini green, squash yellow, chili-pepper red, raspberry
crimson. The eggplants are as purple as the newly painted house. It
is the full of summer. In a few weeks, up in the mountains, the maples
STOP AND CHECK will begin to turn.
Visualize Visualize the author’s Miguel’s friends and their parents arrive early. The boys head
upstairs behind Tía Lola and Rudy. Their parents stay downstairs,
description of the garden. In what ways are drinking grape smoothies and talking about how their gardens are
the colors a symbol for the changes Tía Lola doing. At last, the silver car rolls into the driveway.
has brought to the Colonel and Miguel’s Slowly, Colonel Charlebois climbs out. He
stands, a cane in one hand, looking up at the
family? (She added variety of another STOP AND CHECK
house. One quarter of the house is purple. The
culture to the town.) other three-quarters is still white. Which color Visualize Visualize the
will the whole house end up being?
wil author’s description of the
13 Miguel looks down at the old man from an garden. In what ways are
upstairs window. Suddenly, he feels a sense of
ups the colors a symbol for the
panic. What if Tía Lola’s plan doesn’t work? He changes Tía Lola has brought
doesn’t want to move from the house that has to the Colonel and Miguel’s
finally become a home to him. family?
190

Genre
Remind students that in realistic fiction, characters Remind students that another element of realistic
may come from a variety of cultural backgrounds. fiction is that it portrays events and situations that
Stories may reflect this by including dialogue in could happen in real life.
different languages. ‡ Which parts of the story on pages 190 and 191
‡ Point out an example of a character speaking a could happen or exist in real life? (Real people
language other than English. (On page 191, Tía sometimes have to deal with moving out of their
Lola says “No hay problema, Miguelito.”) homes. Baseball is a real sport.)
T25K UNIT 3 WEEK 1

WEEK 1
14 Ask and Answer Questions

Generate a question of your own about the
story, and share it with a partner. To find
the answer, try rereading. For example, you
might ask, “Why are the boys carrying a
banner that says ‘Charlie’s Boys’?” To find the
answer, you can reread page 191. (“Charlie’s
Boys” probably refers to the Colonel’s name,
Charlesbois. The boys are using the banner
to surprise the Colonel and to honor him.)
Return to Predictions
Review students’ predictions and purposes
He feels his aunt’s hand on his shoulder. “No hay problema,
for reading. Ask them to answer the
Miguelito,” she reassures him as if she can read his thoughts Essential Question. (People in a community
even without looking into his eyes. come from many different backgrounds
Colonel Charlebois is still staring up at the house when the
and have different opinions. In order for a
front door opens. Out file nine boys in purple-and-white-striped
uniforms and purple baseball caps. They look as if the house community to work together to accomplish
itself has sprouted them! Miguel leads the way, a baseball in his a goal, individuals must identify their
hand. Behind them, Tía Lola and Rudy each ho
hold the corner of a
common interests and viewpoints. Then
pennant that reads: CHARLIE’S BOYS. 14 they can resolve their differences and
Colonel Charlebois gazes at each boy.
boy It is difficult to tell
what is going through his mind. Suddenly, he drops his cane work together to compromise where their
on the front lawn and calls out, “Let’s play ball!” He stands, viewpoints differ.)
wobbly and waiting and smiling. Miguel looks into the old
man’s eyes and sees a boy, legs apart, body bent forward, a
gloved hand held out in front of him.
He lifts his arm and throws the ball at that young boy—and
the old man catches it.
191
191_CR14_SA6_U3W1_SEL_118712.indd 191
Point out the dash in the last sentence of the story. ‡ How are the two parts of the sentence different?
Help students understand why the author uses the (The first part refers to the young man Miguel
dash to separate the first part of the sentence from sees in his memory; the second part refers to
the second part. Colonel Charlebois as he is now.)
LITERATURE ANTHOLOGY T25L

About the
Author
Julia Alvarez
Meet the Author was born in New York City, but she spent her
early years in the Dominican Republic. She and
and Illustrator her sisters were brought up, along with their
cousins, by Julia’s mother and her many aunts,
Julia Alvarez and Lester Coloma or tías. They told her wonderful stories about
Have students read the biographies of the their own childhood, which Julia has used in the
many books and stories she has written.
author and the illustrator. Ask: When Julia was ten years old her family returned to New York.
‡ How did Julia Alvarez’s storytelling change “Not understanding the language, I had to pay close attention to
each word—great training for a writer,” she explains.
after she moved to the United States? “As a kid,” Julia says, “I loved stories—hearing them, telling
‡ How do Lester Coloma’s comments on color them. Since ours was an oral culture, stories were not written
down. It took coming to this country for reading and writing to
and painting connect to his art in How Tía become allied in my mind with storytelling.”
Lola Came to Visit Stay?
Lester Coloma
approaches all projects in the same way—by getting at the heart of
Author’s Purpose them. He researches the subject, looking for as much information
by Bill Eichner. By permission of Susan Bergholz Literary Services - New York - NY and Lamy - NM. All rights reserved.
as he can. After drawing a series of tiny thumbnail sketches, Lester

To Entertain transfers the final sketch to canvas. He chooses colors, and then he
adds paint. This is Lester’s favorite part, since that is when, in his
Remind students that authors who write to words, “the painting comes to life.” He likes to leave brushstrokes
entertain may include foreign dialogue to add and other marks on the surface to add dimension to his work.
realism. In reference to the Spanish dialogue

in the story, students may say that it makes the
characters more realistic, since Tía Lola lived Author’s Purpose
How Tía Lola Came to Visit Stay
in the Dominican Republic and speaks little includes some Spanish words. Why
English. They may also say that the author do you think the author included
helps non-Spanish speakers understand the them, and how does she help readers
words by restating the Spanish phrases or understand these words in the story?
sentences in English or adding context clues. 192
Illustrator’s Craft 192_193_CR14_SA6_U3W1_AICC_118712.indd 192

Understanding Character
Explain that an illustrator supports a story by
adding depth to the characters.
‡ How do the illustrations of Tía Lola on pages
183 and 186 help you better understand
her character?
‡ The color purple plays an important role in
this story. How does the illustrator use the
color purple, such as on page 185, to help
readers understand Tía Lola?
T25M UNIT 3 WEEK 1

WEEK 1
Respond to
Detail
Reading
Summarize Detail
Summarize
Use important details from How Tía Lola Came to Visit
Stay to summarize what you learned about what Detail Review with students the information from
happens when people share ideas. Information from
their graphic organizers. Model how to use the
your Theme Chart may help you. Theme
information to summarize How Tía Lola Came
Text Evidence to Visit Stay.
1. What details in the text help you to identify How Tía Lola Came to Visit Ana
Analytical
W
Writing Write
W About Reading: Paraphrase Remind
Stay as an example of realistic fiction? Give at least two details from
students that paraphrasing is telling or writing
the story to support your answer. GENRE
a brief version of something in your own
2. Explain the theme of the story in your own words. Give two clues
from the story to support your answer. THEME
words. Ask students to paraphrase the clues
that helped them determine the theme.
3. What is the meaning of the word glint on page 190? Use context clues
to help you figure out the meaning of the word. CONTEXT CLUES
4. The author provides several clues that hint at what Miguel and
Colonel Charlebois have in common. Write how Tía Lola knows that
Text Evidence
the Colonel will not evict Miguel and his family from the house they 1. Genre Answer The characters act like real
are renting from him. WRITE ABOUT READING people and the events could take place in
real life. Evidence Miguel and his friends
play baseball. Vermont and New York City
Make Connections are real places.
What happens when the characters in How Tía Lola 2. Theme Answer People should celebrate
Came to Visit Stay share ideas about how to respond
to Colonel Charlebois? ESSENTIAL QUESTION
what they have in common rather than
focus on differences. Evidence On page
How could following Tía Lola’s ideas help you if
you encounter a difficult person? TEXT TO WORLD 187, Tía Lola says she will use “the magic of
understanding” on the Colonel. When the
Colonel sees that the boys in their uniforms
193
and that they’ve named the team after him,
he plays ball with the boys.
192_193_CR14_SA6_U3W1_AICC_118712.indd 193 1/10/12 12:59 PM
3. Context Clues Answer Glint means “a brief
flash.” Evidence Glint is used as a noun:
the glint of an airplane. Airplanes are metal.
Make Connections Metal is often shiny, so “the glint of an
Essential Question Have partners discuss events in airplane” suggests that glint means “a quick
the story that show what happens when people from reflection.”
different backgrounds share ideas, specifically about Ana
Analytical
W
Writing 4 Write About Reading: Clues Based on
4.
how the Guzmáns respond to the Colonel. Ask partners clues like the photographs and his car
to share their evidence from the story with the class. ornament, Tía Lola knows the Colonel likes
Text to World Have students share what they have baseball. She believes Miguel’s love of
learned from Tía Lola’s ideas about ways to deal with a baseball will help keep the Colonel from
difficult person. evicting the family.
LITERATURE ANTHOLOGY T25N

Develop
Comprehension
LEXILE
“The Music 940
of Many”
Gr e
925
5 1185
185
940 “The Music of Many”

‡ Whole Class
‡ Small Group
‡ Independent
Compare Texts
Students will read another fictional story that
discusses how people can solve problems by
reaching common ground. Ask students to do
a close reading of the text, rereading for deep
understanding, and compare how common
ground was reached in both selections.

What makes this text complex? Sentence Structure
Sentence Structure Point out punctuation in the story, such as the dash
on page 194 and commas on page 195.
‡ Why does the author uses the dash on page 194?
(The first part of the sentence states that the
violinist “stunned the audience.” The second part
states that the king was not impressed. The dash
emphasizes this difference.)
T25O UNIT 3 WEEK 1

WEEK 1
The musicians waiting in the courtyard As the king sat, his ears strained to pick
began to grow restless. The king seemed up a few notes that wafted through the thick
awfully picky. castle walls. A grin slowly crept across the 1 Ask and Answer Questions
As the sun began to ebb in the late king’s face. “At last!” he exclaimed. “That is
afternoon, the musicians needed to keep the sound I have been seeking!” He looked Why does the king stare into space after
warm, so the flutist decided to limber up and at the members of the court and exclaimed, listening to each musician? (The music he
began to play a few notes. The drummer “Allow me to share an insight I have gained. heard didn’t satisfy him.) With a partner,
beat a slow tap to keep time with the flutist, It is not one sound but the music of many
blended together that is truly beautiful.”
compare the sound of the individual
and then the guitarist from Spain strummed
a few chords and the Peruvian pipe player With that, he commanded his servants to musicians to the sound the birds made.
took up the tune and harmonized soulfully. invite all of the musicians to enter and form (The music of the birds was varied and
Th
The other musicians joined in. a royal orchestra. Of course, they would
complex because many birds were making
1 Inside the throne room, the final have summers off, once the birds returned.
the sounds. The music of the individual
mu
musician finished her audition, but the king
stared into space, dreaming of the birds that musicians was not as interesting because
had sung so beautifully outside his window. only one musician was making it.)
Make Connections
Essential Question Have students
paraphrase the last part of the story to
share information about why the king
was dissatisfied hearing each individual
musician play alone and happy when they
played together.
Text to Text Have partners list examples of
people sharing ideas in both stories. Then
have teams discuss what the examples say
Make Connections about the importance of sharing ideas and
What happens when the individual musicians play together
and share their music? ESSENTIAL QUESTION finding common ground. Have partners
What have you learned about the importance of sharing
share their lists and conclusions with the
ideas from the characters in these selections? TEXT TO TEXT class.
195
194_195_CR14_SA6_U3W1_PP_118712.indd 195
‡ Reread the first sentence of the second paragraph Help ELL students pronounce and define each of
on page 195. What purpose do the commas serve? the different instruments. Review the descriptions
(This sentence is in a cause-and-effect structure, of the music each musician played.
so the author uses commas to separate clauses:
the sun began to set, causing the flutist to stay
warm by dancing and playing music.)
LITERATURE ANTHOLOGY T25P

AFTER READING: WHOLE GROUP
Phonics/Fluency
LESS O
IN I
M
N
20 Vowel Team Syllables
Mins
Go
OBJECTIVES 1 Explain Digital
Use combined
knowledge of Remind students that every syllable in a word has one vowel
all letter-sound sound. Explain that sometimes vowel sounds are spelled with
correspondences, more than one letter. When this happens, the letters work together Vowel Team
syllabication patterns, Syllables
to form one vowel sound. Therefore, the letters usually remain in
and morphology
(e.g., roots and the same syllable. A combination of two, three, or four letters that
Present the
affixes) to read stands for a vowel is called a vowel team syllable. Write the word Lesson
accurately unfamiliar main on the board. Explain that the letters a and i team up to make
multisyllabic words
the long a sound.
in context and out of
context. RF.5.3a Write the word maintain on the board. Draw a slash between the n
Read on-level prose and t to separate the syllables. Then point out that each syllable has
and poetry orally with the same vowel team in it. Model how to pronounce the word.
accuracy, appropriate
rate, and expression
on successive
2 Model
readings. RF.5.4b Write the following vowel teams and sample words on the board.
Point to each vowel team and model how to pronounce it. Then
Rate: 130–150 WCPM
model how to read each sample word. Run your finger under each
whole word as you read it. Explain that each of these words has
ACADEMIC one vowel team syllable. Remind students that not every letter in a
LANGUAGE vowel team syllable has to be a vowel.
• expression A Dream to Share
augh as in laugh ough as in cough ea as in read

• Cognate: expresión
igh as in sigh ey as in they ee as in breezy


What happens when
ou as in mouth oa as in float ow as in cow

people share ideas?
Peter Ferguson
166 167
166_169_CR14_SI6_U3W1_MR_118711.indd
166 169 CR14 SI6 U3W1 MR 118711 indd 166 12/24/11
166_169_CR14_SI6_U3W1_MR_118711.indd
10:53
169 CR14
AM SI6 U3W1 MR 118711 indd 167 12/24/11 10:54 AM
ay as in day oo as in hook ue as in clue View “The

Rockers Build
eigh as in weigh oi as in toil ie as in tie a Soccer Field”
3 Guided Practice
Refer to the sound Help students pronounce each vowel team listed above. Then have
transfers chart in the them read each whole word. When completed, point to the words in
Language Transfers
Handbook to identify
random order for students to chorally read.
sounds that do not
transfer in Spanish,
Cantonese, Vietnamese,
Hmong, and Korean.
T26 UNIT 3 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 plain, point, pound, laugh, treat, rain, oil,
Differentiate
law, teen, boy, sight, and few. In the right column, write explain,
pointed, compound, laughter, mistreat, raincoats, turmoil, lawyer,
teenager, boycott, insight, and fewer. Quick Check
Q
Have students chorally read the words in the first column. Help Can students decode multisyllabic
them identify the vowel team syllable in each of the shorter words with vowel team syllables? Can
words. Then model how to read each of the longer words in students read words with expression?
the second column. Ask students to underline the vowel team Can students read fluently?
syllable(s) in the longer words. When finished, point to each
word in random order for students to chorally read.

If No Approaching Level Reteach
pp. T42, T46
ELL Develop
pp. T59, T62
If Yes On Level Apply
pp. T48–T49
Expression Beyond Level Apply
Explain/Model Tell students that reading with expression is pp. T52–T53
an important part of communicating the message of a text. A
good reader pays attention to quotation marks and changes
his or her expression to read the words the way the speaker
might say them. The expression of a reader’s voice indicates
the characters’ feelings as they speak lines of dialogue.
Turn to “The Rockers Build a Soccer Field,” Reading/Writing ONLEVEL PRACTICE BOOK p. 108
Workshop pages 166–169. Model using expression as you

read aloud the first six paragraphs in the section “A Dream
to Share.” As you read, focus on the speech patterns of the
characters and adjust your voice for narration after the
dialogue is complete.
Practice/Apply Ask students to work with a partner to read
the passage. Have students alternate reading paragraphs.
After the pair has practiced reading the passage once, have
them join with another pair to alternate echo-reading. Offer
feedback and support on students’ expressive reading.
Daily Fluency Practice

Students can practice fluency using Your Turn Practice Book
passages.
p. 108 p. 108 p. 108
PHONICS/FLUENCY T27
Wrap Up the Week

Integrate Ideas
L STU
RESEARCH AND INQUIRY

IA
DI
SOC
ES
Common Ground
OBJECTIVES Research Quotations and Paraphrases

Gather relevant
information from Explain that pairs will research and find a source that shares information
multiple print and COLLABORATE through both quotations and paraphrases. They will use their research to
digital sources; assess explain to another pair the characteristics of quotations and paraphrases
the credibility of each and how to distinguish between the two. Discuss the following steps:
source; and quote
or paraphrase the
data and conclusions 1 Choose a Topic Students should reflect on issues similar to those
of others while they read about this week, such as how a community might achieve a
avoiding plagiarism collective goal. They should then narrow their focus to one topic. Have
and providing
basic bibliographic
students post their topics on the Shared Research Board.
information for
sources. W.6.8 2 Find Resources Pairs should skim and scan potential print and online
sources to see how they share information. Students should then
• Take notes. narrow their sources to those containing examples of paraphrases and
• Use skimming and direct quotations. Remind students to properly cite each source.
scanning techniques.
3 Guided Practice Have students use a T-chart to take notes. They

ACADEMIC should cite paraphrases in one column and quotations in the other.
LANGUAGE Students should also record characteristics indicative of each.
• research, quotations,
paraphrase, compare
• Cognates:
4 Create the Project: Partner Presentation Suggest that pairs divide
parafrasear, the presentation so that one student describes the characteristics of a
comparar quotation, and the other describes the characteristics of a paraphrase.
Remind students to incorporate the examples they’ve researched.
Present the Research

Have pairs present their findings to another pair. They should explain how
to identify quotations and paraphrases and tell when and how to use
each. Afterward, have groups share feedback and compare their findings.
Jim West/PhotoEdit
Students should use Presenting Checklist 2 to analyze their presentations.
T28 UNIT 3 WEEK 1

WEEK 1
TEXT CONNECTIONS Connect to Essential Question
OBJECTIVES
Text to Text
Compare and contrast
texts in different forms Cite Evidence Explain to students that, working in groups, they will use
or genres (e.g., stories COLLABORATE the texts they read this week to compare information about what happens
and poems; historical when people share ideas. Model how to compare this information by
novels and fantasy
using examples from the week’s Leveled Readers and “The Rockers Build
stories) in terms of
their approaches to a Soccer Field,” Reading/Writing Workshop
similar themes and pages 166–169. Review class notes
topics. RL.6.9 and completed graphic organizers.
Review the key You may also wish to model going
ideas expressed back into the text for more
and demonstrate information. You can use an
understanding of
multiple perspectives Accordion Foldable® to record
through reflection comparisons.
and paraphrasing. Students should cite at least three examples
SL.6.1d
from each text that explain what happens when
people share ideas.
Present Information Ask groups to present their findings to the class.
Encourage discussion, asking students to comment on information in the
charts that is similar and ideas that are different.
WRITE ABOUT READING Ana

Analytical
W
Writing Analyze to Share an Argument
OBJECTIVES
Draw evidence
Write an Analysis
from literary or Cite Evidence Explain that students will write about one of the texts that
informational texts they read this week. Students will share an argument by evaluating how
to support analysis,
well the author developed the theme.
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 focused on this theme?
to support claims
with clear reasons ‡ How did the author use details to communicate the theme?
and relevant Use Your Turn Practice Book page 109 to read and discuss the student
evidence. W.6.1 model. Then have students select a text and review the theme. Students
should then write a paragraph that analyzes how well they think the
author developed the theme. Remind students that good arguments are
supported with clear reasons and relevant evidence. Good writers include
strong action verbs and use direct and indirect objects correctly.
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 recommend additional evidence to support the argument.
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: Sentence Fluency
Mins
Go
Transitions Digital
Expert Model Explain that fiction writers use transition words and
phrases to connect plot events and to signal changes in setting. Time
Expert Model
transitions such as suddenly, meanwhile, later, and the next day help On the day of the dog wash, dog owners
lined up in the middle school parking lot, where
six wading pools had been set up. Mariana
y began washing a large shaggy dog, shielding
readers clearly follow the order of events in a story. Location transitions herself from the suds that flew each time the
dog shook himself off. Suddenly, a poodle Jamil
was washing jumped out of the pool to chase a
Dachshund. Then several others took off, barking
such as at the game and in front of the museum organize the story by and tangling their leashes.
Reading/Writing showing the settings where plot events occur. Expert

Workshop Model
Read aloud the expert model from “The Rockers Build a Soccer Field.” Editing Marks
OBJECTIVES COLLABORATE Ask students to listen for transition words and phrases that signal a shift
174_175_CR14_SI6_U3W1_WRT_118711.indd 174 1/6/12 12:12 PM
Write routinely over in time or setting. Have partners discuss how these transition words Grammar Handbook
extended time frames and phrases help readers understand the story. .
Student Model
A Walk in the Park

(time for research, One day, Paolo walked his dog Sam
Student Model Remind students that effective transition words and through the park. He saw garbage
reflection, and As they walked home,
lying everywhere. Paolo had an idea.
revision) and shorter phrases help readers keep track of when and where plot events occur. “Run to the park!” he said. Sam
him.
obeyed “Help!” Paolo shouted “My Yo
time frames (a single Transitions show readers how settings change and events connect. Student
sitting or a day or Read aloud the student draft “A Walk in the Park.” As students follow Model
two) for a range of
along, have them focus on the transition words and phrases the writer
discipline-specific
tasks, purposes, and added to his draft. 174_175_CR14_SI6_U3W1_WRT_118711.indd 175 1/6/12 12:13 PM
audiences. W.6.10 Invite partners to discuss how Doug’s revisions make changes in time
Use a variety of COLLABORATE and setting clearer. Ask them to suggest other transition words and
transition words, phrases that Doug could add to connect the events in his story.
phrases, and clauses
to convey sequence
and signal shifts
from one time
frame or setting to
another. W.6.3c
Add transitions to
revise writing.
ACADEMIC
LANGUAGE Genre Writing
G
• fiction, transitions,
plot, setting Argument
• Cognates: ficción, For full writing process lessons and rubrics, see:
transiciónes
‡ Book Review, pp. T344–T349
‡ Argument Essay, pp. T350–T355
T30 UNIT 3 WEEK 1

WEEK 1

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

Write Help students use Know and Use Ask Discuss Check for
transtions to complete students to use understanding. Ask: When
the sentence frames. transitions to complete does this scene take place?
of the dog wash, dog the sentence frames. This Where does this scene take
owners were lined up scene takes place . place? What transitions
parking lot. The Dog owners were lined that indicate time and
poodle jumped up . The poodle setting do you see in this
the pool. jumped . scene?
READERS TO WRITERS T31

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. 110 to model adding transitions. writing from Day 1 by adding or
Write a story about a character who It had snowed hard during the night. replacing two or three transitional
convinces all his friends to work The snow was very deep. Sally and words or phrases.
together for a common goal. Use her sisters built a snow fort. They saw Use the Conferencing Routines.
transitions to connect and make clear that their elderly neighbors needed Circulate among students and
the events in the plot. help shoveling their sidewalk. Sally stop briefly to talk with individuals.
Have partners make a list of and her sisters discussed together the Provide time for peer review.
common goals they share. Then idea of helping them. Edit Have students use Grammar
have them take notes about how Model revising the second sentence Handbook page 457 in the
friends might work together to by adding a transition. Reading/Writing Workshop to
meet one of the goals. By sunrise, the snow was very deep. check for errors in action verbs with
Draft Have each student select Discuss how adding a transition direct and indirect objects.
a goal to write about. Remind phrase helps readers understand
students to include transition when the event took place. Guide
words and phrases in their drafts. students to use other transitions to
revise 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 establish the setting with The events in your story seem work on a specific assignment,
strong details that help me to be in time order. I would such as those to the right, and
visualize where the story begins. better understand how events then meet with you to review
You also introduce the main are connected if you included progress.
character clearly. transitions to signal shifts in time
as well as setting.
T32 UNIT 3 WEEK 1

WEEK 1
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 including transition
topics on which to write a draft. or replacing two or three transition words and phrases to help readers
Or, provide a prompt such as the words to clarify story events and keep track of when and where story
following: show time and setting. As students events take place. Invite volunteers
Write a story about neighbors who are revising their drafts, hold to read and compare draft text with
work together to help someone in teacher conferences with individual text that has been revised. Have
the community. Include transitions to students. You may also wish to have students discuss the writing by
signal shifts in time and setting. students work with partners to peer focusing on the effectiveness of the
conference. transition words and phrases. Allow
Draft Once students have chosen
Edit Invite students to review time for individuals
their topics, ask them to create a
the rules for using action verbs to reflect on their own
McGraw-Hill Companies Inc./ Ken Karp, photographer
story map to outline events that

with direct and indirect objects on writing progress and
they might include in their stories.
Grammar Handbook page 457 in record observations
Students can use their maps to
the Reading/Writing Workshop and in their Writer’s
begin their drafts.
then edit their drafts for errors. Notebooks.
Peer Conferences
Suggested Revisions Focus peer response groups on adding or
Provide specific direction to help focus young writers. replacing transitions in stories to better signal
shifts in events and setting. Provide this
Focus on a Sentence checklist to frame discussion.
Read the draft and target one sentence for revision. Rewrite this
sentence by adding a transition word or phrase that shows .
Focus on a Section
Underline a section that needs to be revised. Provide specific
✓ Is the setting of the story clear?
suggestions. This section includes several events. What transition ✓ Are plot events connected smoothly?
might show clearly how connects to ? ✓ Are changes in time and location
Focus on a Revision Strategy signaled with transitions?
Underline a section of the writing and ask students to use a ✓ What transitions might better indicate
specific revision strategy, such as substituting. A few of these shifts in time and place?
transitions seem vague. Replacing them with clearer, more specific
transitions will better connect time and place for readers.
WRITING EVERY DAY T33

Grammar: Action Verbs and Objects

DAY
DAY DAY
DAY
1 2
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
Those are eric’s books? he likes to Jennifer sharred a few storys. Tom,
read. Before going to sleep. her brother them very much.
FPO (1: Eric’s; 2: books.; 3: He; 4: read (1: shared; 2: stories; 3: brother,
before going to sleep.) liked them)
Introduce Action Verbs Review Action Verbs

Reading/Writing ‡ An action verb expresses a Review how action verbs function
Workshop physical or mental action. My in sentences. Have students
sister plays chess. She likes playing. provide examples of transitive and
OBJECTIVES intransitive verbs.
‡ An action verb followed by a
Demonstrate
command of the word that answers the question
conventions of what? or whom? is called a Introduce Direct Objects and
standard English transitive verb. Keisha drank Indirect Objects
grammar and usage water. ‡ A direct object receives the
when writing or
speaking. Explain ‡ An action verb that is followed action of the verb in a sentence
the function of only by words that tell when, and tells whom or what is
nouns, pronouns, where, or how is called an affected by the verb’s action.
verbs, adjectives, Maria fixed the bike.
and adverbs in intransitive verb. José won
general and their yesterday. ‡ An indirect object always
functions in particular Have partners discuss action verbs appears before the direct object
sentences. L.3.1a and tells to whom or for whom
using page 457 of the Grammar
Handbook. the action is done. David gave his
• Distinguish direct
and indirect objects.
sister a book.
• Capitalize and
punctuate dialogue
correctly.
• Proofread sentences.
COLLABORATE
TALK ABOUT IT
Go
Digital USE ACTION VERBS
Ask partners to use action verbs to
REPLACE THE VERBS
Have small groups write three
talk about how people might share sentences about people working
Action ideas and work toward a common together toward a common goal.
Verbs and goal, such as improving a part Then have each student read the
Objects
of their community. As they talk, sentences aloud, substituting a
Grammar students should listen to identify new action verb in each. Students
Activities action verbs. should keep the verb tense the
same.
T34 UNIT 3 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY DAILY LANGUAGE ACTIVITY
How do i open this, can you help me! Kelly asked “what time is it”? “I Becky my sister playes tennis. She
(1: I; 2: this? Can; 3: me?) don’t know” I answered. want to be a profesional athlete.
(1: asked,; 2: What; 3: it?”; 4: know,”) (1: Becky, my sister, 2: plays;
3: wants; 4: professional)
Mechanics and Usage: Proofread Assess

Quotation Marks and Have students correct errors in Use the Daily Language Activity and
Dialogue these sentences. Grammar Practice Reproducibles
‡ Use quotation marks before and 1. Elizabeth walk to school evry page 55 for assessment.
after someone’s exact words. day. (1: walks; 2: every)
‡ Begin a quotation with a capital Reteach
2. Her brother want a new bik.
letter. (1: wants; 2: bike) Use Grammar Practice
‡ Commas and periods always Reproducibles pages 51–54
3. She handed a pen me. (me a
appear inside quotation marks. and selected pages from the
pen)
Grammar Handbook for additional
‡ If a quotation comes at the end 4. Omar said, “let’s go to the park”. reteaching. Remind students that it
of a sentence, use a period, (1: Let’s; 2: park.”) is important to use action verbs and
question mark, or exclamation
Have students check their work direct and indirect objects correctly
point to end it.
using Grammar Handbook pages as they speak and write.
‡ If a sentence continues after a
457 and 479. Check students’ writing for use of
quotation is given, use a comma,
the skill and listen for it in their
question mark, or exclamation
speaking. Assign Grammar Revision
point to close the quotation.
Assignments in their Writer’s
As students write, refer them to Notebooks as needed.
Grammar Handbook page 479.
See Grammar Practice Reproducibles pp. 51–55.
USE FLASHCARDS COMPLETE THE TELL ABOUT AN

Have partners write five physical SENTENCE FRAMES ACCOMPLISHMENT
action verbs and five mental action Have groups write five sentence Have students tell about a time
verbs on flashcards and trade cards frames with a subject and an action when they worked with a friend to
with another pair. One partner verb on paper scraps and pile accomplish a goal. As they speak,
should hold up each card; the them face down. Students pick a make sure they use action verbs.
other should read the verb aloud paper and finish the sentence with Have other students record the
and identify whether it expresses a direct object and, if possible, an action verbs they hear.
physical or mental action. indirect object.
GRAMMAR T35
Spelling: Vowel Team Syllables

DAY
DAY DAY
DAY
1 2
OBJECTIVES Assess Prior Knowledge Spiral Review
Demonstrate
Read the spelling words aloud. Review words with consonant + le
command of the
conventions of Draw out each vowel team sound. syllables, such as simple and whistle.
standard English Tell how each syllable in a word has Then read each sentence below,
capitalization, repeat the review word, and have
a vowel sound. Write shoulder on
punctuation, and students write the word.
spelling when the board. Explain that when two
writing. Spell vowels appear together in a word, 1. The antique furniture is very
correctly. L.6.2b they work as a team to form one valuable.
vowel sound, and they remain in 2. We learned survival skills
the same syllable. Underline the before our camping trip.
Spelling Words letters ou and then say shoulder
guaranteed wealthy impeach 3. She rides a bicycle to work.
creatures healthy spoilage again. Explain that the letters ou
poisonous shoulder treasures stand for the long o sound. Have students trade papers and
appointment straighten toughest Model sorting the spelling words check the spellings.
exploit moisten ceiling
earthbound pedigree equality under headings First Syllable Challenge Words Review this
streamline volunteer Accented, Second Syllable Accented week’s vowel team spelling
Review valuable, survival, bicycle or Third Syllable Accented. Sort a few patterns. Then read each sentence
Challenge maintained, weightlessness words. Point out the spelling of the below, repeat the challenge word,
vowel team syllable in each word. and have students write the word.
Differentiated Spelling
Approaching Level
Use the Day 5 Dictation Sentences. 1. He maintained his innocence.
Say the underlined word, read the 2. Without gravity, you would feel
guaranteed wealthy impeach
healthy spoilage creature
sentence, and repeat the word. a sense of weightlessness.
poisonous shoulder treasure Have students write the words and
appointment straighten toughest then check their papers. Have students write the words in
exploit moisten ceiling their word study notebooks.
earthbound agreed equal
volunteer streamline
Beyond Level
impeachment
guaranteed
wealthiest
spoilage
healthy
creatures COLLABORATE
WORD SORTS
straightening poisonous treasures
appointment shoulder toughest
exploitation moistening ceiling
OPEN SORT PATTERN SORT
earthbound pedigree equality Have students cut apart the Complete the pattern sort using
volunteering streamline Spelling Word Cards in the Online the headings from Day 1, pointing
Resource Book and initial the back out the same and different vowel
of each card. Have them read the teams. Have students use Spelling
words aloud with a partner. Then Word Cards to do their own pattern
have partners do an open sort. sort. A partner can compare and
Have them discuss why they sorted check their sorts. Have students
the words the way they did. record their sorts.
T36 UNIT 3 WEEK 1
WEEK 1
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Word Meanings Proofread and Write Assess
Have students copy the three Write these sentences on the Use the Dictation Sentences for
synonym frames below into their board. Have students circle and the posttest. Have students list
word study notebooks. Say the correct each misspelled word. misspelled words in their word
frames aloud and ask students to fill Have students use a print or digital study notebooks. Look for students’
in each blank with a spelling word. dictionary to check and correct use of these words in their writings.
1. Another word for hardest is their spelling.
. (toughest) 1. I would rather be helthy than Dictation Sentences
2. Another word for simplify welthy. (healthy; wealthy) 1. The TV was guaranteed to last.
is . (streamline) 2. The doctor will check 2. Sea creatures live underwater.
3. Another word for animals your shoalder at your next 3. Some snakes are poisonous.
is . (creatures) appountment. (shoulder; 4. Eve made an early appointment.
appointment)
Challenge students to create other 5. He tried to exploit his talents.
3. The builder guaranted that
synonyms for spelling, review, 6. The rocket was earthbound.
the cieling would not collapse.
or challenge words. Have them 7. Let’s streamline the workflow.
(guaranteed; ceiling)
use those synonyms to write
4. Food that has suffered 8. The President is a wealthy man.
synonym frames in their word study
notebooks and to exchange them spoylage might be posonous. 9. Judy is very healthy.
with their classmates. (spoilage; poisonous) 10. A cat may sit on your shoulder.
Error Correction Remind students 11. Straighten the telephone cord.
that some vowel team syllables, 12. Add liquid to moisten the batter.
such as ea, can have more than one
13. What pedigree is your dog?
vowel sound, depending on the
word in which the team appears 14. Al served as a volunteer at school.
(e.g., wealthy, creatures). 15. Critics tried to impeach the official.
16. Spoilage can occur in milk.
See Phonics/Spelling Reproducibles pp. 61–66. 17. Are there treasures in the ocean?
18. It was the toughest race ever.
19. He could touch the ceiling.
SPEED SORT BLIND SORT
20. Equality is a right we all share.
Have partners do a speed sort Have partners do a blind sort:
to see who is faster. Then have one reads a Spelling Word Card Have students self-correct the tests.
them find words with vowel team while the other sorts it under the
syllables in the week’s reading. appropriate heading. Then have
Have them record the words they students write a reflection in their
find in their Day 2 pattern sort in word study notebooks about how
their word study notebooks. they sorted the 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. What might happen when a forms of this week’s words by
multiple-meaning theater reaches its capacity? adding, changing, or removing
words and phrases inflectional endings.
based on grade 6 2. When have you felt enthralled
reading and content, by a movie or performance? ‡ Draw a T-chart on the board.
choosing flexibly from Write capacity in the first column
3. What would a farmer want to
a range of strategies. and capacities in the second
Use context (e.g., do with a fallow field?
column.
the overall meaning 4. How would you gain insight
of a sentence or ‡ Have students share sentences
into a friend’s feelings?
paragraph; a word’s using each word form.
position or function 5. How might you negotiate to
in a sentence) ‡ Students can add to the chart
get help with your chores?
as a clue to the doing the same with insight
meaning of a word or 6. What are the regulation colors and resemblance and then share
phrase. L.6.4a of your favorite team? sentences using the different
7. How do dogs of different forms of each word.
Expand vocabulary
by adding inflectional breeds share a resemblance? ‡ Have students copy the chart
endings and suffixes. 8. Why might you avoid going into their word study notebooks.
into an unseemly building?
Vocabulary Words
capacity negotiate
enthralled regulation
COLLABORATE
BUILD MORE VOCABULARY
fallow resemblance
insight unseemly ACADEMIC VOCABULARY GREEK AND LATIN vie
Re w
Discuss important academic words. SUFFIXES

‡ Display convince, reassure, and ‡ Ask: What is the meaning of the
regulation. Greek suffix -ize?
Define the words and discuss ‡ Have partners use a dictionary
Go ‡
their meanings with students. to look up the meaning of -ize.
Digital ‡ Write convince and convincing. ‡ Ask: How does knowing the
Partners look up and define meaning of -ize help you figure
related words with the same out the meaning of words ending
Vocabulary root. Then they ask and answer in -ize, such as dramatize?
questions using the words. ‡ Have partners write their
Vocabulary ‡ Repeat with reassure and responses and a definition for
Activities regulation. dramatize in their word study
notebooks.
T38 UNIT 3 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. She has a strong resemblance ‡ Tell them to write sentences that the word (e.g., unseemly).
to her . show what each word means. ‡ In the second square, students
2. The neighbors complained ‡ Provide the Day 3 write their own definition
about the unseemly . sentence stems 1–6 for students of the word and any related
3. I was enthralled by the needing extra support. words, such as synonyms
new . (e.g., inappropriate, incorrect,
Write About Vocabulary Have unsuitable).
4. The wore regulation
students write something related ‡ In the third square, students
uniforms.
to the theme of “accomplishments” draw a simple illustration that
5. The was filled to capacity. in their word study notebooks. For will help them remember the
6. City officials planned to turn example, they might write about word (e.g., a person wearing a
the fallow field into a(n) . how people worked together to snowsuit on a beach).
fix up an unseemly building or how
Display last week’s vocabulary: ‡ In the fourth square, students
a fallow field was turned into a
commemorate, contemplate, forlorn, write nonexamples, including
community park.
majestic. Have partners ask and antonyms for the word (e.g.,
answer questions using each of appropriate, proper, reasonable).
the words.
CONTEXT CLUES: SHADES OF MEANING MORPHOLOGY

SYNTACTIC CLUES Help students generate words Use unseemly to learn other words
Remind students to use what they related to enthralled. Draw a word with the same prefix and suffix.
know about other words in the web on the board. Write enthralled ‡ Draw a four-column chart on the
sentence to help them figure out in the center circle. board. Head the columns with
the meaning of unfamiliar words. ‡ Have partners generate words un-, base, -ly, and definition.
‡ Display Your Turn Practice to add to the word web. Ask ‡ Complete the first row with
Book pages 103–104. Read the students to use a thesaurus. unseemly.
first paragraph. Model figuring ‡ Add words not included, such ‡ Have students generate words
out the meaning of tenants. as enchanted, captivated, and that contain the prefix un- and
‡ Have students complete mesmerized. the suffix -ly to add to the chart.
page 107. ‡ Ask students to copy the ‡ Have students copy the chart
‡ Students can confirm meanings completed word web into their into their word study notebooks.
in a print or online dictionary. 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
Realistic Fiction
Common Leveled Reader:

Ground by Bronwen Wall
illustrated by Thaw
Naing Go
Common Ground Digital
Before Reading
Preview and Predict
Realistic Fiction
Common
PAIRED
Don’t Be Late!
Ground by Bronwen Wall
READ
Read the Essential Question with students: What happens when
Naing
‡
illustrated by Thaw
Leveled Reader
people share ideas? Leveled
LEXILE 730 ‡ Have students read the title and table of contents for Common Readers
Ground and then preview its illustrations. Discuss what the story’s
OBJECTIVES characters might learn as they share ideas.
Determine a theme
text and how it is
Review Genre: Realistic Fiction
conveyed through Review with students that realistic fiction presents characters who
particular details; are like people in real life, a setting that could be a real place, and plot
events that really could happen. Help students identify evidence in the
personal opinions or illustrations and the text that Common Ground is realistic fiction.
judgments. RL.6.2
Read on-level prose During Reading
and poetry orally with
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 102, while they read the selection.
Pages 2–4 What prediction can you make after reading pages 2 and Use Graphic
• Make, confirm, and Organizer
3? Include text evidence in your answer. (Tomás’s mother can’t find
revise predictions
while reading. ingredients she likes, so Tomás will ask his grandmother for a favor: she
• Read realistic fiction. will send a package of ingredients.) Where can you find details that help
you confirm or revise your prediction? (page 4) What did you find out?
(Tomás’s grandmother sent seeds as well as peppers.)
ACADEMIC
LANGUAGE Pages 5–9 Why does the author include the sensory image “liquid fire”
• realistic fiction; on page 7? (to show how hot Tomás thinks wasabi sauce is) About what
theme; make, revise, topic do the friends share ideas? (spicy, hot foods that are part of their
confirm predictions
cultures)
realista, tema, Pages 10–12 With a partner, use context clues to figure out the meaning
predicciónes of homelands on page 10. (The sentence is about people in Tomás’s
neighborhood who come from “different countries” and how those
people miss the culture and foods of their homelands. These clues help
me determine that homelands means “countries people are from.”)
T40 UNIT 3 WEEK 1

WEEK 1
Pages 13–15 Paraphrase how the friends work together to build the
garden. (They each have ideas that they use to find a place, negotiate Literature
for the land, create plans, and persuade others to help them.) Think Circles
about clues that lead you to the theme, or message, of this story.
Ask students to conduct a
Determine the theme with a partner. (the importance of sharing ideas
literature circle using the
and working together to achieve a common goal) What does the name Thinkmark questions to guide
“The Hot Stuff Community Garden” symbolize? (The name symbolizes the discussion. You may wish to
both spicy foods and what people can do when they work together.) have a whole-class discussion
about what students learned
about the importance of sharing
After Reading ideas and working together
Respond to Reading to achieve a goal from both
selections in the Leveled Reader.
Revisit the Essential Question and ask students to complete the Text
Evidence Questions on page 16.
Level
Ana
Analytical
W Write About Reading Check that students understand the
W
Writing
h
theme that people from different backgrounds can have similar
interests.
Up
Realistic Fiction
Making Things
Happen illustrated by Andrew Burdan
Fluency: Expression
by Marie Langley •
Realistic Fiction
Model Model reading page 11 with proper expression that makes Common
Ground
the dialogue sound realistic. Next, reread the page aloud and have by Bronwen Wall
Naing
illustrated by Thaw
students read along with you. PAIRED

AIRED
AIR
RED
READ
AD
D
D
Taking Your Time
Apply Have students practice reading with a partner.

Realistic Fictio
R Fictionn
PAIRED
Don’t Be Late!
Common
READ
Compare Texts
Read about people who share their ideas to find a
Ground
solution that benefits them all.
Don’t Be Late! by Bronwen Wall
IF students read the Approaching Level

iillustrated
lllusstra by Thaw Naing
Two brothers, Cal and Ken, paused in their work as
PA I R E D R E A D a cart loaded with carrots rumbled up to the jetty.
“Here’s Will and Pete at last,” Cal said to Ken.
fluently and answered the questions

“A bit late,” Ken snorted, dumping his fifth armful
of cabbages into the cabbage boat floating on the
river. “Look sharp, Cal. We have to keep moving if
we’re going to sell this mountain of cabbages today.”
Will and Pete jumped down from their cart and
THEN pair them with students who have

began loading carrots into their own boat. “Morning!”
Will called.
“If you can still call it morning,” Cal sniffed.
“Don’t Be Late!” “We thought it best to wait until it was light

enough to see,” Pete explained. “We don’t want to
bruise the carrots and ruin them before we even get
to market.”
proficiently read the On Level and have
students
“If you don’t hurry, you’ll miss market altogether.”
PAIRED
Cal laughed, tossing another cabbage into the boat.
READ Don’t Be Late!
17
• echo-read the On Level main selection.

&9B&5B/5B*B8:
Make Connections: Write About It

/ $
L GG
Leveled Reader
Before reading, ask students to note that • use self-stick notes to mark details in each
“Don’t Be Late” is an allegory about how sharing benefits everyone. section that provide a clue to the theme.
Then discuss the Essential Question. After reading, ask students to
make connections between the characters in Common Ground and
“Don’t Be Late!”
The On Level challenges students by
having a more subtle connection
FOCUS ON LITERARY ELEMENTS of ideas and using more complex
Students can extend their knowledge of metaphors by sentence structures.
completing the Literary Elements activity on page 20.
APPROACHING LEVEL T41

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H V O W E L T E A M S
2
OBJECTIVES Remind students that every syllable in a word has one vowel sound.
I Do
Know and apply grade- Explain that when two vowels appear together in a word, they usually
level phonics and work together as a vowel team. Write keep on the board and read it
word analysis skills in
decoding words. aloud. Underline the letters ee. Note that this vowel team stands for the
RF.5.3 /ē/ sound. Repeat with aim, join, sound, and team, noting the letters and
sound for each vowel team.
Decode one-syllable
words with vowel We Do
Write need, aid, coil, loud, and beat on the board. Model how to decode
teams. the first word. Have students identify the vowel team sound. Students can
read the rest aloud and identify the vowel team sounds.
You Do
Add these words to the board: beep, ail, point, seal, foul. Have students
read each word aloud and identify its vowel team sound. Then point to the
words in random order for students to read chorally. Repeat several times.
TIER
BUILD WORDS WITH VOWEL TEAM SYLLABLES
2
OBJECTIVES
I Do
Remind students that multisyllabic words are made up of smaller word
Use combined parts, or syllables. Explain that they will be building longer words with
knowledge of vowel team syllables. Remind students that vowel team syllables have two
all letter-sound
correspondences, to four vowels that appear together and stand for one vowel sound.
syllabication patterns,
and morphology We Do
Write these words on the board: main, bead, oil, sleep, pout. Then display
(e.g., roots and these Word-Building Cards: ed, ly, y. Model sounding out the words
affixes) to read and syllables one at a time. Have students chorally read each word and
accurately unfamiliar syllable. Repeat at varying speeds and in random order. Dislay the word-
multisyllabic words
building cards. Next, work with students to combine the words and
context. RF.5.3a syllables to form two-syllable words that include one vowel team. Have
students chorally read the words: mainly, beaded, oily, sleepy, pouted, pouty.
Build words with vowel
team syllables. You Do
Write other words with vowel team syllables and other syllables on the
board, such as count, cow, clue, ard, dis, and less. Have students work with
partners to build words with a vowel team in one of the syllables. Then
have partners share the words they built and compile a class list.
T42 UNIT 3 WEEK 1

WEEK 1
P R AC T I C E V O W E L T E A M S Y L L A B L E S
OBJECTIVES
I Do
Remind students that every syllable in a word has one vowel sound.
Use combined Explain that when two, three, or four vowels appear side by side, they
knowledge of usually work together to create one vowel sound. This means that the
all letter-sound
correspondences,
vowels usually remain in the same syllable. Write the word brain on the
syllabication patterns, board and read it aloud. Explain that the letters a and i work together to
and morphology form a vowel team that represents the /ā/ sound. Remind students that
(e.g., roots and not every letter in a vowel team syllable has to be a vowel.
affixes) to read
accurately unfamiliar Write the words avoid, degree, receipt, classroom, oatmeal, tough, and
multisyllabic words We Do
railroad on the board. Model how to decode the first word; then guide
context. RF.5.3a students as they decode the remaining words. Help them first identify the
vowel teams, and then divide each word into syllables. This will help them
Decode words with to read one syllable at a time.
vowel team syllables.
You Do
Afterward, point to the words in random order for students to
read chorally.
For the ELLs who need phonics, decoding, and fluency practice, use
scaffolding methods as necessary to ensure students understand the meaning
of the words. Refer to the Language Transfers Handbook for phonics
elements that may not transfer in students’ native languages.
PHONICS/DECODING T43
Approaching Level
Vocabulary
TIER
REVIEW HIGHFREQUENCY WORDS
2
OBJECTIVES Use High-Frequency Word Cards 81–90. 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
have a(n) ____. 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 3 WEEK 1

WEEK 1
ANSWER CHOICE QUESTIONS
OBJECTIVES
I Do
Display the capacity Visual Vocabulary Card. Ask: What has a larger
Acquire and use capacity, a car or a movie theater? Explain that capacity is the maximum
accurately grade- amount that something can hold, so the answer is a movie theater.
appropriate general
academic and Display the vocabulary cards for enthralled, fallow, and insight. Ask these
words and phrases;
questions, and help students respond and explain their answers.
gather vocabulary ‡ What would keep you enthralled, an exciting TV show or a boring one?
knowledge when
considering a word
‡ What is more likely to grow in a fallow field, wild grasses or corn crops?
or phrase important ‡ What might give you better insight into a friend’s mood, your friend’s
to comprehension or actions or your own actions?
expression. L.6.6
You Do
Display the remaining cards. Have students work in pairs to respond to
these questions and explain their answers.
‡ When you negotiate, do you ask for a better price or pay the price listed?
‡ Which is more likely to be described as being regulation, a shirt or a cat?
‡ What has a stronger resemblance to a mouse, a squirrel or a bird?
‡ Is something that is unseemly also inappropriate or reasonable?
CO N T E X T C LU E S
OBJECTIVES
I Do
Display the Comprehension and Fluency passage on Approaching
Use context (e.g., the Reproducibles pages 103–104. Read aloud the first paragraph. Point to
overall meaning of a tenants. Explain that one way to figure out an unfamiliar word’s meaning
sentence or paragraph;
is to look at the order of the words in the sentence. This gives clues about
a word’s position or
function in a sentence) the word’s part of speech, which can help you figure out its meaning.
as a clue to the
meaning of a word or Think Aloud I don’t know the word tenants, but it’s followed by a verb. I
phrase. L.6.4a know that often a noun is followed by a verb. The first part of the sentence
tells about “people in her old building,” so I think that tenants is a noun
that means “people who live in the same building.”
Write the definition of the word from the clues.
We Do
Ask students to point to muttered in the second paragraph. Discuss how to
use context clues to figure out the meaning. Write the definition.
You Do
Have students use context clues to figure out the meaning of trudged.
VOCABULARY T45
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that reading fiction aloud with expression includes reading the
I Do
Read on-level prose words in quotation marks as the character might say them. Read aloud
and poetry orally with paragraphs three through six of the Comprehension and Fluency passage
rate, and expression on on Approaching Reproducibles pages 103–104. Tell students to listen
successive readings. for the way that you read dialogue compared to the way that you
RF.5.4b read narration.
Read fluently, using We Do

Read the rest of the passage aloud and have students repeat each
quotation marks as a sentence after you, using the same expression. Explain that you adjusted
guide for determining your voice depending on whether you were reading dialogue or narration.
expression.
You Do
Have partners take turns reading from the Approaching Reproducibles
passage. Remind them to focus on their expression. Listen in and, as
needed, provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y C H A R AC T E R D E TA I L S
2
OBJECTIVES
I Do
Write this story on the board: Trevor paused outside the classroom. “I hate
Describe how a being the new kid,” he said under his breath. He wondered if he would make
particular story’s or any friends. “There’s only one way to find out,” he told himself. Point out that
in a series of episodes Trevor is a character in this story. Help students understand that Trevor has
as well as how the several feelings and thoughts that provide details about his character: He
characters respond hates being the new kid; he wonders if he will make any friends; and he
or change as the knows that there is only one way to find out.
plot moves toward a
resolution. RL.6.3 Read the first paragraph of the Comprehension and Fluency passage on
We Do
Approaching Reproducibles pages 103–104. Ask: How does Rosa feel
Identify character
details.
about the people who live in her new building? Explain that a character’s
thoughts and feelings are details about that character. Then help students
identify other details about Rosa, such as what she misses.
You Do
Have students read the rest of the passage. As they read, have them take
notes about Rosa’s thoughts and feelings. Review students’ notes with
them. Then ask students to describe Rosa as a character.
T46 UNIT 3 WEEK 1

WEEK 1
REVIEW THEME
OBJECTIVES
I Do
Remind students that in fiction, the theme is the most important idea,
Determine a theme message, or lesson that the author wants to get across to the reader.
or central idea of a Explain that the theme often is not stated directly. To determine the
text and how it is
conveyed through
theme, readers must analyze the characters and events in the plot.
particular details;
provide a summary of We Do
Read together the first page of the Comprehension and Fluency passage
the text distinct from on Approaching Reproducibles pages 103–104. Then work with students
personal opinions or to identify Rosa’s view of her new building and her new neighbors. Discuss
judgments. RL.6.2 how her thoughts and feelings might suggest an important story idea,
message, or lesson. Guide students through the rest of the story.
You Do
Have students reread the story independently. Have them record
character and plot details that suggest important ideas. Then have them
use those details to write a summary that describes the story’s theme.
SELFSELECTED READING
OBJECTIVES Read Independently

Determine a theme Have students choose a book of realistic fiction for sustained silent
text and how it is
reading. Remind students that:
conveyed through ‡ realistic fiction presents true-to-life characters, settings, and plot events.
particular details; These elements work together to suggest a theme, or message, that
also applies to real life.
personal opinions or ‡ making predictions about what will happen in a story, and then reading
judgments. RL.6.2 on to confirm or revise those predictions, can help students become
Cite textual evidence more active readers. It also is a good way for students to check their
to support analysis understanding of character and plot details.
explicitly as well as Read Purposefully
the text. RL.6.1 Have students record on Graphic Organizer 126 relevant story details, as
they read independently. After they finish, they can conduct a Book Talk,
Make, confirm, and each telling about the book that he or she read.
revise predictions.
‡ Students should share their organizers and answer this question: What
is the theme of the story? What character and plot details point to
that theme?
‡ They also should tell the group about predictions that they made and
then confirmed or revised as they read the book.
COMPREHENSION T47
On Level
Realistic Fiction
Making Things
Happen
Leveled Reader: Go
Making Things Happen
by Marie Langley • illustrated by Andrew Burdan
Digital
Before Reading
Preview and Predict
Realistic Fiction
Making Things
PAIRED
Taking Your Time
Happen
READ
‡ Read the Essential Question with students: What happens when by Marie Langley • illustrated by Andrew Burdan
Leveled Reader
LEXILE 830 ‡ Have students examine the title, the table of contents, and the Readers
illustrations in Making Things Happen and predict what things the

OBJECTIVES characters will make happen.
Determine a theme
text and how it is
conveyed through Review with students that realistic fiction presents characters who are
particular details; like people in real life, a true-to-life setting, and plot events that really
could happen. Have students identify evidence in the illustrations and
personal opinions or the text that Making Things Happen is realistic fiction.
judgments. RL.6.2
on successive
Pages 2–6 Turn to a partner and discuss how you determined the Use Graphic
meaning of subsided in the second paragraph on page 2. (The author
revise predictions
while reading. tells about how excited Fernando is before the word subsided. Then
• Read realistic fiction. Fernando sees his grandfather sad, the opposite of how Fernando felt.
Subsided must mean “quieted” or “lessened.”) What does Fernando want
to do after talking to Manfred? (open a senior center) Paraphrase what
ACADEMIC
Papa says about Fernando’s idea. (Papa likes his idea and wants to talk
LANGUAGE
• realistic fiction; about how to start a senior center.) From what you know so far, what
theme; make, revise, prediction can you make? (Fernando will figure out how to open a
confirm predictions senior center.)
Pages 7–10 How is Fernando encouraged to keep working on his idea?
realista, tema,
predicciónes (His father tells him not to be discouraged, and he says he’ll talk to
people who are in charge of a senior center.) Why do Manfred and
Fernando’s grandfather decide to help Fernando? (They are impressed
by his initiative and his “insight into the people in this building.”)
T48 UNIT 3 WEEK 1

WEEK 1
Pages 11–15 What does the idiom “all hands on deck” on page 13
mean? Include text evidence in your answer. (It means that everyone’s Literature
help was needed. The page is about how different people help.) Circles
Paraphrase with a partner how Fernando and the older residents work
together to open the senior center. (They suggest events that the center
could offer, come up with ideas to promote the center, and work with Thinkmark questions to guide
City Hall to get permission for the center.) Think about how these details the discussion. You may wish to
suggest this story’s theme. What is the theme? (It is important to share have a whole-class discussion
ideas and work together to achieve a common goal.) about what students learned
ideas and working together
After Reading to achieve a goal from both
Respond to Reading
Level
Ana
Analytical
W
Writing
theme
h that different people need similar things, or people with a
Up
Realistic Fiction
ging
Brin the Home
shared interest can work together to make something happen. Circus na
by Carly Schu Taylor
illustrated by
Gerad
Fluency: Expression Realistic Fiction
Making Things
Model Model reading page 9 with proper expression. Next, reread the Happen
page aloud and have students read along with you. PAIRED
READ Floating Away, Coming Togethe
Together

PAIRED
Taking Your Time
READ
Realistic Fictio
R F
Ficti
iction
on
n
Compare Texts
Making Things
Happen
Read to learn how it can take time to figure out
IF students read the On Level fluently and

how best to achieve a goal.
PA I R E D R E A D Taking Your Time by

y Marie
M i L La
Langley
ngley
ley • illust
illustrated
iillus
llus
st
st by Andrew Burdan
In a distant jungle, four weary explorers were nearing

the end of a hard day in their expedition. Night was falling,
and only one river stood between them and their camp.
answered the questions
But as they pushed aside the last of the dense jungle,
they found an extremely distressing sight.

“The rope bridge is down!” cried the first explorer.
The others clambered over to see. It was true! The ropes
of the bridge trailed in the river by the far bank.
“Taking Your Time”

“This is terrible!” wailed the second explorer. “We must
proficiently read the Beyond Level and have

get to camp immediately, or we will be trapped here!”
“Let’s wade across the river,” the third explorer said.
“The river isn’t too deep, and we can all hold on to this thick
branch to cross.” The second explorer grabbed the branch
and gestured to the others.
“Wait!” the fourth explorer cautioned. “The river may
not be deep, but it’s wide, and the water is moving fast.
There could be leeches in the muddy shallows. We need to
think carefully.”
students
The first explorer nodded in agreement. “We’ve all had
PA
PAIRE
• partner-read the Beyond Level main

AI D

a long, hard day. Let’s not be too hasty in deciding what to
do when we are so close to camp.” REA
R EAD Taking Your Time
17
&9B&5B/5B*B8:
/ 2
L GG
Before reading ask students to note that selection.

Leveled Reader
“Taking Your Time” is an allegory with • discuss how the characters work together.
the theme of how patience can achieve a goal much faster than hasty
actions. Discuss the Essential Question. After reading, ask students
to make connections between how the characters in Making Things
Happen and “Taking Your Time” worked together. A C T Access Complex Text
having a more subtle connection
FOCUS ON LITERARY ELEMENTS of ideas and using more complex
Students can extend their knowledge of metaphors by sentence structures.
ON LEVEL T49
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the key selection words
I Do
Acquire and use capacity, enthralled, fallow, regulation, resemblance, and unseemly. 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 in
words and phrases;
following group: capacity, space, warmth. With students, identify capacity
gather vocabulary and space as having almost the same meaning.
knowledge when
Have students work in pairs to identify which word has almost the same
or phrase important meaning as the first word in each of the groups below. Have them explain
to comprehension or their answers.
expression. L.6.6
enthralled, fascinated, weary fallow, idle, brisk
regulation, manner, official resemblance, concern, likeness
unseemly, improper, phony
OBJECTIVES
I Do
Remind students that they often can figure out the meaning of an
Use context (e.g., the unfamiliar word by determining the parts of speech and the order of the
overall meaning of a other words in the sentence. Use the Comprehension and Fluency passage
a word’s position or on Your Turn Practice Book pages 103–104 to model.
function in a sentence)
as a clue to the
Think Aloud I’m not sure what tenants means. The words after tenants—
meaning of a word or knew, chatted, knocked, and had—are verbs. Someone or something must
phrase. L.6.4a do these actions, so tenants must be a noun. I also see “people in her old
building.” I think tenants means “people who live in the same building.”
We Do
Have students read the next paragraph, where they find muttered. Have
students figure out the definition by looking for clues in the sentence.
Point out context clues, such as the pronoun she and the dialogue.
You Do
Have students work in pairs to determine the meanings of the words slung
and trudged on page 103.
T50 UNIT 3 WEEK 1

WEEK 1
Comprehension
REVIEW THEME
OBJECTIVES
I Do
Remind students that the theme is the overall idea, message, or lesson
Determine a theme that the author of a story wants to convey. Explain that the theme often
or central idea of a is not stated and may not be fully clear until the story’s end. To determine
text and how it is
conveyed through
the theme, readers must analyze the characters and plot events.
particular details;
Have a volunteer read the first four paragraphs of the Comprehension
the text distinct from and Fluency passage on Your Turn Practice Book pages 103–104. Have
personal opinions or students identify what Rosa does, thinks, and feels. Model identifying
judgments. RL.6.2 details about Rosa that may signal a theme for this story. Then work with
students to identify clues to the theme in the next paragraph.
You Do
Have partners identify character details and plot events in the rest of the
passage. Then have them determine the theme of the story.

Determine a theme Have students choose a book of realistic fiction for sustained
text and how it is
silent reading.
conveyed through ‡ Before they read, have students preview the book, reading the title and
particular details; viewing the front and back cover and any illustrations.
the text distinct from ‡ As students read, remind them to make predictions and then to read
personal opinions or on to confirm or revise their predictions. Review that doing so will
judgments. RL.6.2 increase their understanding of the text and thus help them grasp
Cite textual evidence the story’s theme.
to support analysis
of what the text says Read Purposefully
explicitly as well as
Encourage students to read different books about real-life characters that
the text. RL.6.1 work together to achieve a goal.
‡ As students read, have them fill in details on Graphic Organizer 126.
Make, confirm, and
revise predictions. ‡ 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
Realistic Fiction
ging
Brin the Home
cus
una
by Carly Sch Taylor
Gerad
Leveled Reader: Go
Bringing Home the Circus
illustrated by
Digital
Before Reading
Preview and Predict
Realistic Fiction
ing
Bringthe Home
PAIRED
READ Floating Away, Coming Together
Circus by Carly SchunaTaylor
Read the Essential Question with students: What happens when

Gerad
‡
illustrated by
Leveled Reader
LEXILE 910 ‡ Have students read the title, skim the first paragraph in Bringing Readers
Home the Circus, and preview the illustrations. Ask students to predict
OBJECTIVES what ideas the characters might share and how they might work
Determine a theme
together to accomplish a goal.
text and how it is
conveyed through Review Genre: Realistic Fiction
particular details; Review with students that realistic fiction presents true-to-life settings,
characters, and plot events. Have students identify evidence in the
personal opinions or illustrations and the text that Bringing Home the Circus is realistic fiction.
judgments. RL.6.2
on successive
Pages 2–6 What is the main character’s problem? (Lingling has moved Use Graphic
far from her home and no longer has friends she can share her favorite
revise predictions
while reading. activities with.) What prediction can you make, based on the clues on page
• Read realistic fiction. 6? (Lingling has found someone interested in her skills, so she will make
new friends.)
ACADEMIC
Pages 7–9 What does Lingling share with the kids? (information about
LANGUAGE her circus) How do the kids react? (They are fascinated.) How do these
• realistic fiction, events confirm your earlier prediction? (Lingling is making new friends
theme; make, revise, and finding ways to use her skills.) Turn to a partner and discuss the
confirm predictions
story’s theme and how you came to determine it. (The theme may have
to do with the importance of sharing ideas. I determined the theme
realista, tema,
predicciónes because Lingling comes to teach the other kids about juggling and
other tricks.)
Pages 10–12 What do the kids learn about each other? (Each one has a
special skill.)
T52 UNIT 3 WEEK 1

WEEK 1
Pages 13–15 Make a prediction about what Lingling is about to do as

she stands on a wooden platform in front of 20 people on page 13. (She Literature
is about to propose an activities program for kids at the community Circles
center.) What context clues help you figure out the meaning of envision
on page 14? (She is talking about the program, and people give their
ideas. So envison is a verb meaning “imagine” or “plan.”) Think about Thinkmark questions to guide
what the main character accomplishes by working with other people. the discussion. You may wish to
What does this suggest is the theme of this story? (Sharing ideas and have a whole-class discussion
working together can help people achieve a common goal.) about what students learned
ideas and working together
After Reading to achieve a goal from both
Respond to Reading
Ana
Analytical
W
Writing
theme
h that people can work together to improve things for everybody.
Fluency: Expression
Model Model reading page 3 with proper expression. Next, reread the
page aloud and have students read along with you.
Apply Have students practice reading with a partner. Gifted and Talented
Realistic Fictio
R F
Ficti
iction
on
n Synthesize Challenge
Bringtihneg Home
small groups of students to
Circus
Compare Texts
Read about how groups that have big differences can
work together when they really need to.
PA I R E D R E A D Floating Away,
Coming Togetherillustrated by GGerad
er Taylor
ly S
Carly
bbyy Carl chh
Schuna
imagine what might happen
As the four sailors watched the dinghy float serenely
into the distance, Jacob sighed and growled at Louie,
“I said we should have tied it more securely.”
“You’re the one who tied it!” Louie retorted.
“We’ll need to swim out to retrieve it,” Terrence said.
if the representative from the
community center did not
Carlos nodded in agreement.
Jacob’s face was growing redder by the minute. “Louie,
you convinced us to take the dinghy without permission,
“Floating Away, Coming

and look where we are now.”
“Oh, that’s rich!” Louie said. “I didn’t exactly push you
approve Lingling’s plan for an

onto the boat, did I? You came of your own free will!” He
turned to Carlos and Terrence for support, but they were
immersed in a deep discussion and barely noticed Louie.
“Not much chance they’ll come for us,” said Terrence.
“They probably don’t even realize we’re gone.”
Together” “True,” Carlos said. “We also have a bigger problem.”

“What? Louie and Jacob?” Terrence asked.
Carlos laughed. “No, I was thinking about the activities program. Students
Illustration by Fraser Williamson
PAIRED
consequences of sneaking off. If the captain finds out
we took the dinghy, we’ll be in big trouble.” READ Floating AAway,
Coming Together
“Massive trouble,” Terrence agreed.
&9B&5B/5B*8:
/ %
L GG
17
should think about how Lingling
Make Connections: Write About It Leveled Reader
could work with her friends and
other people again to change
Explain that “Floating Away, Coming
the representative’s mind. Have
Together” is an allegory about how people work together to achieve
students write and present a
a goal. Then discuss the Essential Question. Ask students to make
realistic scene that illustrates
connections between how the characters in Bringing Home the Circus
the theme of sharing ideas and
and “Floating Away, Coming Together” benefit by sharing their ideas.
working together to achieve goals.
FOCUS ON LITERARY ELEMENTS

Students can extend their knowledge of metaphors by
BEYOND LEVEL T53

Beyond Level
Vocabulary
REVIEW DOMAINSPECIFIC WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review the meanings of the words
Model
Acquire and use insight and negotiate. Write sentences on the board using the words.
accurately grade-
appropriate general Write the words ecstatic and impatient on the board and discuss the
academic and meanings with students. Help students write sentences using these words.
domain-specific
words and phrases; Have partners discuss how sharing ideas and working together can help
gather vocabulary Apply
people achieve goals. Then have students work in pairs to write sentences
knowledge when
considering a word using all four of the words above to explain their thoughts.
or phrase important
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Read aloud the first paragraph of the Comprehension and Fluency
Use context (e.g., the passage on Beyond Reproducibles pages 103–104.
overall meaning of a
sentence or paragraph; Think Aloud I want to define the word tenants. When I reread the
a word’s position or sentence, I see the article the before tenants. This indicates that tenants is
as a clue to the
probably a noun. The words that follow—were friends, chatted, knocked,
meaning of a word or and had—are verbs that tell about activities that neighbors might do. So I
phrase. L.6.4a think tenants means “people who live as neighbors in the same building.”
With students, read the second paragraph. Help them figure out the
meaning of muttered.
Apply
Have partners read the rest of the passage. Ask them to use context clues
to determine the meanings of the words slung and trudged on page 103
and malfunctions and descending on page 104.
Gifted and Synthesize Have partners write a plot outline for an original realistic
Talented
fiction story, using the words malfunctions and descending. Challenge
students to go on to write their story and to share it with the class.
T54 UNIT 3 WEEK 1

WEEK 1
Comprehension
REVIEW THEME
OBJECTIVES
Model
Remind students that the theme is the overall idea, message, or lesson
Determine a theme that a story’s author wants to communicate to readers. Readers can
or central idea of a identify and analyze a theme by examining the story’s characters and
text and how it is
conveyed through
plot events. Sometimes the author states the theme directly, as in a fable.
particular details; Most of the time, however, the theme is implied, and readers may not fully
provide a summary of understand it until the end of the story.
personal opinions or Have students read the first paragraph of the Comprehension and Fluency
judgments. RL.6.2 passage on Beyond Reproducibles pages 103–104. Ask open-ended
questions to facilitate discussion, such as How well does Rosa know her new
neighbors? What does Rosa miss about her old neighbors? Students should
support their responses with text evidence.
Apply
Have students read the rest of the passage independently, completing
Graphic Organizer 126 as they do. Then have partners compare themes
and discuss how character details and plot events helped lead them to
that theme.

text and how it is
silent reading.
conveyed through ‡ As students read, have them fill in Graphic Organizer 126.
particular details;
provide a summary of ‡ Remind them to make and then confirm or revise predictions as they read.
personal opinions or
Read Purposefully
judgments. RL.6.2 Encourage students to keep a reading journal. Ask them to read different
Cite textual evidence books about characters that share ideas and work together to achieve
to support analysis a goal.
explicitly as well as ‡ Students can write summaries of the books in their journals.
inferences drawn from ‡ Ask students to share their reactions to the books with classmates.
the text. RL.6.1
Gifted and Independent Study Challenge students to discuss how their books
Make, confirm, and Talented
relate to the Weekly Concept of common ground. Have students compare
revise predictions.
the goals of the characters in their books and the ways in which the
characters share ideas and work together.
English Language Learners
Shared Read Go
The Rockers Build Digital
a Soccer Field
A Dream to Share
Before Reading

Build Background
What happens when
people share ideas?
Peter Ferguson
166 167
Reading/Writing
166_169_CR14_SI6_U3W1_MR_118711.indd
166 169 CR14 SI6 U3W1 MR 118711 indd 166 12/24/11
166_169_CR14_SI6_U3W1_MR_118711.indd
10:53
169 CR14
AM SI6 U3W1 MR 118711 indd 167 12/24/11 10:54 AM
View “The
Workshop Read the Essential Question: What happens when people share ideas? Rockers
Build a
‡ Explain the meaning of the Essential Question, including the Soccer
OBJECTIVES vocabulary in the question: An idea is a thought or opinion that you Field”
Cite textual evidence have. To share an idea is to tell others about your thought or opinion.
to support analysis
of what the text says ‡ Model an answer: The community had been sharing ideas about
explicitly as well as designs for a mural for the library. Finally, they had to choose between
inferences drawn from two designs. Then someone shared one more idea: to combine the two
the text. RL.6.1
designs. Everyone liked that idea. By sharing ideas, the people wound up
Determine a theme with a mural design that everybody liked.
text and how it is ‡ Ask students a question that ties the Essential Question to their own
conveyed through background knowledge: When have you shared an idea about how to
particular details; do something? What happened after you shared your idea? Turn to a
partner and explain. Call on several pairs to share.
judgments. RL.6.2
During Reading
Make, confirm, and Interactive Question-Response
revise predictions.
‡ Ask questions that help students understand the meaning of the text
after each paragraph.
LANGUAGE
OBJECTIVE
‡ Reinforce the meanings of key vocabulary.
Determine the theme ‡ Ask students questions that require them to use key vocabulary.
using key details.
‡ Reinforce strategies and skills of the week by modeling.
ACADEMIC
LANGUAGE
• context, theme,
predictions
• Cognates: contexto,
tema, predicciónes
T56 UNIT 3 WEEK 1

WEEK 1
Page 167 Paragraph 7

Have students repeat the last sentence. How do
A Dream to Share the team members feel about the money that they
Paragraph 1 raised? (They are ecstatic, or very happy.)
Whom does Mr. Sanchez greet at the breakfast
table? (Mariana, his daughter) Discuss with a partner what the details on
this page suggest about the theme. (The theme
Paragraphs 2–3 might be that sharing ideas is important.)
Explain and Model Theme Mariana is the main
character. What does she dream about? (playing on Page 169
a new soccer field) What does her father say about
her dream? (It might be a sign that they will get This Lot Rocks!
a regulation field.) Explain that these details are Paragraph 1
the first clues to the theme of this realistic fiction Explain and Model Context Clues Show how
story. Elicit from students what the theme might knowing the meaning of scooping up and the
be. (The theme might have something to do with purpose of a dumpster help the reader figure out
making a dream or goal come true.) the meaning of depositing.
Have students choral read Mr. Sanchez’s words
in paragraph three after you, using proper Paragraph 3
expression to convey his character and feelings. What are the team members able to do by working
together? (They are able to move enough soil to fill
Why does Mr. Sanchez want the whole team the hole.)
at the meeting? (to help convince the Town Council
that they need a better field) Paragraph 4
Have students choral read the paragraph. What is
Explain and Model the Strategy Point out that
it that enthralled the crowd? (the new field)
the story details so far encourage students to make
a prediction about what will happen at the meeting. What goal did the team members accomplish
What prediction might you make? (The Town Council together? (Together, they turned an unseemly lot
will agree that the team needs a better field.) into the soccer field of their dreams.)
Paragraphs 4–9 What is the theme of this story? (Sharing

ideas and working together are important ways to
What details allow you to confirm or revise accomplish goals.)
your prediction? (The Town Council approves using
the vacant lot as a soccer field.) After Reading
Page 168 Make Connections
‡ Review the Essential Question.
Dirty Dogs Raise Funds ‡ Make text connections.
Paragraphs 1–5 ‡ Have students complete ELL Reproducibles
What do all the team members think is a great pages 103–105.
idea for raising money? Have students use the
illustration to help them. (a dog wash)
ENGLISH LANGUAGE LEARNERS T57


Realistic Fiction
Making Things
Happen
Leveled Reader: Go
Making Things Happen
Digital
Before Reading
Preview
Realistic Fiction
Making Things
PAIRED
Taking Your Time
Happen
READ
‡ Read the Essential Question: What happens when people share ideas? by Marie Langley • illustrated by Andrew Burdan
Leveled Reader ‡ Refer to Sharing Ideas: When has sharing ideas helped you accomplish Leveled
LEXILE 570 something? Readers
‡ Preview Making Things Happen and “Taking Your Time.” Our purpose
OBJECTIVES
for reading is see how sharing ideas helps people accomplish things.
Determine a theme
text and how it is Vocabulary
conveyed through Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
particular details;
achieved, commitment, establish. Use the routine found on the cards.
the text distinct from Point out the cognate: establecer.
judgments. RL.6.2
During Reading
Read on-level prose
and poetry orally with Interactive Question-Response
rate, and expression Note Taking: Have students use the graphic organizer on ELL
on successive Reproducibles page 102. Use the questions below after each page is
readings. RF.5.4b read with students. Use Graphic
Organizer
Pages 2–4 Read the last two paragraphs on page 2 chorally with
Make, confirm, and
revise predictions students. What kinds of things do you think will be difficult for Fernando’s
while reading. Abuelo? (making new friends and finding new things to do) Make a
prediction about Abuelo. Use the text to make an informed prediction.
ACADEMIC Pages 5–10 Read aloud the fourth paragraph on page 5. What does
LANGUAGE downhearted mean? Use context clues to determine the meaning. (sad)
• realistic fiction; Invite students to act downhearted. Then revisit students predictions
theme; make, revise,
confirm predictions
about Abuelo. Have them confirm or revise their predictions.
• Cognates: Pages 11–13 Look at the picture on page 12. What is Fernando doing?
ficción realista, (talking about the senior center) What does Ms. Monroe suggest the
tema, confirmar group do to get the center? (write a petition) Explain that a petition
predicciónes
is a piece of paper many people sign to show support for or against
something. Work with a partner to think about things you could make a
petition for. (better school lunches, new park)
T58 UNIT 3 WEEK 1

WEEK 1
Pages 14–15 What did Fernando achieve at the end of the story? (he
helped to get the senior center) How was he able to achieve his goal? Literature
(working as a group) What is the theme of this story? Ask volunteers to Circles
share their answers and ask other students to expand or add to the
response. (Working together in a group achieves more.)
Thinkmark questions to guide
After Reading the discussion. You may wish to
have a whole-class discussion
Respond to Reading Revisit the Essential Question. Ask partners to about what students learned
answer the Text Evidence Questions on page 16. Support students as about the importance of sharing
necessary and review all responses as a group. ideas and working together
Ana
Analytical
to achieve a goal from both
W W
Write About Reading Check that students understand the
Writing
h
theme that different people need similar things, or people with a
shared interest can work together to make something happen.
Fluency: Expression Level

Model Model reading page 6 with proper expression. Next, reread the
page aloud and have students read along with you. Up
PA I R E D R E A D
“Taking Your Time”

IF students read the ELL Level fluently and
Make Connections: Write About It answered the questions
Before reading, ask students to note that THEN pair them with students who have
Leveled Reader
“Taking Your Time” is an allegory. Then proficiently read the On Level and have ELL
discuss the Essential Question. After reading, ask students to make students
connections between how the characters in Making Things Happen • echo-read the On Level main selection
and “Taking Your Time” achieved their goals by sharing ideas and with their partners.
working together. • list words with which they have difficulty.
• discuss these words with their partners.

FOCUS ON LITERARY ELEMENTS having a more subtle connection
Students can extend their knowledge of the use of of ideas and using more complex
metaphor in fiction by completing the literary elements sentence structures.
activity on page 20.


Vocabulary
P R E T E AC H V O C A B U L A R Y
OBJECTIVES
I Do
Preteach vocabulary from “The Rockers Build a Soccer Field,” using the
Acquire and use Routine found on the Visual Vocabulary Cards for the words capacity,
accurately grade- enthralled, fallow, insight, negotiate, regulation, resemblance, and unseemly.
appropriate general
academic and After completing the Vocabulary Routine for each word, point to the
word on the Visual Vocabulary Card and read the word with students. Ask
words and phrases;
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.
to comprehension or
expression. L.6.6 Beginning Intermediate Advanced/High
Provide students the Ask students to write a Challenge students to
LANGUAGE sentence frame: The definition and a sentence write a definition and a
OBJECTIVE meaning of ___ is “___.” for four words. sentence for each word.
Use vocabulary words.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words. The words can be reviewed
I Do
Acquire and use over a few days. Read each word aloud, pointing to it on the Visual
accurately grade- Vocabulary Card, and have students repeat after you. Then follow the
appropriate general
academic and Vocabulary Routine on the back of each card.
domain-specific
words and phrases; We Do
Ask students to guess the word that you present. Provide clues, such as
gather vocabulary synonyms, antonyms, or parts of speech. Have students name the word
knowledge when and then define it or use it in a sentence.
considering a word
or phrase important You Do
Have students work in small groups. Each group member takes turns
to comprehension or providing clues related to one of the words. The first group member to
expression. L.6.6 identify the word should then define the word or use it in a sentence.
LANGUAGE Beginning Intermediate Advanced/High

OBJECTIVE Help students write clues Have students write clues Have students use
Use vocabulary words. and read them aloud. as complete sentences. synonyms in their clues.
T60 UNIT 3 WEEK 1

WEEK 1
OBJECTIVES Read aloud the first two paragraphs of the Comprehension and Fluency
I Do
Use context (e.g., the passage on ELL Reproducibles pages 103–104, while students follow
overall meaning of a along. Point to the word muttered. Explain that context clues in the
sentence or in nearby sentences, can help students figure out the
function in a sentence) meaning of an unfamiliar word, such as muttered.
as a clue to the
meaning of a word or Think Aloud I’m not sure what muttered means, but the dialogue sounds
phrase. L.6.4a unhappy. That suggests to me that muttered is a way of talking about
something unpleasant. Quietly and to herself are clues, too. I think that
LANGUAGE muttered means “spoke in an unhappy but quiet way.”
OBJECTIVE
Use context clues. We Do
Have students point to the word trudged in the third paragraph. Find the
context clues for the word with students. Write the definition of the word.
You Do
Have pairs use context clues to define malfunctions at the top of page 104.

Help students locate the Have students find and Have students say how
word and context clues on read aloud the context they found and used the
the page. clues to define the word. clues to define the word.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “The Rockers
Acquire and use Build a Soccer Field”: convince, community, discussion; and Making Things
accurately grade- Happen: contribute, introduced, senior. Define each word for students:
appropriate general
When you convince people, you cause them to believe that your idea is a good
academic and
domain-specific one.
words and phrases;
gather vocabulary We Do
Model using the words in a sentence: I want to convince my sister that she
knowledge when should sing with me in the talent show. Remember, we must get the whole
considering a word team there to convince them we need a better field. Then provide sentence
or phrase important frames and complete them with students: I want to convince ___ that ___.
to comprehension or
expression. L.6.6 Have pairs write their own sentence frames to complete with the class.
You Do
LANGUAGE
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 T61

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 fiction writers use transition words and phrases to help
I Do
Use a variety of readers keep track of where and when events take place. Read the Expert
transition words, Model passage aloud as students follow along and identify the transition
phrases, and clauses to
convey sequence and words and phrases that signal a change in time and location.
signal shifts from one
time frame or setting We Do
Reread the fourth and fifth paragraphs from “The Rockers Build a Soccer
to another. W.6.3c Field” as students follow along. Note the events on a story map. Model how
the author might have chosen transitions to connect the events.
Add transitions to
revise writing. You Do
Have pairs rewrite the paragraphs, using the story map but replacing the
transition words and phrases with appropriate alternates. Edit each pair’s
writing. Then ask students to revise.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced/High
Add transition words
and phrases to writing. Have students copy the Have students add or Have students revise,
edited paragraph. replace transitions to focusing on transitions,
connect events. and edit for errors.
SPELL WORDS WITH VOWEL TEAM SYLLABLES
OBJECTIVES Read aloud the Spelling Words on page T36, drawing out the vowel team
I Do
Demonstrate sound in each word. Say that when two or more vowels appear together in
command of the a word, they often work together to spell one vowel sound, in one syllable.
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 vowel team
spelling when writing. sound. Have students repeat after you and write the word.
Spell correctly. L.6.2b
You Do
Display the words. Have students exchange their lists with a partner to
check the spelling and write the words correctly.
LANGUAGE
Spell words with vowel
team syllables. Have students copy the After students have Ask students to explain
correctly spelled words corrected their words, which words were difficult
and say them aloud. have pairs quiz each other. to spell and why .
T62 UNIT 3 WEEK 1

WEEK 1
Grammar
AC T I O N V E R B S : D I R E C T / I N D I R E C T O B J E C T S
OBJECTIVES Remind students that an action verb expresses either a physical action
I Do
Demonstrate or a mental action. Then note that a verb’s action can be received by a
command of the direct object and, sometimes, by an indirect object. Write on the board:
conventions of
standard English
Dan believed his friend. Underline believed and explain that it is a mental
grammar and usage action verb. Then circle friend and explain that it is a direct object because
when writing or it receives the action of believed. Repeat for the following sentences: Leah
speaking. L.6.1 joined the club. Fernando loves pizza. Then add indirect objects: Justin told
me the news. Elena sent her grandfather a card.
Identify action verbs,
direct objects, and Write the sentence frames and options below on the board. Review action
indirect objects. We Do
verbs and direct and indirect objects with students. Ask volunteers to
complete each sentence and then identify what type of verb or object was
LANGUAGE needed. Fill in the frames with students’ responses and circle the correct
OBJECTIVE option. Then read the completed sentences aloud for students to repeat.
Write sentences.
Grades K-6
Emma basketball. (physical/mental action)
Sam the movie. (physical/mental action)
Language
Transfers Tomás washed . (direct/indirect object)
Handbook
Jen wrote a letter. (direct/indirect object)
You Do
Brainstorm a list of physical and mental action verbs with students. Have
Language Transfers
Handbook pairs write two sentences using a physical action verb and two using a
mental action verb, plus direct and indirect objects where appropriate.
Speakers of Cantonese,
Korean, and Spanish
may confuse transitive
and intransitive verbs. Have students copy Have students categorize Have students share and
Reinforce the use of their sentences and help each completing word explain their choices. Ask
transitive verbs by them categorize each that they chose and then them to create definitions
helping students form completing word. Read tell how they knew what for physical action verb,
sentences with direct the sentences aloud for kind of word it was. mental action verb, direct
objects. students to repeat. object, and indirect object.
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:

Theme RL.6.2, RL.6.3 Context Clues: Syntactic Writing About Text RL.6.2,
Clues L.6.4a RL.6.3, W.6.9a
Grade 6
Assessment Includes
Weekly
Assessment ‡ Performance Tasks
‡ Approaching-Level Assessment
State Standards online PDFs
Grades 1-6
Fluency Goal 130 to 150 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 3
WEEK 1
Using Assessment Results
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
correctly . . . Online PDFs.
Students answer 0–6 . . . assign Lesson 143 on Using Syntactic Clues

VOCABULARY multiple-choice items from the Tier 2 Vocabulary Intervention
Students score less than . . . assign Lessons 34–36 on Theme and/or

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

score of 121–129 . . . 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

dilemma Shared Read “Facing the Storm,” 180–187
feebly Genre Realistic Fiction
Lexile 900L
persistent
recoiled
roused
skewed Comprehension Strategy ..................... Make Predictions, T82–T83
summon Comprehension Skill .............................. Theme, T84–T85

Genre ............................................................. Realistic Fiction, T86–T87
vastness
Writing Traits .............................................. Organization, T94–T95
Grammar Handbook............................... Verb Tenses, T98–T99
Go
Digital
T66 UNIT 3 WEEK 2

TRANSFORMATIONS
Essential Question
What kinds of challenges
transform people?
WEEK 2
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Lizzie Bright and the Buckminster Boy, “Confronting a Challenge,” 210–211
196–207 Genre Personal Narrative
Genre Realistic Fiction Lexile 990L
Lexile 1000L
Differentiated Text


My Side of the George's Cosmic
Mountain Treasure Hunt
Genre Genre
Realistic Fiction Science Fiction
Classroom Library
WEEKLY OVERVIEW T67

TEACH AND MANAGE
How You Teach

Transformations “Facing the Storm” Lizzie Bright and the
Minilessons Buckminster Boy
Make Predictions, Theme, Realistic “Confronting a
Fiction, Paragraph Clues, Writing Traits Challenge”
Reading/Writing
Workshop
180–189 Literature
Anthology
Reading/Writing Workshop 196–211
176–177


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Theme r-Controlled Vowel Syllables
Fluency

Strong Conclusions Challenging Experiences
Transform People
Independent
Practice Go Digital

pp. 113–115
Comprehension
Genre, p. 116
Phonics/Word Study
Phonics, p. 118
Grammar
Spelling/Word Sorts
Listening Library
Contracts Unit 3 • Week 2 • Transformations 13
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 2
SMALL GROUP INSTRUCTION Research and Inquiry Grade 6
Leveled Readers Draw a Cartoon, T92

Realistic
Text Connections
Weekly ent
Think Harads,t
Fiction
Realistic Realistic
Compare Transformations, T93 Assessm

Think FBTheia r
Fiction Fiction
Realistic
Fiction
k Hard,
CounTtnhrinyk Fast
Drewery
by Melanie Dan Sherbo
illustrated
by
Write About Reading
by Jesse Bornemann by Susan ParisSotirovski Core
s
Noah Phipp the Common
illustrated by illustrated
by Aleksandar Assessing dards
Ana
Analytical State Stan
Drewery
by Melanie Dan Sherbo
illustrated
by
W
W TE
PRINT TEMPLA
PAIRED
READ
How Many Hand
s? Weekly Assessment
PAIRED
READ
CAKE and Lemo
d
nade PAIRED
READ
The Call
s?
133–144
PAIRED How Many Hand
READ


9
( More
12 Activities
on back
Organization: Strong Conclusions
Global Patterns Read Amina’s conclusion. Identify the key event
WRITING
that clarifies what happened previously in the story.
Revise the conclusion. Change or add
SCIENCEE
details to give the reader a better sense of closure. COLLABORATE
COLLABORATE Use the Internet or other
resources to learn about the ocean

current known as the Gulf Stream.
to Benjamin
Capptain Reyes turned
G
Trace or copy a map of the sa that you’ve made
andd sighed. “Youu say
Atlantic Ocean. Include
outlines of the continents 6
up your mind, but are
h capttain
you sure?” the
you would make a fine
1 on either side. Show the
path of the Gulf Stream. You need
20
Minutes
asked. “If you stayed,
first mate. Perhaps you
even could become
jamin smiled. He had
› Internet or other
references
captain someday!” Ben
never met anyone like
Captain Reyes. And the
,
Theme You need
15
Minutes
write aContext Clues

Choose a season and past month on that ship
captain was right: The
› pencils, › pen or pencil
READING
weather bulletin crayons, g through storms, had
explaining how the Gulf or markers fighting pirates and sailin
been a great adventu
re. › paper
PHONICS/W0RD STUDY
To help you
Stream find weather
affects or verify the meaning of an unfamiliar
or multiple-meaning
patterns › paper
at that time word, you can
or tracing
use context
paper
clues COLLABORATE Choose a fiction selection or
within poem you both have read recently.

of yearthe
. same sentence or paragraph, including
words or phrases that define or restate the word. As you reread it, make notes about
the details in the text that can help
9
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
From a selection you read recently, message about life that the author
12
Go
G oD
Digital!
ig i t a l ! Senten ce Clues are in the
www.connected.mcgraw-hill.com • choose
Research and Inquiry three
• Gradedifficult
6 words. wants you to understand.
same sentence. 009_CR14_NA_ACW_6_119294.indd 9A 3/19/12 5:17 PM
Exchange notes. Compare the

012_CR14_NA_ACS_6_119294.indd 12A
Paragraph Clues are in the Write a paragraph using the words
3/19/12 9:07 AM
details you each chose. Which
you chose. Underline each word and
same paragraph.
include context clues to its meaning. were different? Which were 10
Minutes
Definitions tell what the similar? Revise the details You need
20 if necessary and combine
word means.
COLLABORATE Exchange paragraphs. You need
Minutes
them on one list. Discuss › fiction selections
Restatements are Identify the context clues your
partner included to help you › reading selection what the theme might be. › pencils or pens
alternative ways to say
what the word means.
find the meanings of underlined › paper, pencil, pen Work together to write a
› paper
words. Define the words. Check
your definitions in a dictionary. › dictionary statement of the theme.
6
Go
G oD
Digital!
1
Go
G oD
Digital!
006_CR14_NA_ACR_6_119294.indd 6A 3/19/12 8:47 AM
001_CR14_NA_ACP_6_119294.indd 1A 3/19/12 5:32 PM

TEACH AND MANAGE T69
Write to Sources
and Research
Theme, T84–T85
Summarize, T89N
Theme, T89N
Analyze to Share an Argument, T93
Summarize, p. 209
Comparing Texts, T105, T113, Theme, p. 209
T117, T123
Theme, pp. 113–115

Go Genre, p. 116
Digital
Analyze to Share an
Whiteboard Theme Your Turn Practice Book

27
Go
Go
Digital
h Edition

WEEK 2
Writing Trait: Organization
Strong Conclusions, T94–T95
Organization: Strong
Conclusions,
pp. 188–189
Organization:
Go Strong
Digital Conclusions, Organization: Strong
Card 9 Conclusions, p. 120
Interactive

Go
Digital
Grammar
Verb Tenses, T98–T99 Verb Tenses
Spelling
r-Controlled Vowel Syllables,
T100–T101
r
r-Controlled
Go Vowel Syllables
V
Digital
Interactive

READING
Build Background Transformations, T74–T75 Comprehension
• Strategy: Make Predictions, T82–T83
Listening Comprehension Interactive Read
Teach, Aloud: “On the Mountain,” T76–T77
• Skill: Theme, T84–T85
A
Writing
W
Whole Group
Model Comprehension
• Preview Genre: Realistic Fiction, T86–T87
• Genre: Realistic Fiction, T86–T87
and • Preview Strategy: Make Predictions, T82–T83
Apply Vocabulary Words in Context, T78–T79 T88–T89
Practice Your Turn 111
Close Reading of Complex Text “Facing the
Storm”, 180–183
Leveled Reader Bear Country, T104–T105 Leveled Reader Bear Country, T104–T105
Phonics/Decoding
ecodin Decode Words with /ûr/ Vocabulary
abular Review Vocabulary Words,
Approaching Sound, T106 6 2
TIER
T108 8 2
TIER
Level Vocabulary TIER

Comprehension TIER
8 2 • Identify Character Details, T110
0 2
• Answer Choice Questions, T109 • Review Theme, T111
Leveled Reader Think Hard, Think Fast, Leveled Reader Think Hard, Think Fast,
T112–T113 T112–T113
On Level
Small Group
Vocabulary Review Vocabulary Words, T114 Comprehension Review Theme, T115
Leveled Reader The Yard Sale, T116–T117 Leveled Reader The Yard Sale, T116–T117
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Theme, T119
Level T118
Shared Read “Facing the Storm”, T120–T121 Leveled Reader Think Hard, Think Fast,
Phonics/Decoding Decode Words with /ûr/ T122–T123
English Sound, T106 Vocabulary Review Vocabulary, T124
Language Vocabulary Writing Writing Trait: Organization, T126
• Preteach Vocabulary, T124
Learners • Review High-Frequency Words, T108
Grammar Simple Tenses, T127

Writing • Writing Trait: Organization/Strong Conclusions, • Writing Trait: Organization/Strong Conclusions,
Whole Group
T94–T95 T94–T95
Grammar Grammar Verb Tenses, T98 Grammar Verb Tenses, T98
Spelling r-Controlled Vowel Syllables, T100 Spelling r-Controlled Vowel Syllables, T100
Build Vocabulary • Academic Vocabulary, T102 • Review Greek and Latin Prefixes, T102
T70 UNIT 3 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding r-Controlled Vowel Fluency Phrasing, T91 Integrate Ideas
Syllables, T90–T91 • Research and Inquiry, T92
Integrate Ideas
Close Reading Lizzie Bright and
the Buckminster Boy, 196–209 Close Reading “Confronting a Challenge,” Realistic
Think HHaarrd,dst,
Fiction
210–211 Think Fa Drewery
Literature by Melanie Dan Sherbo

ed by
llustratted
illustra
Anthology
PAIRED How Many Hands?

READ
Leveled Reader Bear Country, T104–T105 Leveled Reader Paired Read: “The Call,” T105 Leveled Reader Literature Circle, T105
Phonics/Decoding Build Wordss with Phonics/Decoding Practice r-Controlled Comprehension Self-Selected Reading,
TIER
r-Controlled Vowel Sounds,, T106
6 2 Vowel Syllables, T107 T111
TIER
Fluency Phrasing, T1100 2
Vocabulary Paragraph Clues, T109
Leveled Reader Think Hard, Think Fast, Leveled Reader Paired Read: “How Many Leveled Reader Literature Circle, T113
T112–T113 Hands?” T113 Comprehension Self-Selected Reading,
Vocabulary Paragraph Clues, T114 T115
Leveled Reader The Yard Sale, T116–T117 Leveled Reader Paired Read: “CAKE and Leveled Reader Literature Circle, T117
Vocabulary Lemonade,” T117 Comprehension
• Context Clues, T118 Gifted and • Self-Selected Reading, T119 Gifted and
• Analyze, T118 Talented • Analyze: Transformations, T119 Talented
Leveled Reader Think Hard, Think Fast, Leveled Reader Paired Read: “How Many Leveled Reader Literature Circle, T123
T122–T123 Hands?” T123
Phonics/Decoding Build Words with Vocabulary Additional Vocabulary, T125
r-Controlled Vowel Sounds, T106 Phonics/Decoding Practice r-Controlled
Vocabulary Context Clues, T125 Vowel Syllables, T107
Spelling Words with r-Controlled Vowels,
T126
LANGUAGE ARTS
• Writing Trait: Organization/Strong Conclusions, • Writing Trait: Organization/Strong Conclusions, • Writing Trait: Organization/Strong Conclusions,
T94–T95 T94–T95 T94–T95
Grammar Mechanics and Usage, T99 Grammar Verb Tenses, T99 Grammar Verb Tenses, T99
Spelling r-Controlled Vowel Syllables, T101 Spelling r-Controlled Vowel Syllables, T101 Spelling r-Controlled Vowel Syllables, T101

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

instruction.

Organization Plot Sequence T81
Connection of Ideas Theme T85
"Facing the Storm"

Lexile 900L

Connection of Ideas
Setting T89A
Relationships T89G
Specific Vocabulary Vivid Words T89C
Sentence Structure T89E, T89I
Organization Dialogue T89K
Genre Personal Narrative T89O
Lizzie Bright and the Buckminster Boy Lexile 1000L
“Confronting a Challenge” Lexile 990L

SCAFFOLD
support Workshop Think Hard, Think
"Facing the Storm" Fast T122–T123
THEN scaffold instruction using the small T120–T121 "How Many
group suggestions. Hands?" T123

WEEK 2
instruction focus.
more complex text.
Quick Check Realistic

Fiction
Comprehension Strategy Make Predictions T83 nemann

by Jesse Bor h Phipps
illustrated
by Noa
Comprehension Skill Theme T85

Genre Realistic Fiction T87
Beyond CAKE and Lemo
nade
Vocabulary Strategy Context Clues T89 PAIRED

READ
$0

Phonics/Fluency r-Controlled Vowel Syllables, T113

Phrasing T91
Realistic
Think Harads,t
Fiction
If No Approaching Level Reteach T104–T111 Th i n k F e Drewer

y
by Melani Dan Sherbo
d by
illustrate

Beary
Realistic
Fiction
Realistic
Think Harads,t
Fiction
If Yes On Level Review T112–T115

C o u nt r On Level
by Susan Pari
s
by Aleksanda
r Sotirovsk
i
PAIRED
READ
How Many
Hands?
Th i n k F
Beyond Level
illustrated y
e Drewer
by Melani Dan Sherbo
Extend T116–T119

$0 d by
illustrate
ing
Approach PAIRED
READ
The Call
ELL

$0
T105 T123
T 123 PAIRED
READ
How Many
Hands?
$0


awe fierce Clues T125 Organization r-Controlled Simple
chores irritating T126 Vowels Tenses T127
confused mimic T126


LESS O
IN I
M
N
10 Build Background
Mins
Go
What kinds of challenges transform people?
Writing Workshop. Explain that when an experience transforms
someone, it significantly changes that person’s life.
Discuss the photograph of the rock climber with students. Focus on
Workshop how the challenge of rock climbing transforms him. Concept
‡ The climber faces the dilemma, or problem, of choosing where
OBJECTIVES best to position his hands and feet so he can safely scale the rocks.
Interpret information ‡ Persistent practice helps him master his climbing skills.
media and formats ‡ The confidence he gains by mastering those skills is transforming. Watch Video
(e.g., visually,
quantitatively, orally)
and explain how it Talk About It
Ask: Why is meeting a challenge often a transforming experience? Why
study. SL.6.2 COLLABORATE does it take motivation to meet challenges? Have students discuss in View Photos
pairs or groups.
range of collaborative ‡ Model using the graphic organizer to generate words and
discussions (one-on- phrases associated with transforming experiences. Add students’
one, in groups, and
contributions.
teacher-led) with
diverse partners on ‡ Have students complete the graphic organizer. Then ask partners to Use Graphic
Organizer
grade 6 topics, texts, discuss a time when they were motivated to meet a challenge.
and issues, building
expressing their own
clearly. Pose and
respond to specific
questions with
elaboration and detail
Collaborative Conversations
by making comments
that contribute to the
topic, text, or issue Ask and Answer Questions As students engage in partner,
under discussion. small-group, and whole-class discussions, encourage them to
SL.6.1c
‡ ask questions to clarify ideas they do not understand.
Build background ‡ wait a few seconds after asking a question, to give others a
knowledge on chance to think before responding.
transformations.
‡ answer questions thoughtfully with complete ideas.
T74 UNIT 3 WEEK 2

WEEK 2

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Have students
rock climber. This man describe the photograph. discuss why rock climbing
is climbing rocks. Make Ask: What is the man might transform the man
Transforming
rock climbing motions. doing? What about it looks in the photograph. Ask Experiences
Learning to rock climb hard? How do you think questions to help them
transforms, or changes, he will feel if he gets to the elaborate. What are the
him. Ask students why top? Encourage students challenges? How do you
rock climbing looks hard. to use a concept word in think the climber overcame
Correct for grammar and their responses. Repeat those challenges? Have
pronunciation. correct answers slowly students use a concept
and clearly for the class. word in their responses.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Transformations Digital
Tell students that overcoming a challenge can transform people.
media and formats Explain that you are going to read a story about a group of hikers
(e.g., visually, who must gather the strength to face a challenge when one of them
quantitatively, orally) becomes injured.
and explain how it
text, or issue under Preview Genre: Realistic Fiction View
Illustrations
study. SL.6.2 Explain that the story you will read aloud is realistic fiction. Discuss
Cite textual evidence features of realistic fiction:
to support analysis
‡ includes characters who behave as real people do
explicitly as well as ‡ depicts events that are made up but could actually happen
the text. RL.6.1
‡ may be told using a third-person narrator, with a point of view
limited mostly to one character’s perspective
• Listen for a purpose. ‡ often includes strong, vivid verbs to describe events
• Identify
characteristics of
realistic fiction.
Preview Comprehension Strategy: Make Predictions
Explain that active readers should use clues in a story to make
predictions about what might happen next. As they read on, they
ACADEMIC
LANGUAGE
should use text evidence to either confirm that their prediction
• realistic fiction, matched story events or revise their prediction if necessary.
make predictions Use the Think Alouds on page T77 to model the strategy.
realista, predicciones
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 3: I predicted
because . . . to reinforce how you used the make predictions strategy
to understand content. Model Think
Alouds
Genre Features With students, discuss the elements of the Read
Aloud that let them know it is realistic fiction. Ask them to think about Genre Features
other stories that you have read or they have read independently that
were realistic fiction.
Summarize Have students restate the events from “On the Mountain” Use Graphic
Organizer
in their own words.
T76 UNIT 3 WEEK 2

WEEK 2
On the Mountain
Fernando, Lucia, and their moms were on a trail launch the emergency flares they carried. Lucia
descending the mountain after the morning’s really began to worry when the group settled on
ascent to the summit. Hungry for a snack, this plan. She wasn’t confident that her overtaxed
Fernando was eagerly anticipating getting to their muscles could carry her up the mountain a second
next stop, where he could devour the remainder of time in one day! 2
the sandwich buried in his pack. Lucia was eagerly Fernando’s mom stayed with her son, and tried to
anticipating home; she desperately wanted to rest make him as comfortable as possible. The air on
her tired feet and legs, which ached terribly from the mountain was arid and turning cooler, and she
the challenging climb up the mountain. Mountain knew that it was very important to keep Fernando
climbing was not her greatest talent. well hydrated and warm. She wrapped him in her
Distracted by hunger pangs and by the exquisite jacket and periodically gave him sips of water.
view of the valley below, Fernando didn’t see the Meanwhile, Lucia and her mom trudged up the
large fallen branch steps ahead of him. His foot mountain—again! A feeling of pride washed over
caught on it, sending him somersaulting down a Lucia when she finally reached the summit—
steep embankment. After rolling to a stop, he knew she was tougher than she thought! Then pride
something was definitely wrong with his ankle. 1 turned to amazement when she spotted a plane
His mom supported him as he tried to stand, approaching. Quickly, her mom set off a flare, and
but it was much too painful. They tried calling they shouted and waved to attract attention. The
911, but the surrounding trees blocked their cell plane flew nearer and the pilot circled around to
phone signals. Analyzing their dilemma, the group let them know that he had seen them. The plan
decided that Lucia and her mom would trek back had worked—they were going to get Fernando
to the top of the mountain, where they would safely off the mountain! 3
1 Think Aloud I will use

Jamie Grill/Iconica/Getty Images
story details to predict that 2 Think Aloud My prediction

Fernando will not be able to was correct, but I want to
get off the mountain on his revise it. I think the story is
own. The group will need to going to be about how Lucia is
get help for Fernando. able to overcome her doubts
and get help for Fernando.
3 Think Aloud I can confirm

that my prediction was correct.
Lucia overcame the challenge
of climbing the mountain
again, and she was able to get
help for Fernando. I think the
experience will make her more
confident.

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 dilemma is a difficult problem or choice to be made.
OBJECTIVE Example: Joe found himself in a dilemma when he couldn’t decide

which puppy to choose.
Acquire and use dilemma
accurately grade- Ask: Describe a dilemma you have faced.
appropriate general
academic and
gather vocabulary ‡ feebly An action done feebly is done weakly.
knowledge when
considering a word ‡ persistent When something is persistent, it continues in spite
or phrase important of interference or opposition.
to comprehension or Cognate: persistente
expression. L.6.6
‡ recoiled Someone who recoiled fell back suddenly in fear
or shock.
‡ roused When you are roused, you are woken up from sleep
or rest.
‡ skewed Skewed means “took an indirect route.”
‡ summon If you summon something, you call upon it for a
certain action.
‡ vastness Something that has vastness is very large.
Talk About It
Have partners look at each photograph and discuss how it relates to the
COLLABORATE definition for each word. Then ask students to select three words and
write a question for each word for their partner to answer.
T78 UNIT 3 WEEK 2

WEEK 2

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Ask students to
boy in the photo for the describe the photo for talk about the photo for
word dilemma. Say: Joe dilemma. Ask: What dilemma with a partner.
had a dilemma. Elicit that dilemma does Joe face? Then have each pair write
another way to say this is Give them ample time a definition and example
Joe had a difficult choice to respond, and correct sentence for dilemma.
to make. Ask: Why was for grammar and Have students share
it hard for Joe to choose pronunciation as needed. their work with the class.
a puppy? Elaborate on Then have partners Correct the meaning of
their answers. Dilemma in discuss more examples of students’ responses as
Spanish is dilema. dilemmas. necessary.
p. 111 p. 111 p. 111
VOCABULARY T79
Isabel Moreno sat carefully inserting papers into a folder. She

had been at the Gateway Nature Center’s office all morning and
was weary of filing. She wanted desperately to work with the
animals, especially the injured birds that the center rehabilitated.
But her mom, who was the assistant director of the center, said
Isabel was too young and there was no time to supervise her.
“I’ve been a weekend volunteer this whole school year,” Isabel
thought. “I know more about birds than almost anyone here,” she
said to herself with conviction, recalling as evidence the extensive
research she had done reading books and web sites on natural
history. Then she sighed. She had never been good at speaking up
for herself, and who would listen to a shy seventh grader anyway?
Suddenly, the quiet was shattered by Amy Jensen bursting
in and letting the door slam. Isabel felt herself shrink. Amy, who
had been a volunteer a bit longer than Isabel, was 16 and strutted
around like she owned the place. “Hey, Isabel, I’ve got a job for
you,” she barked, planting a hand on Isabel’s shoulder.
Isabel recoiled from Amy’s touch, but she willed herself to
remain still. “Don’t make trouble,” she reminded herself, though
she would have loved to brush Amy’s hand off. “I have to finish
this filing,” she squeaked feebly.
Just then, Isabel’s mother rushed into the room with
Mr. Garza, the custodian. “The hurricane forecast for Miami
has skewed to the south and is entering the Gulf,” Mrs. Moreno
reported. “We should be okay up here in the inlet, but we’ll
likely get some fierce and persistent winds. I’ve sent the other
Essential Question volunteers home, but I need you girls to help Mr. Garza get the
What kinds of challenges transform people? storm shutters down in here and in the aviary. Then I’ll take you
Read how a severe weather threat transforms home.” Isabel leaped to her feet, excited to have an opportunity
Steve Cieslawski
a shy and timid girl. to help the birds.
180 181

1/18/12180_183_CR14_SI6_U3W2_MR_118711.indd 181 1/18/12 10:46 AM
Shared Read
Connect to Concept: made her wishes known? Model how to cite text
Transformations evidence to answer the questions.
Explain that “Facing the Storm” is Isabel desperately wants to work with the animals
realistic fiction. It tells the story of at the nature center, especially the injured birds.
Isabel, a shy and timid girl who faces She thinks she knows enough about birds to help,
Reading/Writing
Workshop a hurricane and is transformed. Read but she hasn’t said so because she finds it difficult
“Facing the Storm” with students, to speak up for herself.
noting highlighted vocabulary words. Reread Paragraph 5: Model how to paraphrase
information in the fifth paragraph that will help
Close Reading students predict how a challenge might transform
Reread Paragraphs 1 and 2: Tell students that Isabel. Remind students that paraphrasing as they
you are going to take a closer look at the first read helps them remember key details.
page to learn important information about Isabel. There is a hurricane on the way. Shutters need to
Reread the first two paragraphs together. Ask: be put in place in the office and the aviary. Isabel is
What work does Isabel long to do? Why hasn’t she excited to have the chance to help the birds.
T80 UNIT 3 WEEK 2

WEEK 2
Mrs. Moreno’s cell phone jangled,

d and she answered it at once, to cage, agitating the birds. “Don’t jump around so much!” Isabel
listening intently. “Change of plans,” she announced as she hung instructed. “They’re scared enough as it is, and your sudden movements
up. “The winds are worse than expected along the coastline, so the aren’t helping.” Amy meekly calmed down, but she was shaking.
Gulf Shore Preserve needs help preparing for the storm. I’ve got “Just think about the birds,” Isabel said as they carried each cage
to go down there with the staff. We’ll take the inlet bridge, so we up to the reptile house. The hawks screeched and beat their wings
shouldn’t be gone long. Stay inside with Mr. Garza after you get when they felt the wind. Isabel spoke soothingly to them, and they
the storm shutters down. And call me on my cell if there are any soon grew calmer. Amy watched in awe and tried to mimic Isabel’s
problems,” she directed as she dashed out. tone. Just as the water in the bird house had risen to their shins, they
Amy crowed that she was now “in charge.” Isabel groaned finished relocating the birds and waited inside the reptile house for the
inwardly, but said nothing. Mr. Garza and the girls worked storm to subside.
quickly and were soon back inside, listening to the wind batter After several hours, the water had receded, and Mrs. Moreno was
and rattle the shutters. When Mr. Garza found an emergency able to return to the center. She expressed concern that she’d left them
weather report on the computer, a worried expression crossed his alone for so long, but Mr. Garza reassured her that Isabel’s foresight
face. “A storm surge is heading our way, right up the inlet,” he and cool thinking had saved the birds.
announced. “We’re in for some flooding.” Mrs. Moreno gazed at her daughter
Authoritative as ever, Amy called Isabel’s mother to tell her admiringly. “How did you summon such
the news, but she sounded flustered when she hung up. “The confidence and courage?” she asked Isabel.
surge has flooded the bridge, and they’re stuck there!” she “I’m not sure,” Isabel admitted. “All I
gasped. “What do we do?” could think about was how scared the
Isabel was unnerved that both Mr. Garza and birds must have felt in their cages,
Amy seemed so panicked, but after silently and I just took charge.”
considering the dilemma for a few seconds, “I’m proud of you, Isabel,”
she roused herself and said calmly, “We said Mrs. Moreno.
should move the birds to the reptile Isabel paused a second. “I guess
house. It’s on higher ground.” As I’m proud of myself, Mom!”
she strode out of the building with
Mr. Garza and Amy following, she Make Connections
caught a glimpse of the satellite image Talk about how Isabel was transformed
on the computer. The vastness of the during the hurricane. ESSENTIAL QUESTION
storm nearly filled the entire Gulf now.
Describe a time when you showed
Steve Cieslawski
Once inside the aviary, Isabel unexpected courage. TEXT TO SELF

watched Amy lunge from cage
182 183

180_183_CR14_SI6_U3W2_MR_118711.indd 182 1/9/12
180_183_CR14_SI6_U3W2_MR_118711.indd
1:49 PM 183 1/9/12 1:52 PM
Make Connections A C T Access Complex Text

ESSENTIAL QUESTION
Encourage students to go back into the text for Organization
evidence about Isabel’s experience as they talk Explain to students that the author uses the
about how challenges can present opportunities sequence of plot events (rising action and
that transform people. climax) to show Isabel’s transformation.
‡ How does Isabel react when Amy initially
Continue Close Reading
tries to take charge? (She is timid.)
Use the following lessons for focused readings.
‡ Why does Isabel’s mother leave? (She leaves
‡ Make Predictions, pp. T82–T83 to help another center on the coast.)
‡ Theme, pp. T84–T85 ‡ How does Amy react when Mrs. Moreno is
‡ Realistic Fiction, pp. T86–T87 stranded by the storm surge? (She panics.)
‡ Context Clues: Paragraph Clues, pp. T88–T89 ‡ How does Isabel take charge? (She calmly
suggests moving the birds to safety.)
SHARED READ T81

LESS O
IN I
M
N
10 Make Predictions
Mins
Go
1 Explain Digital
Explain that in realistic fiction, characters think and act in ways
similar to real people. Remind students that they can use text Isabel Moreno sat carefully inserting papers into a folder. She
evidence to make predictions about how characters in a story will

behave and about how the story will unfold.

Steve Cieslawski
Active readers make predictions before and during reading.

180 181
‡
180_183_CR14_SI6_U3W2_MR_118711.indd
180 183 CR14 SI6 U3W2 MR 118711 indd 180 1/18/12
180_183_CR14_SI6_U3W2_MR_118711.indd
10:45
183 CR14
AM SI6 U3W2 MR 118711 indd 181 1/18/12 10:46 AM

Workshop ‡ Students should use clues in the text to make an educated Lesson
conjecture, or prediction, about what will happen in a story.
OBJECTIVES
‡ As they read on, students either confirm that their prediction
Cite textual evidence
to support analysis matches story events, or they revise their prediction based on
of what the text says further information in the story.
Point out that making, confirming, and revising predictions helps
the text. RL.6.1 students set a purpose for reading. It helps them stay interested in a
story.
Describe how a
drama’s plot unfolds 2 Model Close Reading: Text Evidence
as well as how the Model how using information in the text helped you revise a
characters respond prediction. Reread paragraph four on page 182 of “Facing the Storm”
or change as the and identify the details about Amy’s reaction to Mrs. Moreno’s
plot moves toward a
absence that helped you revise an earlier prediction.
resolution. RL.6.3
Make, confirm and 3 Guided Practice of Close Reading

revise predictions
to increase
Have students work in pairs to find text evidence they used to make
understanding. COLLABORATE and then confirm or revise predictions about what happens after
Amy panics. Have partners discuss other predictions they confirmed
or revised as they read “Facing the Storm.”
ACADEMIC
LANGUAGE
• make, confirm, revise
predictions; realistic
fiction
• Cognates:
predicciones, ficción
realista
T82 UNIT 3 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Do students use story details to make
predictions as they read? As they
read on, do they confirm or revise
predictions based on text evidence?

ELL Develop p. T121

SCAFFOLD
Identify Read aloud Describe Have students Explain Have students
the fourth paragraph reread the fourth reread the fourth
of page 182. Identify paragraph on page 182. paragraph on page 182.
difficult words such Help them define Ask them to review
as unnerved, panicked, unnerved, panicked, and important vocabulary.
glimpse, and satellite and roused. Ask: How do you Then elicit from students
define them for students. know Amy won’t take why the text might be
Remind students charge? (She panics.) Ask: confusing. Have students
what the highlighted What does Isabel do even consider the details
vocabulary words mean. though she is upset? (She in the paragraph. Ask:
Help students replace takes charge.) Explain that How did the girls react
the difficult words with the paragraph might be differently than you might
familiar synonyms. confusing because Isabel have predicted? Turn to a
reacts differently than partner and explain.
they may have predicted.
pp. 113–114 pp. 113–114 pp. 113–114

Comprehension Skill
LESS O
IN I
M
N
10 Theme
Mins
Go
1 Explain Digital
Remind students that the theme of a story is a message about
life the author wants readers to understand. Some stories, such Isabel Moreno sat carefully inserting papers into a folder. She
as fables, state the theme directly. Most stories, however, require

readers to use what the author suggests through story details and
character development to infer the theme. Discovering the theme
Steve Cieslawski
180 181
180_183_CR14_SI6_U3W2_MR_118711.indd
180 183 CR14 SI6 U3W2 MR 118711 indd 180 1/18/12
180_183_CR14_SI6_U3W2_MR_118711.indd
10:45
183 CR14
AM SI6 U3W2 MR 118711 indd 181 1/18/12 10:46 AM

Workshop of a story helps readers understand what ideas about life an author Lesson
values.
OBJECTIVES ‡ To determine the theme of a story, students first read the
Determine a theme entire story and identify important details about the characters,
or central idea of a setting, and plot. They think about how the story unfolds.
text and how it is
conveyed through ‡ Then students decide what larger idea connects the story
particular details; details. They determine a statement or message about life that
provide a summary of considers the key details about characters, setting, and plot.
judgments. RL.6.2 2 Model Close Reading: Text Evidence
Describe how a Identify key details about Amy and Isabel in “Facing the Storm.” Then
particular story’s or model using details on the graphic organizer to help determine how
the characters react and change.Ask students to think about what
as well as how the theme the author may be suggesting.
characters respond Ana
Analytical Write About Reading: Summary Model for students how to use
or change as the Writing
W
plot moves toward a
the notes from the graphic organizer to write a summary of how
resolution. RL.6.3 the characters’ behavior changes when they are faced with the
challenge of the hurricane.
ACADEMIC
• theme
Have students work in pairs to complete the graphic organizer for
• Cognate: tema
“Facing the Storm,” going back into the text to find other important
details about the characters and plot. Remind them to use these
SKILLS TRACE
details to determine the theme of the story. Discuss the story as
THEME students complete the graphic organizer.
Introduce U2W5 Ana
Analytical Write About Reading: Summary Ask pairs to work together
Writing
W
Review U3W1, U3W2; to use their graphic organizers to write a summary of “Facing the
U4W3, U4W4, U4W6; U5W6; Storm.” Select pairs of students to share their summaries with the
U6W5
class. Then have students discuss the theme.
T84 UNIT 3 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
As students complete the graphic
organizer, do they identify key details
about characters and plot? Can they
use the details to identify the theme?

ELL Develop p. T121

Connection of Ideas
Remind students that connecting story
details can help them identify the theme.
‡ What is Isabel like at the beginning of the
story? (She is shy and timid.)
‡ How does her behavior change by the end
of the story? (She takes charge when faced
with the hurricane. Taking charge gives
her confidence.)
‡ What theme might these details suggest?
(Facing challenges can transform people.) APPROACHING BEYOND ELL
pp. 113–115 pp. 113–115 pp. 113–115

Genre: Literature
LESS O
IN I
M
N
10 Realistic Fiction
Mins
Go
1 Explain Digital
Share with students the following key characteristics of realistic
fiction. Isabel Moreno sat carefully inserting papers into a folder. She
Realistic fiction includes characters who behave as real people

‡
do and who have human abilities and emotions.

Steve Cieslawski
Realistic fiction depicts events that are made up but that could
180 181
‡
180_183_CR14_SI6_U3W2_MR_118711.indd 180 180_183_CR14_SI6_U3W2_MR_118711.indd
1/18/12 10:45
181AM 1/18/12 10:46 AM

Workshop actually take place in real life. Lesson
‡ Realistic fiction may be told using a third-person narrator,

OBJECTIVES
someone who presents events mainly through one person’s
By the end of the year,
read and comprehend perspective.
literature, including ‡ Realistic fiction often includes strong, vivid verbs to describe
stories, dramas, and
actions.
poems, in the grades
6–8 text complexity
band proficiently, with 2 Model Close Reading: Text Evidence
at the high end of the Model identifying the following characteristics of realistic fiction on
range. RL.6.10 page 182 of “Facing the Storm.”
Cite textual evidence Third-Person Limited Point of View Point out the second
to support analysis paragraph on page 182. Explain that readers experience events from
Isabel’s perspective. Ask: What information does the narrator share
inferences drawn from about Isabel’s inner thoughts and feelings?
the text. RL.6.1 Strong, Vivid Verbs Point out the verbs shattered, bursting, and
Explain how an strutted in the third paragraph on page 181 and strode in the fourth
author develops the paragraph on page 182. Explain that strode is a stronger and more
point of view of the
vivid word choice than walked. The vivid verb conveys Isabel’s
narrator or speaker in
a text. RL.6.6 confidence. Remind students that authors use strong verbs to
help readers visualize events and understand characters’ feelings
Recognize the about them.
characteristics of
realistic fiction.
Have partners identify two sentences from “Facing the Storm” that
ACADEMIC
LANGUAGE COLLABORATE show the story is told mainly from Isabel’s point of view. Then have
• realistic fiction, partners find three sentences that contain vivid verbs and discuss
third-person, point how the sentences help readers visualize the action. Invite partners
of view, vivid verbs
to share their findings with the class.
• Cognate: ficción
realista
T86 UNIT 3 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Are students able to identify two
sentences in “Facing the Storm” that
convey third-person limited point of
view? Can they find three vivid verbs?

ELL Develop p. T123

SCAFFOLD
Recognize Help students Discuss Reread. Ask: Explain Have partners
reread paragraphs 2–4 on What detail suggests explain details that
page 182. Identify clues that the story is told indicate third-person
that show the story is told from Isabel’s point of point of view. Invite pairs
from a third-person point view? (“Isabel groaned to identify and explain to
of view. Note the vivid inwardly”) What vivid the class how vivid verbs
verb strode and explain verbs help you see the in the story help readers
how it helps readers action? (groaned, batter, visualize characters’
visualize the action. rattle, strode) Discuss thoughts and actions.
students’ responses.
p. 116 p. 116 p. 116
GENRE T87
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Tell students that when they come across a word that has more
than one possible meaning, they can often figure out the intended Isabel Moreno sat carefully inserting papers into a folder. She
meaning of the word by using context clues within the paragraph.

To find paragraph clues, students should reread, looking for

‡
Steve Cieslawski
words or phrases near the multiple-meaning word that give

180 181
180_183_CR14_SI6_U3W2_MR_118711.indd
180 183 CR14 SI6 U3W2 MR 118711 indd 180 1/18/12
180_183_CR14_SI6_U3W2_MR_118711.indd
10:45
183 CR14
AM SI6 U3W2 MR 118711 indd 181 1/18/12 10:46 AM

Workshop details about how the word is used. These words or phrases may Lesson
restate, explain, or otherwise help define the word.
OBJECTIVES ‡ Students can also look at other nearby words and phrases that
Use context (e.g.,
the overall meaning
give examples or provide a further description of the word. Then
of a sentence or students use these clues to determine a meaning for the word
paragraph; a word’s that makes sense within the context of the paragraph.
position or function in
a sentence) as a clue
‡ Explain to students that they can then verify the meanings of
to the meaning of a words with multiple-meanings in a print or online dictionary.
word or phrase.
L.6.4a 2 Model Close Reading: Text Evidence
Model using paragraph clues in the first paragraph on page 181 of
ACADEMIC
LANGUAGE
“Facing the Storm” to find the meaning of filing.
• context clues,
definitions, multiple- 3 Guided Practice of Close Reading
meaning words
• Cognate: definiciones Have students work in pairs to figure out the meanings of bursting,
COLLABORATE batter, instructed, and tone as the words are used in “Facing the
SKILLS TRACE
Storm.” Encourage partners to go back into the text and use context
clues within paragraphs to help determine each word’s meaning in
CONTEXT CLUES:
PARAGRAPH CLUES the story.
Introduce U1W2
Review U1W2, U1W3,
U1W5; U3W1, U3W2, U3W4,
U3W5; U4W1
Assess U1, U3, U4
T88 UNIT 3 WEEK 2

WEEK 2
Monitor and
Differentiate
Quick Check
Can students identify and use context
clues to determine the meanings of
bursting, batter, instructed, and tone?

ELL Develop p. T125

SCAFFOLD
Identify Point out the Discuss Point out the Demonstrate
words bursting, batter, words bursting, batter, Understanding Point
instructed, and tone and instructed, and tone. out the words bursting,
provide definitions and Then have students batter, instructed, and tone
examples for students. use paragraph clues to and ask students to use
Help them replace the discuss and identify the context clues to define
words in sentences with correct meaning for each them. Have student pairs
similar words they know. of the words. Elicit from replace the words in
Point out that instructed students how cognates sentences with similar
and tone are cognates: helped them understand words they know. Ask
instruir, tono the text. (instruir, tono) students to find cognates
and share them with their
partners.
p. 117 p. 117 p. 117

Develop
Comprehension
LEXILE
Lizzie 1000
Bright and the

Buckminster
Boy
Gr e
925 1185
185
1000
000 Lizzie Bright and the
Buckminster Boy

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Connection of Ideas
Connection of Ideas Reread the introduction on page 197. Help students
identify the setting of the story and establish that
Specific Vocabulary
Lizzie lives on an island off the coast and has a boat.
Sentence Structure ‡ Where does Turner live? (He lives in a small coastal
Organization town in Maine.)
‡ Where does Lizzie live? (She lives on Malaga Island.)
T89A UNIT 3 WEEK 2

WEEK 2
Predictive Writing
Have students read the title, preview the
illustrations, and write their predictions
about what the story will be about.
ESSENTIAL QUESTION
Question. Have students discuss what kind
of challenge specifically the boy might face
with the sea and how they expect him to be
transformed.
Note Taking:
1
As students read the selection, ask them
Reprinted by permission of Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing Company. All rights reserved.
TEXT: Excerpt from LIZZIE BRIGHT AND THE BUCKMINSTER BOY by Gary D. Schmidt. Copyright © 2004 by Gary D. Schmidt.
In the summer of 1911, 13-year-old Turner Buckminster and to take notes by filling in the graphic
his parents leave the busy city of Boston and settle in a small town organizer on Your Turn Practice Book page
on the coast of Maine, where Turner’s father is the new minister. 112 to record details that will help them
Turner feels lost until he meets a girl named Lizzie Bright. Lizzie
identify the theme of the story.
lives on nearby Malaga Island in a community founded by former
enslaved African Americans. She helps Turner learn about the sea
and its inhabitants.
1 Text Features: Illustration
Every morning Turner walks to the shore where the New Look at the illustration on pages 196–197.
Meadows River meets the ocean, and where Lizzie waits for him. What characters do you see? Where are they
He begins to call these exquisite days of summer blue days, because
sitting? What are they doing?
of the beautiful blue sky that blends into the indigo-colored ocean
horizon. But then one day a dreadful accident occurs, and Turner
must use everything Lizzie has taught him to save his friend.
197
196_207_CR14_SA6_U3W2_SEL_118712.indd 197
‡ Where do Turner and Lizzie meet each morning? (on ‡ Help students make the connection that Lizzie
the shore where the New Meadows River meets must get from her home on the island to their
the ocean) meeting place by boat. How do you think Lizzie
‡ How does Turner get there? (He walks.) gets to the shore? (She gets to the shore by boat.)

Develop
Comprehension
2 Strategy: Make Predictions
Teacher Think Aloud Lizzie wants Turner
to take her to her granddaddy. I know Lizzie
lives on Malaga Island, so Turner will need
to use a boat. I’m sure Lizzie knows how
to row a boat, since she has to use one to
get to the coast. She’s bleeding and dizzy,
though. She won’t be able to row. Turner
will have to handle the boat on his own. Every morning the sea breeze bustled up beneath him. She tried but could not quite
Since he’s new to coastal living, I predict and called Turner until he followed it to the find her balance and fell down to the mudflats,
shore where Lizzie waited for him, her bucket striking her head on a granite outcropping just
he’ll have difficulty controlling the boat, half full of clams. before she dropped to the bottom.
but he will get Lizzie to shore and to her Blue days, as the tide washed away the twin “Lizzie!” Turner cried, half falling himself
grandfather. I’ll read on to confirm or revise footprints Lizzie and Turner left along the until he was beside her, his hands under
my prediction. beach. Blue days, as they walked among the her head, startled by how quickly they were
sharp-edged mussels, prying open their blue- covered with her blood. “Lizzie!”
black shells to tickle their orange tendons. Blue “Don’t you get—” she said, then stopped.
days, as they sprinted against the sea breeze and “Whatever you do,” she started again, “don’t
chased the gulls until Turner finally, finally, get blood on that shirt.” She put her hand up
finally touched a tail feather. Blue days, as they
dangled their legs over the granite ledges and
to her forehead, and it shook. “You better get
me back to my granddaddy. I’m so dizzy.”
2
felt the gigantic continent behind them. She tried to stand up, Turner behind and
And it was on one of their climbs, on one of holding on to her, but her feet didn’t go where
those blue days that was gushing into a bright she wanted them to, and Turner had to steer
copper, that Turner reached up and put his hand her as she swayed and zigzagged to the dory.
on something wet and clammy and slimy and The blood leaked through her fingers and
moving, recoiled with a yelp, and startled Lizzie dripped to the sand.
198

Specific Vocabulary
Remind students that Turner calls the time he ‡ Why does Turner call the time he spends with Lizzie
spends with Lizzie “blue days” because of the “blue days”? (because the sky is blue)
blue sky. Reread the second paragraph and the ‡ Here the author says that it was a blue day “gushing
beginning of the third paragraph on page 198. into copper.” How does the sky change colors as
Guide students to understand that the author uses sunset approaches? (The sky can become tinged
colors to indicate the time of day. with an orange or coppery color as the sun sets.)
T89C UNIT 3 WEEK 2

WEEK 2
“Almost there.” “Keep your eyes open,” he said, and bent

3 back to the oars, trying to get the stern steady
3 Skill: Make Inferences
4
“I can hardly see,” she said slowly, and
T
Turner’s stomach tightened. and the bow pointed to the island. It was Why does Turner’s stomach tighten as Lizzie
harder than he had realized. Much harder. The
When they reached the boat, Lizzie stood
water was running out against him, and every
slowly says “I can barely see?” (The fact that
there stupidly, not quite sure what to do. “Climb
in,” said Turner, but he had to lift her front leg whitecap that struck him broadside sent water Lizzie begins to speak slowly means she
for her, and once she was in, she fell into a loose into the bottom of the boat. The dory felt is getting weaker. If she can barely see, it
clumsy, and it would not keep its nose where
heap in the bow, and her eyes closed.
it was supposed to go. Soon he was no longer
means her injury was very bad and Turner
Turner figured that the more awake Lizzie starts to worry he might not get help in
trying to point it at the island’s north end but at
was, the better she would be, so he hollered
at her, and when she did not open her eyes,
its south end, and with every stroke in toward time.)
the island, he felt the boat drifting down and
he splashed seawater into her face until she
away from it.
sputtered and opened them. “Keep them open,
He began to row with a frantic energy, the
4 Skill: Theme
or I’ll splash you again.”
oars chewing raggedly at the water. But the Look for key details about the characters,
“If you splash me again, I won’t help you
waves kept turning the bow from Malaga, and
get that blood off your shirt.”
the oars kept slipping out of the locks, and by
setting, and plot that may provide clues to
“Just keep your eyes open, Lizzie Bright.” the time he had gotten them back in, the boat the theme of the story. What challenge does
4 H shoved the dory out stern first into the
He had skewed all around and was slipping up Turner face in this paragraph on page 199?
N Meadows and noticed how choppy it had
New and down in the troughs.
become, with even some whitecaps tumbling (Turner needs to control the oars so he can
“Head the dory . . . the dory into the
between him and Malaga. He settled himself,
waves,” said Lizzie feebly. row the boat through choppy water.) How
took the two oars and fixed them to the
oarlocks, then dipped them in and was surprised Turner did not reply. He was watching the successful is he at meeting the challenge?
at how the water took them, almost sweeping granite ledges slip past, the pines above them (Not very successful: he’s having difficulty
bending with the wind out to sea.
one oar under the boat and the other out of his controlling the oars.) Add the detail to your
hand. He imagined watching the oar drifting “Into the waves,” said Lizzie again.
graphic organizer.
away out to the open bay and wondered how he He turned around. “I know, Lizzie. I’ll get
would ever get across if that happened. it. Keep your eyes open. Both of them.” Detail
He kept turning around to look at Lizzie. They were now well away from Malaga and Turner has trouble controlling the oars in
“Are your eyes open?” he called. “Lizzie, open heading stern first down the New Meadows. choppy water.
your eyes. Open your dang eyes.” The waves chopped briskly as they rushed out
“A minister’s son . . . a minister’s son to the bay and to the sea beyond, and Turner
shouldn’t say . . . shouldn’t say dang.” Turner’s gave up any notion of trying to make it back to
stomach grew tighter and tighter with the slow the island. Instead, he turned the bow against
sprawl of her words. the running tide to maneuver the dory in close
199
196_207_CR14_SA6_U3W2_SEL_118712.indd 199
Tell students to pay attention to the colors the Encourage students to notice cognates in the
author uses to describe the sky. The colors will help second paragraph on page 198. Point out breeze/
them determine the time of day. brisa and finally/finalmente. Ask if anyone can find
Then point out the word dory in the last paragraph. other cognates. (tendons/tendones; granite/granito)
Confirm that students know a dory is a rowboat. ‡ What does finally/finalmente mean? (“at last”;
“after a long delay or many attempts”)
‡ What does Turner finally touch? (gull’s tail feather)

Develop to the mainland, where he might find some hollering back to Lizzie now and again to be
Comprehension
mudflats to run up to. But now the ledges sure she stayed awake.
came right down to the New Meadows, and But she wasn’t hollering back.
there were no open mudflats. The water was
choppier in close, and twice he struck a stone
The copper of the sky had deepened into a 6
dark red, and the dark red was now deepening
ridge just beneath the surface, the second into the purple of early night. When Turner
time so hard he was afraid it might bash in the
5 Skill: Theme boards. He moved the dory out farther again.
looked over his shoulder to the east, more than
a few stars had already yawned themselves
Look at the dialogue between Lizzie and 5 Lizzie, who had felt the bashing just beneath awake and were stretching to begin their
her, raised her head. “You missed the island.” run. On the ledges above him there passed a
Turner on page 200. What key details do
“Yes.” farmhouse, then another, and still another,
you learn about the plot? (Turner misses “You missed the island. How could you where yellow lamps were glowing out the
the island because the tide is too strong.) miss the island?” windows. He felt the air cooling quickly.
Read on. Why does Turner stop rowing? (He “The tide’s too strong. It’s taking us out Then the rhythm of the waves changed. In
with it.” a moment they had lost their choppiness and
is too tired.) Add the details to your graphic had lengthened into long swells that came slow
Lizzie put her hand to her head, and
organizer. Turner thought she might be sick. “I’m going and syrupy. The boat smoothed out, and it was
to fall asleep,” she murmured. easy to keep the bow to the low stretches of
Detail
water that swiped at the dory’s nose.
Turner has trouble controlling the oars in “You can’t fall asleep, Lizzie. You’ve got to
keep your eyes open.” Turner thought immediately that they must
choppy water.
be at the point. When he looked at the shore, it
“When you reach the point . . . when you
was hard to tell whether it was bending away or
reach Bald Head . . .”
Detail whether it just got lost in the gathering darkness.
“When I reach Bald Head,” Turner But he turned into it anyway, rowing with all the
The tide causes Turner to miss the island, and he repeated.
tires as he rows toward the point. might he could summon in his drained arms,
“The tide will slack some. You can pushing back with his legs and grunting with
ground. . . . The tide will slack some.” Then each pull, not even calling to Lizzie because
Lizzie was quiet. he could not speak and pull at the same time.
STOP AND CHECK
Turner looked ahead and saw the rock He felt the dory skim across the swells, cutting
Make Predictions Will Turner gain control ledges streaking past and the shore bending through their rhythm, and figured that finally,
away. He moved the dory in closer to the finally he was setting their course.
of the dory? (Though Turner’s arms are
land and stopped rowing altogether except STOP AND CHECK
tired, the water becomes less choppy and to keep the bow into the waves. His arms felt
he is able to manuever the dory toward Make, Confirm, Revise
drained, and he wasn’t sure he could make
Predictions Will Turner gain control
what he thinks is the shore. I predict that he them do what he wanted them to do when the
of the dory? Use text evidence to
slack water came. But he waited and watched,
will make it to shore now.) support your prediction.
200

Sentence Structure
Point out the use of ellipses in the dialogue in the ‡ In the previous paragraph, what is Turner worried
eighth and tenth paragraphs on page 200. Explain about? (He is worried that Lizzie will fall asleep.)
that authors sometimes use ellipses to convey that ‡ What does the author convey about Lizzie by using
a character is speaking slowly or haltingly. This can ellipses? (The author conveys that Lizzie is about
give clues about the character. to fall asleep.)
‡ What is Lizzie trying to tell Turner? (She is trying to
tell him where to row the boat.)
T89E UNIT 3 WEEK 2

WEEK 2
6 Author’s Craft: Personification

Authors sometimes use personification to
communicate ideas. What human qualities
does the author give stars? (The author
writes that the stars yawned awake and
stretched before their run.) What is the
author trying to communicate? (The stars
are coming out and night is approaching.)
201
196_207_CR14_SA6_U3W2_SEL_118712.indd 201
ELLS may have trouble with the language in the ‡ Where does Lizzie want Turner to go? (to Bald Head)
dialogue. Help students understand that Bald Head Bald Head is the name of the point. A point is a
is a place and slack, in this instance, means to “flow place on the shoreline that sticks out into the water.
with little speed or strength.” ‡ What will happen to the tide when they reach Bald
Head? (It will slack.) By slack, Lizzie means that the
tide will not be as strong.

Develop As the purple of the sky spread all the way keep her eyes even half open, and though the
Comprehension
across to the west, he rowed. As more and bleeding from the wound had stopped, she
more stars roused themselves, he rowed. And nd
d seemed
sse
ee to be fading from him.
h
as the wind picked itself up and wrestled with 8 He shipped the oars and turned to face her.
t tops of the swells, he rowed.
the “Lizzie?
““L
L Lizzie Bright?” He shook her by the
7 He rowed until he realized he had missed knee. “Lizzie?”
7 Strategy: Make, Confirm, t point and they were well out into the bay.
the “We almost there?”
And then he stopped. “Almost.”
or Revise Predictions Now the purple spread from horizon to “Turner?” she asked.
Teacher Think Aloud I predicted that horizon, and the stars that had clustered in “Yes?”
the east were fading with the early light of
Turner would make it to shore. However, I the rising moon. The swells lengthened even
“You ever row a boat before?”
read here that he has missed the point. I’ll more, so that the dory rocked up and down as Turner hesitated. He wondered if being on
the swan boats in the Public Garden counted
revise my prediction. I now predict Turner gently as ever it might, and if it had not been
and figured that probably it didn’t. “Not
for the farmhouse lights on the shoreline,
will find another place to land the dory. Turner would hardly have been able to tell hardly.”
Working with a partner, have students use that the dory was moving at all. “Ever in your whole life?”
a Think Aloud to make a new prediction He was not afraid, and was surprised to “Not until today.”
find that he wasn’t. As long as he could keep “I thought so.”
about how Turner will get to shore. the shoreline lights from dipping under the “Keep your eyes open, Lizzie.” Turner
Student Think Aloud The tide will waves, he knew that he was in sight of shore. went back to the oars, turned the bow toward
And he knew that the tide would have to stop
eventually change directions. I predict that flowing sometime and head back up the New
shore—it wasn’t hard in the long swells—and
tried to row in again. He kept his strokes slow
Turner will rest and then find a place where Meadows. Already he could sense it weakening and long, and though, when he finally turned
he can come ashore more easily. when he dipped the oars into the water. He his head, it seemed the shore lights were not
could even make some headway into shore much nearer, they were a little nearer, and he
before his tired arms gave out and he was held to the pace until his muscles buckled, and
8 Genre: Realistic Fiction pulled back to where he had started. He was he shipped the oars and watched the lights very
thirsty and more than a little bit hungry, but
Name some characteristics of realistic without the panic of hopelessness.
slowly withdraw again.
fiction. (characters behave as real people If only Lizzie were awake, this would be
And that was when he first heard the water
ripping near him.
do; events could take place in real life) something out of a dream, something that, The moon had roused herself fully out of
Work with a partner to find examples on had he known he might do it, he would have the sea and was tossing her silver bedclothes
longed for. But when he looked at Lizzie, there
page 202 that show the characteristics of was a sickening tug down deep in his gut. It
all around. Turner was sure that in that light
he should have been able to make out any
realistic fiction. (realistic dialogue, realistic was getting harder and harder to get her to rocks. But he couldn’t see anything breaking
setting, Turner having trouble rowing)
202

Connection of Ideas
Remind students that when they read a complex ‡ What details about the sky did you read about on
story, they should connect new character, setting, page 200? (The copper of the sky had deepened
and plot details to details they have already read. into a dark red, and the red was now deepening
‡ Look at the fourth paragraph on page 202. How into the purple of early night.)
does the author describe the sky? (The purple of the ‡ Now the purple has spread all the way across the
sky has spread from horizon to horizon and the sky. What does this tell you? (Time has passed and
stars are fading in the light of the rising moon.) it is getting later into the night and darker.)
T89G UNIT 3 WEEK 2

WEEK 2
the surface. He listened, not moving, and Now he almost did panic. One could come
heard the ripping again, but behind him this right up beneath them and turn the dory
time, and closer to shore, and ahead of him— over as easily as a pine chip, and he would be
9 Skill: Theme
one after another. In the moonlight he saw floating in the sea, holding on to the upturned Reread the last paragraph on 203. What
a silver spray burst up into the air, a shower dory, holding on to Lizzie, who he was sure
of diamond dust. Then another, and another could not hold on by herself. That is, he would challenge is Turner facing now? (He is
almost beside the boat, so that he could feel be holding on to her if he could find her after surrounded by whales.) Why did he almost
the spray of it against his face, and the dory they capsized. panic? (He is afraid one of the whales will
rocked to the rhythm of the new swells as a
great Presence broke the surface of the sea and
But though the dory rocked back and forth
9 come up under the boat and capsize it.) Why
with the swell of them, the whales never came
Turner knew, or felt, the vastness of whales. is Turner worried about Lizzie? (He knows
that she couldn’t hold onto the capsized
boat by herself. He is also afraid he wouldn’t
be able to find her in the water.) Add an
important detail to your graphic organizer.
Detail
Turner has trouble controlling the oars in
choppy water.
Detail
The tide causes Turner to miss the island, and
he tires as he rows toward the point.
Detail
Afraid the boat will capsize, Turner almost
panics when whales surface in the water.
203
196_207_CR14_SA6_U3W2_SEL_118712.indd 203
Point out horizon in the fourth paragraph on ‡ Explain that the horizon is where the sky meets
page 202. the land, using a picture to demonstrate the
‡ Say it with me: horizon meaning.
‡ Read the sentence with the students. What is ‡ Point out that horizon is a cognate. (horizonte)
being described in this sentence? (the sky)

Develop
Comprehension
10 Vocabulary: Context Clues
What context clues in the surrounding
paragraph can help you figure out the
correct meaning for the multiple-meaning
word part? (Part can mean “a piece of
something” or “to divide something.”
The word is being used as a noun here,
not a verb. The paragraph also contains
phrases that refer to being in the middle of
something. These clues indicate that here
part means “a piece of something.”)
STOP AND CHECK so close that the boat might capsize. Turner breathe. The whale flipped its tail up a bit
heard them ripping the surface all around him, and began to roll from side to side, a great
Visualize How does the author’s use and felt the diamond spray sprinkle down on gargantuan roll like the roll of the globe, side
of similes and metaphors help you to him in the moonlight like a benediction. He to side, until it could slap the swells with the
knew he was in the middle of something much length of its flippers, gleaming silver-white in
visualize the whales as a great “presence” larger than himself, and not just larger in size. the moonlight. Turner held on to the sides
in the water? (simile: “like being in the It was like being in the middle of a swirling of the dory and rolled side to side with it with
middle of a swirling universe” helps readers universe that could swamp him in a moment this great vastness that had swum past the
but had no desire to. He might put out his hand mountains and valleys of the sea. Together
visualize how big the whales are and
into the maelstrom and become a part of it. STOP AND CHECK
how small and in awe Turner must feel; But he didn’t put his hand out yet, because
Visualize How does the author’s
metaphor: “mountains and valleys of the as he watched, a whale five times as long as
use of similes and metaphors help
sea” emphasizes their greatness—they are the dory surfaced, and rode quietly alongside
you to visualize the whales as a great
him in the smooth swells. Turner could not
large in a large world.) “presence” in the water?
10
204

Sentence Structure
Have students reread the last sentence in the first ‡ What did Turner do with the oars? (slipped them
complete paragraph on page 205. Ask guided into the water and kept them beneath the water
questions to help students comprehend the as he made gentle strokes)
sentence’s complex structure. ‡ Why did he ease the dory forward? (to get closer to
‡ How did Turner feel? (more afraid than not) the whale)
T89I UNIT 3 WEEK 2

WEEK 2
11 Author’s Craft: Phrase Choice

Authors choose phrases to create a mood, or
a feeling in the reader. Reread the paragraph
on page 205 that describes Turner looking
into the eye of the whale. What mood do
you think the author is trying to create? (The
author wants to establish a mood of awe
and wonder. Seeing the whale up close is a
very moving experience for Turner. ) What
phrases help set this mood? (“two souls
rolling on the sea under a silvery moon,”
“shivered his soul”)

text and share it with a partner. To find the
they rocked, and Turner wished that the rolling on the sea under the silvery moon,
rocking would never stop, that there would peering into each other’s eyes. Turner wished answer, try rereading the text. For example,
always be this moonlit moment. with a desire greater than anything he had ever you might ask, “Why did Turner stretch his
But slowly the whale did stop rocking, and desired that he might understand what it was hand out across the side of the dory?” To
in tth
h eye of the whale that shivered his soul.
the
the seas calmed, and the rhythm of the swells
find the answer, you can reread the last
took hold again. Quietly, more afraid than not,, 12 He stretched his hand out across the side
Turner slipped the oars into the water, and o tthe
of h dory and reached over as far as he could paragraph on page 205. (Turner stretched
with gentle strokes, keeping the oars beneath without tipping the boat. But the whale kept his hand out to try to touch the whale.)
the surface all the time, he eased the dory a space of dark water between them, and they
forward, hoping that the whale would wait on did not touch. Then slowly the whale sank,
th
he surface.
the the water closing quietly along its black and
11 It did. And so Turner reached the whale’s white back.
eeye,
ey e and they looked at each other. They And the whales were gone.
looked at each other a long time—two souls “Lizzie,” whispered Turner.
205
196_207_CR14_SA6_U3W2_SEL_118712.indd 205
Help students understand that when the author ‡ What does Turner wish? (that the rocking never
writes “Turner wished that the rocking would never stops)
stop,” he is trying to convey that Turner found the ‡ Does Turner actually want to be rocked on the boat
rocking pleasant and didn’t want it to end right for the rest of his life? (no)
away.
‡ What does Turner really want? (for the rocking not
to stop soon)

Develop 13 There was no answer. He reached back She took a deep breath. “They only let you
Comprehension
and shook her leg, then her shoulder. Finally, touch them if you understand what they’re
he scooped up water and splashed it into her saying.”
face—since saltwater will do for everything. “What do they say?”
“Lizzie, you’ve got to open your eyes.” “You’ll know when . . . when they let you
“They’re open,” she said. “You touch them. Home yet?”
13 Skill: Theme splashed me.” He set to rowing again. He did not know
“Lizzie, there were whales.” how long they had been with the whales.
Reread pages 206 and 207. In what ways She didn’t answer. 14 Maybe a century or two. But however long it
does Turner seem different? (He is not “Lizzie, whales.” was, he saw that the dory had not drifted out
much from the shore lights, and that now, as
panicked and now seems confident.) Add “You touch one?”
he pulled steadily on the oars, the lights really
the detail to your graphic organizer. Then “Tried.”
use all the details from the organizer to

determine the theme. (People can find the
strength to overcome challenges.)
14 Author’s Craft: Figurative Language

Authors sometimes use hyperbole, or an
exaggeration to emphasize something or
create an effect.
Why does the author include the statement
“Maybe a century or two,” after the narrator
says that Turner didn’t know how long
he and Lizzie were with the whales? (The
author is trying to convey that to Turner, it
felt like they were with the whales for a very
long time.)
206

Organization
Help students understand how the author uses ‡ Did Turner talk to Lizzie while the whales were
dialogue as a transition and to advance the plot. rocking the dory? (no)
‡ Reread the beginning of page 206. What does ‡ What does the author achieve by leaving Lizzie
Turner do first after the whales leave? (He tries to out of the story while the whales are present? (By
talk to Lizzie to tell her about the whales.) leaving Lizzie out, the author is able to create a
dream-like, almost mystical quality to Turner’s
encounter with the whales.)
T89K UNIT 3 WEEK 2

WEEK 2
were coming closer. Even though he was as someone had walked past a window for a
hungry and thirsty as he had been before the moment. He wasn’t quite sure if he would
STOP AND CHECK
whales, he was not at all as tired. The pull of hit Bald Head right on or if he could find the
the water against his arms and back thrilled mouth of the New Meadows and row up to Confirm Predictions Will Turner now gain
him as he felt the dory moving through the Malaga itself. But he decided he would take the
control of the dory?
lowering swells, sensed the bow cutting quickly first landfall he could find, beach the dory, and
and truly back up into the New Meadows with go for help. Student Think Aloud I predicted that
a new tide. His arms felt strong. There was no panic Turner would gain control and be able to
But the whales were gone. in him.
make it to shore. I read here that “he was
Soon the lights were much larger, and He had looked into the eye of a whale.
sometimes they blinked out as though not at all as tired” as he was before. Now his
“arms felt strong” and “there was no panic in
him.” He seems to have control of the dory
as he rows toward the lights on shore that
are growing closer.
Essential Question. (A 13-year-old boy
overcomes his fears and lack of rowing
experience to save his injured friend.)
STOP AND CHECK
Confirm Predictions Will Turner

now gain control of the dory?
Confirm or revise your prediction
based on evidence in the text.
207
196_207_CR14_SA6_U3W2_SEL_118712.indd 207
‡ What does the author achieve by having Turner Help students understand that the lights only
immediately whisper to Lizzie after the whales appear to grow bigger as Turner nears them. They
leave? (The author snaps the reader back into the don’t actually become bigger.
realistic setting of the story.) ‡ Is Turner rowing toward or away from the lights?
(He is rowing toward the lights.)
‡ Use an object to demonstrate how something
grows larger and smaller depending on distance.

About the About the Author

Author Gary D. Schmidt
was born in Hicksville, New York, a diverse
Meet the Author community that taught him to recognize and
respect many different ways of life. Each summer
Gary D. Schmidt while growing up Gary attended a camp in the
Catskill Mountains, where he developed an
Have students read the biography of the appreciation of nature, a feature that shows up
author. Ask: in many of his books. “You could lay on your
back,” he remembers, “and watch hawks play with thermal winds —
‡ How might Gary D. Schmidt’s writing be never moving their wingtips. What could be better?” Well, perhaps
influenced by his childhood experiences? winning two Newbery Honor Awards for his books Lizzie Bright and
the Buckminster Boy and The Wednesday Wars.
‡ How might having spent significant time in
Today Gary lives on a farm in Alto, Michigan, with his wife and
the natural world lead Gary D. Schmidt to six children. Here he splits wood, writes, feeds the cats that drop by,
choose strong, vivid verbs when describing and wishes that sometimes the sea breeze Buckminster enjoyed came
things in his stories? farther inland.
Author’s Purpose
Author’s Purpose In Lizzie Bright and the Buckminster Boy
the author includes detailed and almost
To Entertain poetry-like descriptions of the natural
Remind students that authors who write to setting. How does this help you relate to
the story’s characters?
entertain include vivid descriptions of settings.
Students may say that detailed descriptions
help readers visualize a setting, allowing them
to better understand the characters’ reactions
to their surroundings.
Myrna Anderson
Author’s Craft
Word Choice 208
Explain that authors sometimes use strong,
vivid words to create a certain tone in their
LITERATURE ANTHOLOGY, pp. 208–209
stories. Discuss the tone Gary Schmidt creates 208_209_CR14_SA6_U3W2_AICC_118712.indd 208 1/11/12 11:35 AM
by using vivid verbs to describe Turner’s

experiences.
‡ The author creates a playful tone by using
vivid verbs to describe Turner’s and Lizzie’s
adventures. Example: to tickle their orange
tendons; one of those blue days that was
gushing into a bright copper. (p. 198)
‡ Have students find other examples of vivid
words, such as “He began to row with a
frantic energy, the oars chewing raggedly at
the water. ” (p. 199)
T89M UNIT 3 WEEK 2

WEEK 2
Respond to Reading Respond to

Summarize
Detail
Detail
Reading
Use important details from Lizzie Bright and the Buckminster
Boy to summarize the most important events in the story.
Information from your Theme Chart may help you.
Detail
Theme
Summarize
Review with students the information from
Text Evidence their graphic organizers. Model how to use the
1. Identify at least two features that help you recognize Lizzie Bright
and the Buckminster Boy as an example of realistic fiction. GENRE
information to summarize Lizzie Bright and the
Buckminster Boy.
2. What are two challenges that Turner must face in the story? What
steps does he take to meet each challenge? Give two examples in Ana
Analytical
W
Writing W
Write About Reading: Analyze Remind
your answer. THEME students that an analysis is a thoughtful
3. What is the meaning of the word gargantuan on page 204? exploration of some aspect of a text, such as
Use context clues in the paragraph to help you figure out the
meaning. PARAGRAPH CLUES
the plot or a character. Ask students to write
an analysis of how details about how the way
4. Write about the message the author is trying to communicate
to readers by making the whale Turner encounters an important
Turner’s arms felt as he rowed helped them
character. WRITE ABOUT READING identify the story’s theme. Have students share
their analysis with a partner.
Text Evidence
1. Genre Answer The story describes events
that could really happen and use realistic
Make Connections
dialogue. Evidence Lizzie falls and hurts
How does Turner’s experience in the boat
transform him? ESSENTIAL QUESTION her head (p. 198), which could happen in
How might reading about Turner’s experience
real life. Turner and Lizzie speak to each
help someone who is facing a challenge or a other like typical friends (p. 199).
frightening situation? TEXT TO WORLD
2. Theme Answer Turner must keep Lizzie
awake; he must row the boat by himself
209
for the first time. Evidence Turner keeps
telling Lizzie to keep her eyes open. (p. 199)
Turner must navigate the boat against the
tide and rough waters. (pp. 199, 200, 202)
3. Context Clues Answer Gargantuan means

Make Connections huge. Evidence On page 204, gargantuan
Essential Questions Have partners use text evidence is used to describe the roll of the whale.
to describe how Turner felt when he first got into Another sentence describes the whale as
the boat and how he felt after seeing the whale. Ask “this great vastness.”
partners to share their ideas with the class. Ana
Analytical
W
Writing 4 Write About Reading: Theme Experiences
4.
Text to World After students name a way that reading that are larger than life can transform
about Turner’s experiences might help them face a people. After Turner’s amazing experience
challenge, discuss challenges people face at home, with the whale, he is calm and gains the
school, or other places. inner strength to row the boat to shore.

Develop Genre • Personal Narrative

Compare Texts
Comprehension Read how the challenge of learning

to skate changed the way a boy
thought about friendship.
LEXILE
“Confronting 990
a Challenge”
Gr e
925 1185
185 Last year, my ffamily
il moved d ffrom dilemma
dil
l and
d wondered
d if I should confess
Southern California. I’d loved everything to him that I was afraid to skate.
990 “Confronting
990 about my life there—my friends, my school, When I finally told Ben I couldn’t skate,
a Challenge” and especially baseball. he volunteered to teach me. Even though
Everything changed when my family Ben was very patient, I was so embarrassed
moved to St. Paul, Minnesota, where the by my clumsiness that I began to make up
average winter temperature is around 10 more excuses for not skating.
Options for Close Reading degrees Fahrenheit. There were only a About a month later, walking home
couple of months during the year when
‡ Whole Class I could play baseball, and once summer
from school, I discovered a faster route
home. It took me past a large pond that was
‡ Small Group ended, everyone went inside—to play ice completely frozen over. One day I noticed
hockey. I’d been on the ice only a couple of a woman teaching a young girl to skate.
‡ Independent times, when I was much younger. During The girl was attempting to jump and spin
my second lesson, I’d fallen and broken in the air. Over and over, she pushed off the
my wrist, and after that, I’d vowed never to
Compare Texts put on ice skates again. The fact is, I was
ground with the toe of her skate. And over
and over, she landed hard on the ice.
Students will read a personal essay about Greg 1
afraid, but I didn’t want anyone to know— After I had been watching the girl
Monroe. Ask students to use strategies they including Ben, the one friend I had made in practice for about a week, one Thursday
my new city.
know to help them do a close reading of the Like everyone else, Ben was a hockey
afternoon she suddenly lifted off the
ground, spun in the air, and landed on her
text. They should take notes to compare how player, and for weeks I made up excuses not feet! Her hard work and perseverance had
Greg, as a boy, and Turner in Lizzie Bright and to play with him and his friends. Ben began
Scott Altmann
paid off.
to think that I was avoiding him. I had a
the Buckminster Boy faced their challenges.
210
210_211_CR14_SA6_U3W2_PP_118712.indd 210 1/20/12 10:08 AM

Genre Explain that this is personal narrative about a real
person. Reread the first paragraph on page 210.
‡ What point of view is used? (first-person)
‡ How do you know? (The essay uses my and I.)
Explain that the use of the first-person point of view
can be a clue that a text is a personal narrative.
T89O UNIT 3 WEEK 2

WEEK 2

What challenge did Greg face? (Greg was
afraid to ice skate.)
Ana
Analytical
W
Writing Write
W About Reading Write a response
telling how overcoming the challenge
transformed Greg. (After he saw a girl
skating and read about the explorers, he
was inspired to practice and became a
confident skater.) Turn to a partner and
Later, alone in my bedroom, I started again. If nothing else, I was persistent. compare responses.
my social studies homework. I read a Soon I was able to keep my balance and
chapter in my textbook about Robert Peary, skate more confidently. In just a few weeks,
a Caucasian man, and Matthew Henson, an
African-American, who explored the arctic
I was actually ready to practice the speed
skating, fast stops, and quick turns needed
Make Connections
together in 1909. I could only imagine the for ice hockey. When I was finally ready to Essential Question Have students
fears these explorers had to conquer in
order to visit a remote region few people
show Ben my newfound skating ability, he
paraphrase and share ideas about how a
was impressed. He told me I should join the
had ever traveled to before—a place much local hockey league. role model can inspire someone.
colder than Minnesota! I tried out and was chosen for a team. Text to Text Have partners compare
When I finished reading I made a pact By the end of the season, not only was I
with myself. The next day I used some part of a winning team, but also I had a
their response to the Ask and Answer
money I had earned shoveling snow to buy group of new friends, including Ben. Question prompt with the challenge and
myself some brand new skates. Every day
transformation they read about in Lizzie
on the way home from school I stopped
Make Connections Bright and the Buckminster Boy. Ask partners
at the pond, laced up, and wobbled onto
How can a role model help someone
the ice, right next to the figure skater who
overcome his or her own challenges?
to share their comparison with the class.
had landed her jump. As she perfected her
ESSENTIAL QUESTION (Both boys were afraid to do something, but
twists and tricks, I taught myself to glide
and turn. It was hard being a beginner, and How have the characters you have were inspired to overcome their fears.)
when I fell I had to fight the urge to simply read about been transformed by the
give up. Instead, every time I went down, challenges they faced? TEXT TO TEXT
I just picked myself up and started over
211
210_211_CR14_SA6_U3W2_PP_118712.indd 211
ELL students may have difficulty with some of California? (He especially loved playing baseball
the vocabulary in the personal essay. Point out in Southern California.)
especially in the first paragraph on page 210. ‡ Explain that especially means “very much” or “in
‡ Say it with me: especially. particular.”
‡ Read the sentence. What does the narrator say ‡ Point out that especially is a cognate.
he especially loved about his life in Southern (especialmente)

Phonics/Fluency
LESS O
IN I
M
N
20 r-Controlled Vowel 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 market on the board. Point out that when a vowel
correspondences, is followed by the letter r, both letters must remain in the same r-Controlled
syllabication patterns, Vowel
syllable because they act as a team to form a special vowel sound. Syllables
and morphology
(e.g., roots and This type of syllable is known as an r-controlled vowel syllable.
Present the
affixes) to read Underline the syllable mar on the board. Model how to pronounce Lesson
accurately unfamiliar
the syllable and use it to read aloud the whole word.
multisyllabic words
context. RF.5.3a 2 Model
Read on-level prose Write the following r-controlled vowel syllables and sample words
on the board. Model how to pronounce each r-controlled vowel
rate, and expression syllable. Then model how to read each sample word.
on successive per as in perfect ger as in danger
readings. RF.5.4b
mer as in mermaid ter as in mister
Rate: 130–150 WCPM por as in porthole der as in wonder
mar as in marvelous ber as in remember
ACADEMIC
LANGUAGE 3 Guided Practice
• phrasing On the board, randomly point to each r-controlled vowel syllable.
• Cognate: fraseo Have students chorally read the r-controlled vowel syllable and the Isabel Moreno sat carefully inserting papers into a folder. She
corresponding sample word.

Steve Cieslawski
180 181

1/18/12 10:45
181AM 1/18/12 10:46 AM
View “Facing
the Storm”
Refer to the sound

transfers chart in the
Language Transfers
sounds that do not
transfer in Spanish,
Hmong, and Korean.
T90 UNIT 3 WEEK 2

WEEK 2

Monitor and
Transition to Longer Words Draw a T-chart on the board.
In the first column, write mourn, port, ter, or, far, boar, part, and
Differentiate
for. In the second column, write mourner, porter, matter, sailor,
farther, boarder, partner, and former. Have students chorally read
the r-controlled vowel syllables in the first column. Model how Quick Check
Q
to read each complete word. Then have students chorally read
Can students decode multisyllabic
each syllable in the first column, followed by each complete
words with r-controlled vowel syllables?
word in the second column. Have students notice which words
Can students read fluently and with
have an r-controlled vowel syllable in the first syllable, which
appropriate phrasing?
have one in the second, and which have one in both syllables.

pp. T106, T110
ELL Develop
pp. T123, T126
Phrasing pp. T112–T113
Explain/Model Explain that, when reading aloud a text, it is Beyond Level Apply
important to chunk words into phrases so that the meaning pp. T116–T117
is clear. Paying attention to phrasing also means adding a

slight pause after reading a phrase, or a group of words that
goes together. Before reading a passage aloud, it helps to look
ahead to see where there are commas and other punctuation
marks that let you know what words belong together. Then,
when you read, you know what to expect. ONLEVEL PRACTICE BOOK p. 118
Turn to “Facing the Storm,” Reading/Writing Workshop

pages 180–183, and read aloud the first two paragraphs of the
passage. Model reading with appropriate phrasing. Be sure to
add a slight pause after reading each group of words.
Practice/Apply Have students read the passage in two
groups. Ask the first group to read aloud the passage, focusing
on phrasing and pausing appropriately, as the second group
listens. Then have the second group read aloud the passage
with the same emphasis on phrasing and pausing. Provide
feedback as needed on students’ reading.

passages.
p. 118 p. 118 p. 118
PHONICS/FLUENCY T91
Wrap Up the Week

Integrate Ideas

L STU
IA
DI
SOC
ES
Transformations
OBJECTIVES Draw a Cartoon

Conduct short
research projects Explain that students will work in pairs to complete a short research
to answer a COLLABORATE project that answers the question, How have people in your community,
question, drawing state, or nation responded to a challenge? They will then use their
on several sources research to draw a cartoon that shows the response. Discuss these steps:
and refocusing
the inquiry when
appropriate. W.6.7 1 Choose a Topic Have partners begin by discussing the challenges
Include multimedia
they read about this week. Then have partners narrow their focus to a
components (e.g., challenge they’re aware of locally, regionally, or nationally. Have pairs
graphics, images, post their topics on the Shared Research Board.
music, sound) and
visual displays in
presentations to
2 Find Resources Review how to locate and use reliable print and
clarify information. online resources. Students should evaluate all media and verify facts
SL.6.5 in multiple sources.
• Evaluate media. 3 Guided Practice Have pairs make an Accordion Foldable® to take
• Distinguish between notes on the challenge they selected and the different ways people
fact and opinion.
responded to it. Explain that some writers, such as columnists and
bloggers, include opinions in their writing. Remind students to
ACADEMIC distinguish between fact and opinion and to record facts only. Have
LANGUAGE students use Research Process Checklist 1 to check their work.
• resources, research,
facts, opinions
• Cognate: recursos
4 Create the Project: Cartoon Have students use their research to
draw a cartoon. Guide the pairs to discuss how many illustrations they
should draw and what should be conveyed in each illustration. Remind
pairs to think about the voice bubbles and captions they’ll add.
Present the Cartoon

Colin Serbo/Aurora Photos
Have partners present their information to the class by clearly displaying

and explaining their cartoons. Afterward, have students share feedback.
T92 UNIT 3 WEEK 2

WEEK 2
OBJECTIVES
Text to Text
Review the key
ideas expressed Cite Evidence Explain to students that, working in groups, they will use
and demonstrate COLLABORATE all the texts they read this week to compare information they have learned
understanding of about what kinds of challenges transform people. Model how to compare
this information by using examples from “Facing the Storm,” Reading/
through reflection
and paraphrasing. Writing Workshop pages
SL.6.1d 180–183, and the week’s Leveled
Readers. Review class notes and
completed graphic organizers. You
may also wish to model going back
into the text for more information.
You can use an Accordion Foldable®
to record comparisons. Groups should then draw
conclusions about the kinds of challenges that
transform people.
Students should cite at least three examples from each text.
Encourage students to ask questions and comment on the presentations.

Analytical
W
OBJECTIVES Write an Analysis

Draw evidence
from literary or Cite Evidence Explain that students will write about one of the texts that
informational texts they read this week. They will share an argument by evaluating how well
to support analysis, the author developed the theme.
reflection, and
research. W.6.9 Discuss how to analyze a text by asking how and why questions:
Write arguments to
‡ Why do you think the author chose to write about this theme?
support claims with ‡ How did the author communicate the theme to the readers?
clear reasons and
relevant evidence. Use Your Turn Practice Book page 119 to read and discuss the student
W.6.1 model. Then have students select a text and review the theme. Students
should then write a paragraph analyzing how well they think the author
developed the theme. Remind them that strong writers introduce their
claim and organize their reasons and evidence clearly. Strong writers also
use correct verb tenses and subject-verb agreement in their writing.
how the evidence they cited from the text supports their ideas. Partners
may recommend additional evidence to support the writer’s argument.
INTEGRATE IDEAS T93

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Organization
Mins
Go
Strong Conclusions Digital
Expert Model Explain that writers of fiction include a strong
conclusion in order to bring an engaging story to a satisfying end. A
Expert Model
strong conclusion lets readers know how the main character’s problem After several hours, the water had receded,
and Mrs. Moreno was able to return to the center.
She expressed concern that she’d left them alone
for so long, but Mr. Garza reassured her that
is addressed or resolved. Sometimes writers include characters’ Isabel’s foresight and cool thinking had saved the
birds.
Mrs. Moreno gazed at her daughter
admiringly. “How did you summon such
thoughts and feelings about story events, other characters, and about confidence and courage?” she asked Isabel.
h
“I’m not sure,” Isabel admitted. “All I could
hi k b h d h b d h
Reading/Writing what they learned through the story’s conflict. Expert

Workshop Model
Read aloud the expert model from “Facing the Storm.” Ask students Editing Marks
OBJECTIVES COLLABORATE to listen for details about how the problem in the story is resolved. 188_189_CR14_SI6_U3W2_WRT_118711.indd 188 1/18/12 12:25 PM
Write routinely over Have partners discuss what the main character learns and whether the Grammar Handbook
extended time frames conclusion provides a satisfying end to the plot events. Student Model
(time for research, Through the trees, Curtis saw buildings
reflection, and
Student Model Remind students that a strong conclusion gives in the distance. “A town!” he exclaimed to
s
Tim. “I’ll bet a doctor lived there and can
readers a sense of completion and usually reveals how the main conflict
After helping his injured friend to a safe spot,
treat your sprained ankle.” He went to
revision) and shorter get assistance. You
time frames (a single in the story has been resolved. Read aloud the student draft from Student
sitting or a day or “The Hike.” As students follow along, have them focus on the revisions Model
two) for a range of
Shondra made to strengthen the conclusion.
discipline-specific
tasks, purposes, and Invite partners to discuss how Shondra’s revisions strengthened the 188_189_CR14_SI6_U3W2_WRT_118711.indd 189 1/9/12 1:59 PM
audiences. W.6.10 COLLABORATE conclusion. Ask them to suggest other ways Shondra could revise the
Provide a conclusion story to provide a satisfying ending.
that follows from the
narrated experiences
or events. W.6.3e
• Analyze strong
conclusions
• Strengthen a
conclusion to revise
writing
ACADEMIC
LANGUAGE
• organization, Genre Writing
G
conclusion, character,
problem, narrative, Argument
plot
For full writing process lessons and rubrics, see:
• Cognates:
organización, ‡ Book Review, pp. T344–T349
conclusion, problema, ‡ Argument Essay, pp. T350–T355
narración
T94 UNIT 3 WEEK 2

WEEK 2

SCAFFOLD

Write Help students Describe Ask students Discuss Check for
complete the sentence to complete the sentence understanding. Ask:
frames. The main frames. Encourage What is the problem in the
character in“The Hike” students to provide story? How is the problem
is . He has to . details. The main resolved? How does the
By the end of the story, he character’s problem is that writer provide a strong
feels . . To help his friend, conclusion?
he . The conclusion is
strong because .

Writing Every Day: Organization

DAY
DAY DAY
DAY
1 2
Writing Entry: Strong Focus on Strong Conclusions Writing Entry: Strong
Conclusions Use Your Turn Practice Book page Conclusions
Prewrite Provide students with 120 to model a strong conclusion. Revise Have students revise
the prompt below. Susan said her last lines in the play their writing from Day 1 by
Write a story about two made-up and the stage went dark. The lights strengthening the conclusion with
characters who face a challenge came back on, and the audience details about the story’s resolution
together. Your conclusion should went wild with applause. She had and about characters’ thoughts and
be logical and reflect the theme, or done it! feelings.
message, of your story. Model adding details to tell more Use the Conferencing Routines.
Have partners make a list of about what Susan has learned. Circulate among students and
challenges their characters might stop briefly to talk with individuals.
She had done it, and she felt great!
face. Ask them to list ways that Provide time for peer review.
She knew that if she worked hard, she
characters might overcome the could accomplish almost anything. Edit Have students use Grammar
challenge. Handbook page 458 in the
Discuss how adding details about
Draft Have each student select Reading/Writing Workshop to
the narrator’s feelings strengthens
a challenge their characters will edit for errors in verb tenses.
the conclusion. Have students
face. Remind students to include a work to make further revisions to
strong conclusion in their drafts. strengthen the end of the story.
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
The details you provided focus You include a strong conclusion work on a specific assignment,
on the event you’re writing by providing details about how such as those to the right, and
about. You included strong the problem was solved. You then meet with you to review
sensory words to help readers could make it even stronger if progress.
visualize the characters. you added details that helped
show what the character
learned.
T96 UNIT 3 WEEK 2

WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Strong Writing Entry: Strong Share and Reflect
Conclusions Conclusions Discuss what students learned
Prewrite Ask students to search Revise Have students revise about writing a strong, satisfying
their Writer’s Notebooks for the draft writing from Day 3 by conclusion that signals the story’s
topics on which to write a draft. strengthening the conclusion end and explains how a character’s
Or, provide a prompt such as the with details that reflect a message conflict is resolved. Invite
following: about life and that provide a volunteers to read and compare
Write a story about a group of satisfying ending. As students are draft text with revised text. Have
friends who have to work as a team revising their drafts, hold teacher students discuss the writing by
to solve a problem. Include a strong conferences with individual focusing on the effectiveness of
conclusion. students. You may also wish to have the conclusion. Allow time for
students work with partners to peer individuals to reflect on
Draft After students have chosen
conference. their own writing
a narrative, have them create a

Edit Invite students to review the progress and record
story map with details about the
rules for verb tenses on Grammar observations
characters, setting, conflict, and
Handbook page 458 in the in their
resolution. Students can use their
Reading/Writing Workshop and Writer’s
maps to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on including a
Provide specific direction to help focus young writers. strong conclusion that provides a resolution
to the plot and signals the story’s end. Provide
Focus on a Sentence this checklist to frame discussion.
sentence by including details about how the character .
Focus on a Section
suggestions. This conclusion already signals the story’s end. I think
✓ Is the conclusion satisfying?
you could better explain how the problem was solved with details ✓ Does it include details that clearly
about . signal the story’s end?
Focus on a Revision Strategy ✓ Do details convey the plot’s resolution
Underline a section of the writing and ask students to use a and include characters’ feelings?
revision strategy, such as adding. Adding information about the
main character’s feelings can make the conclusion stronger.

Grammar: Verb Tenses

DAY
DAY DAY
DAY
1 2
Freddy found Dads bike. We will several dogs was sit by my door
take the biks to the park now. last week I thawt I see them.
FPO (1: Dad’s; 2: bikes) (1: Several; 2: sat; 3: week.;
4: thought; 5: saw)
Introduce Verb Tenses Review Verb Tenses

Reading/Writing ‡ The present tense of a verb tells Ask students to explain the
Workshop what a subject is doing now. difference between verb tenses.
Jorge looks at history books.
OBJECTIVES Subject-Verb Agreement
‡ The past tense tells what has
Demonstrate
command of the already happened. It is usually ‡ Verbs must agree with their
conventions of formed by adding -d or -ed to the subjects in number. A singular
standard English base form of the verb. We looked subject has a singular verb, and a
grammar and usage at our homework. plural subject has a plural verb.
when writing or
speaking. Use verb ‡ The future tense tells what is ‡ Present tense verbs with a single
tense to convey going to happen and is usually subject add -s to the base. Lee
various times, formed by adding the helping wants a sandwich.
sequences, states, and
conditions. L.5.1c verb will to the base form of a ‡ Present tense verbs with a plural
verb. Nina will look at it tomorrow. subject do not add -s. Dan and
Recognize and correct
inappropriate shifts in Shellie want pizza.
Have partners discuss verb tenses
verb tense. L.5.1d ‡ Sometimes subjects and verbs are
inverted. Reorder the sentence to
• Use correct subject- Handbook.
check agreement. On the table are
verb agreement.
the keys. The keys are on the table.
• Proofread sentences.
COLLABORATE
TALK ABOUT IT
Go
Digital USE PRESENT, PAST, AND
FUTURE TENSE VERBS
SUBJECTVERB AGREEMENT
Have a student say a sentence.
Have partners use past tense verbs Have the partner repeat the
to talk about a challenge they sentence, changing the subject
Verb
Tenses faced. Have them use present tense and verb to singular or plural.
to talk about how they feel about it Then have a student use inverted
Grammar now. Have them use future tense to subject-verb order, and the partner
Activities discuss challenges they may face. reorders the sentence.
T98 UNIT 3 WEEK 2

WEEK 2
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Last night kirsten ask, How are “I want the pink one, whine the Ginny and Tom is nice. Two blocks
you?” “Fine” I answer. little boy yesterday. away are their home.
(1: Kirsten; 2: asked; 3: “How; (1: one,”; 2: whined) (1: are; 2: is)
4: “Fine,”; 5: answered.)

Subject-Verb Agreement Have students correct errors in Use the Daily Language Activity and
‡ A verb may have more than one these sentences. Grammar Practice Reproducibles
subject. More than one subject 1. The team members plays well page 60 for assessment.
together is called a compound together. (play)
subject. Treat compound Reteach
2. Student government do not fix
subjects like plural subjects; do Use Grammar Practice
everything. (does)
not add -s to verbs in sentences Reproducibles pages 56–59
that use compound subjects. 3. The band travel to Albany once
and selected pages from the
a year. (travels)
‡ A collective noun is considered Grammar Handbook for additional
singular if it names the group as 4. Federico and Lucy tries their reteaching. Remind students that
a whole. It is considered plural if best. (try) it is important to use verb tenses
it refers to the group’s individual Have students check their work correctly as they speak and write.
members. using Grammar Handbook Check students’ writing for use of
As students write, refer them to page 458. the skill and listen for it in their
Grammar Handbook page 458. speaking. Assign Grammar Revision
Assignments in their Writer’s
Notebooks as needed.
MAKE THE SUBJECT AND USE THE VERB FORMS VERB TENSES IN TALES
THE VERB AGREE Have small groups get paper scraps Have students tell a story about
Have small groups show and write the base form of a verb someone they know who faced a
understanding of subject-verb on each. Then they should pile challenge in the past. Ask them to
agreement. One or two group them face down. Students take state how the person is doing now
members should list collective turns choosing a verb and using its and how the challenge affects the
nouns. Have the other members use past or future tense in a sentence. future. As students speak, be sure
each noun with a verb that agrees. students use verb tenses correctly.
GRAMMAR T99
Spelling: r-Controlled Vowel 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 vowel team syllables. Then read
standard English syllable. each sentence below, repeat the
capitalization,
Point out the spelling patterns in review word, and have students
punctuation, and write the word.
spelling when flavor, scatter, and calendar. Draw
writing. Spell a line between the syllables: 1. The wealthy family had a
correctly. L.6.2b fla/vor, scat/ter, cal/en/dar. Say each huge home.
syllable; point out that -or, -er, and 2. To exploit their resources, the
-ar are the r-controlled vowels in city had huge trading routes.
Spelling Words these words.
actor flavor singular 3. The tall man can touch the
stroller mirror maneuver Model how to sort the spelling ceiling.
scatter vinegar observer words by pattern under key words
daughter bachelor wander actor, stroller, and vinegar. (Write Have students trade papers and
platter behavior traitor check the spellings.
customer calendar janitor the words on index cards or the
ancestor waiter IWB.) Discuss any words that have Challenge Words Review this
Review wealthy, exploit, ceiling unexpected vowel spellings (e.g., week’s r-controlled vowel syllable
Challenge clamor, rescuer behavior, maneuver). patterns. Then read each sentence
Then use the Dictation Sentences below, repeat the challenge word,
Differentiated Spelling and have students write the word.
Approaching Level
from Day 5. Say the underlined
word, read the sentence, and repeat 1. The clamor from the party kept
actor flavor barber
sweeper mirror alligator
the word. Have students write me awake.
scatter vinegar hammer the words and then check their 2. If you are in trouble, do not
gutter gardener wander papers. wait for a rescuer.
platter solar tractor
customer calendar editor Have students write the words in
sweater waiter
their word study notebooks.
Beyond Level
conductor
stroller
rescuer
inspector
singular
maneuver COLLABORATE
WORD SORTS
scooter peculiar observer
messenger bachelor wanderer
panther behavior traitor
customer calendar janitor Have students cut apart the Complete the pattern sort using
ancestors daughter Spelling Word Cards in the Online the key words, pointing out
Resource Book and initial the back the r-controlled vowel syllable
of each card. Have them read the spellings. Have students use
words aloud with a partner. Then Spelling Word Cards to do their
have partners do an open sort. own pattern sort. Partners can
Have them discuss why they sorted compare and check their sorts.
the words the way they did. Have students record their sorts.
T100 UNIT 3 WEEK 2
WEEK 2
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
sentences below into their word Have students circle and correct the posttest. Have students list
study notebooks. Say the sentences each misspelled word. misspelled words in their word
aloud; ask students to fill in the 1. My daughtor put a bottle study notebooks. Look for students’
blanks with a spelling word. of vineger on the table. use of these words in their writings.
1. You can see your reflection in (daughter; vinegar)
a . (mirror) Dictation Sentences
2. In his latest film, the acter plays
2. A serves your food in a a traiter. (actor; traitor) 1. The actor has been in many films.
restaurant. (waiter) 3. One customor always orders 2. Dad pushed the baby in a stroller.
3. A will tell you what day the same flavar of ice cream. 3. The wind helps to scatter the
it is. (calendar) (customer; flavor) seeds.
4. The janiter liked being a 4. His daughter is five years old.
Challenge students to come up
with other sentences for spelling, bachelar. (janitor; bachelor) 5. Mom served the roast on a platter.
review, or challenge words. Ask Error Correction Remind 6. The customer paid with a check.
them to use the above format to students to refer to a print or digital 7. Stan found a photo of an ancestor.
write the sentences in their word dictionary when they are unsure of 8. This soup has little flavor.
study notebooks. Then have them which r-controlled vowel spelling to
trade notebooks with a partner to 9. Look at yourself in the mirror.
use when writing. The more reading
complete the sentences. and writing practice they have with 10. Vinegar has a sour taste.
these words, the better they will be 11. The bachelor just got married.
at recognizing the correct spellings. 12. Lisa studies the behavior of apes.
13. Check the calendar for dates.
14. A waiter may wear a uniform.
15. Some nouns are singular.
See Phonics/Spelling Reproducibles pp. 67–72. 16. Jane can maneuver a large boat.
17. Carlos is an observer of nature.
18. They like to wander in the forest.
SPEED SORT BLIND SORT 19. He was a traitor to his country.
Have partners do a speed sort to Have partners do a blind sort: one
20. The janitor unlocked the doors.
see who is faster. Then have them person reads a Spelling Word Card
find words for each r-controlled while the other sorts it under its Have students self-correct the tests.
vowel spelling pattern in the key word. Then have partners place
week’s reading. Have them record their word cards face down, trying
the words they find in their Day to find matching pairs by their
2 pattern sort in their word study r-controlled spelling patterns.
notebooks.
SPELLING T101
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. How do you feel when you face forms of this week’s words by
multiple-meaning a dilemma? adding, changing, or removing
based on grade 6 2. Why might you need help if
reading and content, you feebly lift boxes? ‡ Draw a four-column chart on the
choosing flexibly from board. Write summon in the first
a range of strategies.
3. How would you prove to a
column. Then write summons,
Use context (e.g., coach that you are persistent?
summoned, and summoning in
the overall meaning 4. Why might the girl have
of a sentence or the next three columns.
paragraph; a word’s
recoiled when she saw a dog?
‡ Have students share sentences
position or function 5. What time do you like being using each word form.
in a sentence) roused in the morning?
as a clue to the ‡ Students can add to the chart
meaning of a word or 6. Why might a car have skewed doing the same for recoiled,
phrase. L.6.4a off the road? skewed, and roused and then
7. When do you summon all of share sentences using the
Expand vocabulary
by adding inflectional your strength? different forms of each word.
endings and suffixes. 8. Where could you see the ‡ Have students copy the chart
vastness of nature? into their word study notebooks.
Vocabulary Words
dilemma roused
feebly skewed
COLLABORATE
persistent summon
recoiled vastness vie
ACADEMIC VOCABULARY GREEK AND LATIN Re w
Discuss important academic words. PREFIXES

‡ Display context and achieve. ‡ Remind students that Greek and
Latin prefixes can help them
‡ Define the words and discuss
figure out the meaning of words.
their meanings with students.
Go ‡ Display recoiled and underline
‡ Write context and contextual on
Digital the board. Have partners look
the prefix re-. Have pairs locate
words with this prefix in their
up and define other related
reading, list them in their word
words with the same root.
study notebooks, and use the
Vocabulary Have partners ask and answer
prefix’s meaning to define them.
questions using the words.
‡ Repeat with the following
Vocabulary ‡ Repeat with achieve.
Activities word and prefix: persistent/per-
(thoroughly).
T102 UNIT 3 WEEK 2

WEEK 2
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. Gina roused Ellie from . ‡ Tell them to write sentences that the word (e.g., vastness).
2. Carlos feebly when his show what each word means. ‡ In the second square, students
mom summoned him to . ‡ Provide the Day 3 write their own definition
3. The boat skewed over the sentence stems 1–4 for students of the word and any related
vastness of . needing extra support. words, such as synonyms (e.g.,
immensity, enormity, hugeness).
4. Anne recoiled when she
Write About Vocabulary Have ‡ In the third square, students
saw .
students write something they draw an illustration to help them
5. The children needed regulation learned about transformations from recall the word (e.g., the ocean
to join the team. this week’s words in their word extending into the distance).
6. The aquarium was filled study notebooks. For example, they
‡ In the fourth square, students
to capacity with , and might write about how a persistent
write nonexamples, including
was enthralled. person can overcome obstacles or
antonyms (e.g., smallness,
7. It is unseemly to have how a friend summoned courage to
tininess, insignificance).
when a fallow is nearby. do the right thing.
Have partners discuss the squares.
8. The daughter’s resemblance to
was striking.
CONTEXT CLUES SHADES OF MEANING MORPHOLOGY

Remind students to look for clues Help students generate words Use persistent to learn other words
in a paragraph to help figure out related to feebly. Make a word web with the same suffix.
the meaning of unfamiliar words. on the board with the word feebly ‡ Have students look up the origin
‡ Display Your Turn Practice in the center, surrounded by four of the word and the suffix -ent.
Book pages 113–114. Read the circles. In one circle, write the word Write -ent = in the center of a
third paragraph. Model using halfheartedly. word web. Tell how it changes
context clues to figure out the ‡ Have partners generate words nouns or verbs into adjectives.
meaning of the word balked. to fill in the rest of the web (e.g., Write persistent = persist + ent in
‡ Have students complete weakly, ineffectively, pathetically). an outer circle.
page 117. ‡ Ask students to copy the ‡ Have partners add -ent words
‡ Students can confirm meanings completed web into their word and their meanings to the web.
in a print or digital dictionary. study notebooks. ‡ Have students write their webs
in their word study notebooks.
VOCABULARY T103
Approaching Level
Realistic
Fiction
Count ry
Leveled Reader: Go
by Susan Paris
illustrated by Aleksandar Sotirovski
Bear Country Digital

Before Reading
Realistic
Preview and Predict

Fiction
Bear
Bear
Be
PAIRED
The Call Coun
Co unt
ntr
t ry
try
READ
‡ Read the Essential Question with students: What kinds of challenges by Susan Paris
Leveled Reader
transform people? Leveled
LEXILE 730 ‡ Have students read the title and table of contents for Bear Country Readers
and preview its illustrations. Discuss what the story might be about.
OBJECTIVES
Determine a theme Review Genre: Realistic Fiction
text and how it is Review with students that realistic fiction presents characters who act
conveyed through as real people do and events that could happen in a setting like the
particular details; one in the story. Help students identify evidence that Bear Country is
realistic fiction.
judgments. RL.6.2
During Reading
• Make, confirm, and Close Reading
revise predictions
while reading. Note Taking: Ask students to use the graphic organizer in the Your
• Read fluently with Turn Practice Book, page 112, while they read the selection.
good phrasing. Pages 2–4 After reading pages 2–4, make a prediction about what will Use Graphic
• Read realistic fiction. Organizer
happen to Frankie on the trip. (Possible answer: She will be ignored or
teased by her brother and his friends, and she will see a bear.)
ACADEMIC Pages 5–8 Turn to a partner and tell how you used context clues to figure
LANGUAGE out the meaning of isolated on page 5. (The words least popular and
• realistic fiction;
few people around are context clues that help me understand isolated.
confirm predictions Frankie’s dad also says, “We’ll have the place to ourselves.” Isolated must
• Cognates: ficción mean “alone” or have to do with being far from other things. )
realista, tema, Pages 10–13 Identify vivid verbs on page 10 that help you imagine what
predicciónes
happens in the story. (clamber, crumbled, murmured) Paraphrase what
happens on pages 10 and 11. (Frankie’s father is hurt, and Frankie takes
charge to get him help.) Explain whether you confirmed or revised your
prediction. (Possible answer: I confirmed my prediction when Lee and
the others teased and ignored Frankie, but I’ll also revise the prediction
because now I think they’ll start listening to her. They haven’t seen any
bears, so I will revise that part of my prediction.)
T104 UNIT 3 WEEK 2

WEEK 2
Pages 14–15 Turn to a partner and discuss details that help you
determine the story’s theme on pages 14 and 15. (Possible answers Literature
include: Frankie is nervous about the trip and her place in the group. Circles
The boys make her feel more nervous. When her father gets hurt, she
speaks up about what to do. Her knowledge and calm attitude help
the group stay safe. By the end, she feels more confident.) What do the Thinkmark questions to guide
clues suggest as the theme of the story? (Possible answer: A challenge the discussion. You may wish to
can show a person that he or she has the strength and knowledge to have a whole-class discussion
cope with a crisis.) about what students learned
about how challenges can
transform people from both
After Reading selections in the Leveled Reader.
Respond to Reading
Level
Up
Ana
Analytical
W Write About Reading Check that students cite details to
W
Writing
Realistic
Fiction
d
develop
l the theme about the importance of being level-headed Think Hard,
Think Fast
during a crisis. by Melanie Drewery
illustrated by Dan Sherbo
Realistic
Fiction
Fluency: Phrasing Be a r
Count ry by Susan Paris
Model Model reading page 2 with appropriate phrasing. Next, reread PAIRED
IRED
IRE
READ
D
ED
How Many Hands?
the page aloud and have students read along with you.
Apply Have students practice reading with a partner. PAIRED
READ The Call
Realistic
R
F
Fictio n
Compare Texts
Read about a girl who had to find the strength
to meet a challenge. Bear IF students read the Approaching Level
PA I R E D R E A D Count ry fluently and answered the questions
The Call illustr
ustrat
by S
by
ated
Susan Paris
teed by Aleksa ndar Sotirovski
I knew I shouldn’t do it. It was a real dilemma, but

when you’re with friends—or more accurately, people
whom you want as friends—bad ideas can seem like okay
ideas. Sometimes, if you don’t let yourself think about it
carefully, they can even seem like good ideas.
“The Call”
Laura, Rachel, Emily, and I were about to play a
“game” called Who Can Stay on the Phone the Longest.
Not so difficult, but there was a twist—the person on the
other end had to be a complete stranger. Laura held the
record at five minutes, forty seconds … supposedly.
students
Now it was my turn, and I was petrified. I’d never

made a prank call before, and I didn’t particularly want
to start now. Rachel gave me a sympathetic look.
“Do you want a glass of milk?” she asked.
Make Connections: Write About It I shook my head because right then, even thinking of
eating or drinking anything made me feel sick.
&9B&5B/5B*B8:
17
PAIRED
READ The Call
• use self-stick notes to mark at least one

/ $
L GG
Before reading, ask students to note that Leveled Reader new theme-related detail that they would
“The Call” is also realistic fiction in the like to discuss in each section.
form of a personal narrative about an experience. Then discuss the
Essential Question. After reading, ask students to make connections
between the experiences of the main characters in Bear Country and
“The Call.”
FOCUS ON LITERARY ELEMENTS using advanced vocabulary and more
Students can extend their knowledge of similes by complex sentence structures.

Approaching Level
Phonics/Decoding
TIER
D E CO D E W O R D S W I T H /û r / S O U N D
2
OBJECTIVES Remind students that every syllable in a word has one vowel sound.
I Do
Know and apply Explain that when a vowel appears before the letter r, the vowel and the
grade-level phonics r work as a team to form a special vowel sound. Write her on the board
and word analysis
skills in decoding and read it aloud. Underline the letter e. Point out that in her, the letter e
words. RF.5.3 appears before the letter r, and the two letters work together to make the
/ûr/ sound. Write the words lurk and mirth on the board and review that
Decode words with the the letters ur and ir also make the /ûr/ sound.
/ûr/ sound.
We Do
Write perk, girth, terse, slurp, and chirp on the board. Model how to decode
the first word. Have students identify the r-controlled vowel. Students can
then read the rest of the words aloud and identify the /ûr/ sounds.
You Do
Add these words to the board: purse, fern, stir, thirst, and bird. Have students
read each word aloud and identify its vowel sound. Then point to the words
in random order for students to read chorally. Repeat several times.
TIER
B U I L D W O R D S W I T H r  CO N T R O L L E D V O W E L S Y L L A B L E S
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
knowledge of r-controlled vowel syllables. Remind students that when the letter r
all letter-sound
correspondences, comes after a vowel, the two letters remain in the same syllable and work
syllabication patterns, together to form a special vowel sound.
and morphology
(e.g., roots and We Do
Display these Word-Building Cards one at a time: er, part, ter, sis, tend, mis,
affixes) to read way. Model sounding out each syllable. Have students chorally read each
accurately unfamiliar syllable. Repeat at varying speeds and in random order. Next, display all
multisyllabic words
seven cards. Work with students to combine the cards to form two-syllable
context. RF.5.3a words with an r-controlled vowel in one syllable. Have students chorally
read the words: partway, sister, mister, tender.
Build multisyllabic
words with r-controlled You Do
Display other Word-Building Cards, such as gan, der, per, hunt, tem, son, and
vowel syllables. er. Have partners build words with an r-controlled vowel in one syllable.
Then have partners share the words they built and compile a class list.
T106 UNIT 3 WEEK 2

WEEK 2
P R AC T I C E r  CO N T R O L L E D V O W E L S Y L L A B L E S
OBJECTIVES Remind students that when a vowel is followed by the letter r, both
I Do
Use combined letters act as a team to form a special vowel sound called an r-controlled
knowledge of vowel syllable. Write the word lurching on the board and read it aloud.
all letter-sound
correspondences,
Explain that the letters u and r work together to make the /ûr/ sound in the
syllabication patterns, first syllable.
and morphology
(e.g., roots and We Do
Write the words carton, curtain, persist, and import on the board. Model
affixes) to read how to decode the first word, and then guide students as they decode
accurately unfamiliar the remaining words. Help them first divide each word into syllables using
multisyllabic words
the syllable-scoop procedure. Also help them identify the r-controlled
context. RF.5.3a vowel syllable in each word. This will help them to read and pronounce
each syllable correctly.
Decode words with
r-controlled vowel You Do
syllables. read chorally.
PHONICS/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 She
poured water into . 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
T108 UNIT 3 WEEK 2

WEEK 2
OBJECTIVES
I Do
Display the roused Visual Vocabulary Card. Ask: From what would you
Acquire and use expect to be roused, a nap or a run? Explain that roused means “stirred from
accurately grade- sleep or a resting state,” so the answer is a nap.
appropriate general
academic and Display the card for skewed. Ask: If you skewed while riding a bike, were you
words and phrases;
probably trying to avoid a big rock or the entrance to the bike path? Discuss
gather vocabulary that skewed means “took an indirect course,” so the answer is a big rock.
knowledge when
Display the remaining cards, one at a time, asking each question below.
or phrase important Have students answer each question and explain their answers.
to comprehension or
‡ Is a person facing a dilemma more likely to feel worried or relieved?
expression. L.6.6
‡ Who would be more likely to hit a softball feebly, a person who has
never played softball or an experienced athlete?
‡ When facing a problem, would a persistent person quit or keep trying?
‡ Which body of water has vastness, a creek or an ocean?
‡ If someone recoiled from an animal, was it probably a snake or a kitten?
‡ Which would you be more likely to summon, courage or fear?
OBJECTIVES
I Do
Use context (e.g., the Reproducibles pages 113–114. Read aloud the first paragraph. Point to
overall meaning of a dribbling. Explain that students can use the words, phrases, and sentences
in the paragraph to figure out the meaning of the multiple-meaning word.
function in a sentence) Think Aloud I want to know what dribbling means in this sentence. The
as a clue to the
meaning of a word or adverb limply is used to describe how the kids are dribbling. The text says
phrase. L.6.4a the kids are dribbling basketballs “around the court.” I’ve seen basketball
games, so I think that, here, dribbling means “moving a ball by bouncing it.”
We Do
Ask students to find drills in the third paragraph. Discuss how to use
paragraph clues to figure out the word’s meaning. Write the definition.
You Do
Have students use context clues in the paragraphs to find the meanings of
balked and fiddling on page 113 and fashion and whip on page 114.
VOCABULARY T109
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when students read a story aloud, it is important to read
I Do
Read on-level prose the text in chunks, or phrases. Remind students to look for commas, end
and poetry orally with punctuation, and quotation marks to determine which words belong
rate, and expression together and when to pause. Read the first three paragraphs of the
on successive Comprehension and Fluency passage on Approaching Reproducibles
readings. RF.5.4b pages 113–114. Ask students to listen for your phrasing and pausing.
Read fluently, using We Do

Read the rest of the page aloud and have students repeat each sentence
punctuation and text after you, using the same phrasing. Explain that you paused briefly at
clues as a guide for commas and longer at periods and that you used these punctuation
determining pauses.
marks, as well as quotations, as a guide for chunking words together.
You Do
passage. Remind them to focus on phrasing. Listen in and, as needed,
provide corrective feedback by modeling proper fluency.
TIER
I D E N T I F Y C H A R AC T E R D E TA I L S
2
OBJECTIVES
I Do
Describe how a Reproducibles pages 113–114. Read aloud the first three paragraphs.
particular story’s or Point out that the main character in the passage is Poppy, a young woman
in a series of episodes who is the frustrated coach of a basketball team. Review with students
as well as how the that the main character is the most important person in the story.
characters respond
or change as the We Do
Read the rest of page 113 together. Then ask: What problem is the main
plot moves toward a character having? How is she reacting to the problem? Discuss with students
resolution. RL.6.3 that Poppy’s problem is that her team does not try hard or listen to her.
She reacts with frustration.
Identify character
details. Have students read the rest of the passage. As they read, have them record
You Do
details about Poppy. Ask them to think about what she learns as the story
goes on. Review students’ notes with them. Then ask students to describe
how Poppy changes from the beginning to the end of the story.
T110 UNIT 3 WEEK 2

WEEK 2
REVIEW THEME
OBJECTIVES
I Do
Remind students that the theme of a story is the main message that
Determine a theme the author wants the reader to understand. Explain that students can
or central idea of a determine the theme by examining clues, including the setting, how the
text and how it is
conveyed through
characters react to story events, and what the characters learn.
particular details;
the text distinct from on Approaching Reproducibles pages 113–114. Work with students to
personal opinions or identify clues about the theme, such as how Poppy reacts to her team’s
judgments. RL.6.2 actions at practice. Point out that if Poppy learns a lesson by story’s end,
the difference in her thinking will be an important clue to the theme.
You Do
Have students read the rest of the passage. Have them take notes about
key plot events and character details. Then ask them to review their notes
and create a statement that expresses the theme of the story.

Determine a theme Have students choose a book of realistic fiction for sustained silent
text and how it is
conveyed through ‡ realistic fiction presents characters, settings, and plot events that reflect
particular details; real life. The theme, or message, of a work of realistic fiction also reflects
real life. Clues about a story’s theme include how a character reacts to
personal opinions or story events and what the character learns.
judgments. RL.6.2 ‡ making predictions about a story and either revising or confirming
Describe how a those predictions while reading can help students to better understand
particular story’s or the theme that the author expresses.
in a series of episodes Read Purposefully
as well as how the
characters respond Have students record on Graphic Organizer 126 clues that suggest a
or change as the theme as they read independently. After they finish, they can conduct a
plot moves toward a Book Talk, each telling about the book that he or she read.
resolution. RL.6.3
‡ Students should share their organizers and answer these questions:
Make, confirm, and What message did you take away from this book? How did you determine
revise predictions that message?
while reading.
‡ They also should tell the group whether they made any predictions that
needed to be revised as they read the story.
COMPREHENSION T111
On Level
Realistic
Fiction
Think Hard, Leveled Reader:

Think Fast Go
Think Hard, Think Fast
by Melanie Drewery
Digital
Before Reading
Realistic
Preview and Predict

Fiction
Thin
Th inkk HHar
in ardd,
ar
PAIRED
How Many Hands?
Thin
Th inkk Fa
in Fast
st
READ
‡ Read the Essential Question with students: What kinds of challenges by Melanie Drewery
Leveled Reader
LEXILE 830 ‡ Have students examine the title and the table of contents for Readers
Think Hard, Think Fast and then predict what might cause the main
OBJECTIVES character to think hard about something.
Determine a theme
text and how it is
conveyed through Review with students that realistic fiction presents characters who act
particular details; as real people do and true-to-life events that could happen in a setting
like the one in the story. Ask students to identify evidence that Think
personal opinions or Hard, Think Fast is realistic fiction.
judgments. RL.6.2
• Make, confirm, and

During Reading
revise predictions Close Reading
while reading.
• Read fluently with Note Taking: Ask students to use the graphic organizer in the Your
good phrasing. Turn Practice Book, page 112, while they read the selection.
• Read realistic fiction. Pages 2–4 What do you predict will happen to Jason? (Possible answer: Use Graphic
Organizer
Jason will stay grumpy until something happens to change his mind.)
ACADEMIC Pages 5–7 What are some examples of vivid verbs on page 5? (stretched,
LANGUAGE munching, squinted) How do these verbs affect how you understand the
story? (They help me picture the characters and how they look and
confirm predictions sound at the picnic more than less interesting words would.)
• Cognates: ficción Pages 8–11 Turn to a partner and explain how you would use context
realista, tema, clues to figure out the meaning of gallop on page 10. (I see the words
predicciónes
took off and fast, and then bouncing a gleeful Kelly on his back. These
clues tell me that gallop has to do with running or moving fast.) Review
the prediction that you made earlier. Did you confirm your prediction, or
will you revise it? Explain. (Possible answer: I predicted that something
would cause Jason to stop being grumpy, but I didn’t expect that he
would face a family crisis. I’ll revise my prediction to add that Jason may
feel proud of himself by the end of the story.)
T112 UNIT 3 WEEK 2

WEEK 2
Pages 12–15 Turn to a partner and discuss these questions: What

problem has arisen for Jason? (how to take care of his mother without Literature
upsetting Kelly) How does this challenge transform Jason? (He stops Circles
thinking mainly about himself and, instead, thinks of others and what
he needs to do.) Paraphrase what this tells you about the story’s theme.
(Possible answer: A crisis can transform a person into someone who Thinkmark questions to guide the
can take charge and make grown-up decisions.) discussion. You may wish to have
a whole-class discussion about
what students learned about how
After Reading
challenges can transform people
Respond to Reading from both selections in the
Leveled Reader.
Level
Ana
Analytical
W
Writing
theme
h about making the right decisions during a crisis.
Up
Realistic
Fiction
Fluency: Phrasing
Model Model reading page 4 with appropriate phrasing. Next, reread by Jesse Bornemann
illustrated by Noah Phipps
Realistic
Fiction
Think Hard,
Apply Have students practice reading with a partner. Think Fast
by Melanie Drewery
PAIRED
ED
CAKE and Lemonad
Lemonade
READ
R
Realis tic
Fictio
F n
Compare Texts
Read about a family that has to meet an
Thin
ink Hard,
PA I R E D R E A D
interesting challenge.
How Many Hands?

Do you know the saying “Many hands make light work”?
Thin
ink Fast by
by Mela
M nie Drew
PAIRED
READ How Many Hands?
Well, my sister and I figured that out the disastrous way.

i
illustr
ery
We love to skate, so when Mom said that she was taking llu
us ated by Dan
Sherbo
us to the indoor ice-skating rink, we were ecstatic.
“I bet I’m still faster than you,” I taunted Pippa.
“You wish. I’ve been practicing on my inline skates

every day for weeks, and I’m definitely faster than you,”
she replied.
“You two are too competitive for your own good, and
if you’re determined to race, then you can stay away from
“How Many Hands?”

me,” Mom said.

We should have listened. At the rink, we skated in circles
to warm up, but that soon got tiresome, and it was time to
put our boasting to the test.
“Race you to Mom,” I challenged Pippa as I accelerated
away. Skates flashing, we raced across the ice, me leading,
then Pippa, then me, then—
BANG! We smashed straight into Mom!
PAIRE
PA
AIR D
REA
R EAD
How Many Hand
s?
17
&9B&5B/5B*B8:
/ 2
L GG
Before reading, ask students to note students

Leveled Reader
that “How Many Hands?” is a personal • partner-read the Beyond Level main
narrative. Then discuss the Essential Question. After reading, ask selection.
students to make connections between the characters’ family-related • list story events.
challenges in Think Hard, Think Fast and “How Many Hands?” • discuss how the main characters are
transformed.

The Beyond Level challenges students by
FOCUS ON LITERARY ELEMENTS using advanced vocabulary and more
Students can extend their knowledge of similes by complex sentence structures.
completing the literary elements activity on page 20.
ON LEVEL T113
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the key selection words feebly,
I Do
Acquire and use recoiled, roused, skewed, summon, and vastness. Point to each word, read it
accurately grade- 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; ‡ Why might you lift something feebly?
gather vocabulary ‡ If you recoiled in fright, how would you move?
knowledge when
considering a word ‡ If you were roused from a daydream, how would you react?
or phrase important
to comprehension or You Do
Have students work in pairs to respond to these questions and explain
expression. L.6.6 their answers.
‡ If a bird skewed around a tree, what would it look like?
‡ If you summon your strength, what are you doing?
‡ If you’re shocked by the vastness of the ocean, to what are you reacting?
OBJECTIVES
I Do
Remind students that they often can determine the meaning of a
Use context (e.g., the multiple-meaning word by examining context clues in the same sentence
overall meaning of a or in nearby sentences within the paragraph. Use the Comprehension and
a word’s position or Fluency passage on Your Turn Practice Book pages 113–114 to model.
as a clue to the
Think Aloud I want to know what dribbling means here. When I reread, I
meaning of a word or see that kids are playing basketball. Since they’re moving the balls “around
phrase. L.6.4a the court,” I think that dribbling means “bouncing a ball to move it around.”
We Do
Have students read until they encounter drills in the third paragraph. Have
students figure out the definition by looking for clues in the paragraph,
such as “dribbling drills,” “running drills,” “shooting drills,” and “how
important the drills were to performing well.”
You Do
Have students determine the meanings of fiddling on page 113 and
fashion and whip on page 114 as they continue to read.
T114 UNIT 3 WEEK 2

WEEK 2
Comprehension
REVIEW THEME
OBJECTIVES
I Do
Remind students that the theme of a story is the main message that the
Determine a theme author wants to express. As students think about a story’s theme, urge
or central idea of a them to focus on the story’s main events and the characters’ reactions to
text and how it is
conveyed through
them. Tell students to think about what the characters learn.
particular details;
Have two or three volunteers read the first page of the Comprehension
the text distinct from and Fluency passage on Your Turn Practice Book pages 113–114. Direct
personal opinions or students to the third paragraph and have them point out Poppy’s problem
judgments. RL.6.2 and her reaction to it. Tell students to keep these details about Poppy in
mind as they consider what she learns by the end of the story.
You Do
Have partners identify how Poppy and the team react to each other as the
story continues. Then have them talk about the story’s theme and how
paying attention to clues while reading helped them identify the theme.

text and how it is
silent reading.
conveyed through ‡ Before they read, have students preview the book, reading the title and
particular details; viewing the illustrations.
the text distinct from ‡ As students read, remind them to make predictions and then to confirm
personal opinions or or revise those predictions as they read on.
judgments. RL.6.2
Describe how a
Read Purposefully
particular story’s or Encourage students to read different books that tell stories about how
drama’s plot unfolds challenges transform people.
as well as how the ‡ As students read, have them fill in key story details on Graphic
characters respond Organizer 126.
or change as the
plot moves toward a ‡ They can use this organizer to help them write a summary of the book.
resolution. RL.6.3 ‡ Ask students to share their reactions to the book with classmates.
Make, confirm, and
revise predictions
while reading.
Beyond Level
Realistic
Fiction
Leveled Reader: Go
by Jesse Bornemann
The Yard Sale Digital

Before Reading
Realistic
Preview and Predict

Fiction
PAIRED
CAKE and Lemonade
READ
‡ Read the Essential Question with students: What kinds of challenges by Jesse Bornemann
Leveled Reader
LEXILE 920 ‡ Have students read the title and the table of contents in The Yard Sale Readers
and then predict why a yard sale might be both a challenge and a
OBJECTIVES cause for change.
Determine a theme
text and how it is
conveyed through Review with students that realistic fiction features true-to-life
particular details; characters and events in a true-to-life setting. Have students identify
evidence that The Yard Sale is realistic fiction.
judgments. RL.6.2
During Reading
• Make, confirm, and Close Reading
revise predictions
while reading. Note Taking: Ask students to use the graphic organizer in the Your
• Read fluently with Turn Practice Book, page 112, while they read the selection.
good phrasing. Pages 2–5 After reading page 4, discuss these questions with a partner: Use Graphic
• Read realistic fiction. Organizer
What challenge does the family face? (how to afford a spring vacation
when Dad has lost his job) What do you predict will happen to the
ACADEMIC characters? (Possible answer: They will find a way to make money to go
LANGUAGE to WildWorld.)
Pages 6–9 Turn to a partner and share examples of vivid verbs that help
confirm predictions bring the story to life. Then explain how they help you understand the story.
• Cognates: ficción (Vivid verbs include doze, beg, zapping, tightened, and shrugged. These
realista, tema, words are much more interesting than their more ordinary synonyms,
predicciónes and they help me visualize the story and its characters.)
Pages 10–13 Think about the prediction that you made earlier. Did what
you read confirm your prediction, or do you need to revise it? (Possible
answer: The yard sale may be part of the solution. I’ll need to read
further to make sure that my prediction was correct.)
T116 UNIT 3 WEEK 2

WEEK 2
Pages 14–15 How would you use context clues to figure out the
meaning of jittery on page 15? (The author writes that Jessica wasn’t Literature
sure she could count the bills without dropping them. This tells me that Circles
jittery must mean “shaking nervously.”) Paraphrase the story’s concluding
paragraphs. (The money from the yard sale will be enough for the fair,
plus a starter fund for a WildWorld trip next year. Jessica helps cheer Thinkmark questions to guide
Jacob by making a list of rides they’ll go on.) What is the theme in this the discussion. You may wish to
story? (Possible answer: People can overcome tough times by setting have a whole-class discussion
priorities, making hard decisions, and staying positive.) about what students learned
about how challenges can
transform people from both
After Reading selections in the Leveled Reader.
Respond to Reading
Ana
Analytical
W Write About Reading Check that students link details with the
W
Writing
theme
h of how it’s important to examine priorities, make hard decisions,
and motivate others by staying positive in difficult situations.
Fluency: Phrasing
Model Model reading page 4 with appropriate phrasing. Next, reread
Gifted and Talented
Synthesize Challenge students
R
Realis
Fictio
F
tic
n to think about how the sales in
Compare Texts
Read about a challenge that has an unexpected impact. “CAKE and Lemonade” and The
PA I R E D R E A D CAKE and Lemonade
I always wanted a brother or sister when I was growing by
y Jes
esse Borneman
Yard Sale made a difference in the
illlluust
ust
strat
str
rrat
ated
n
ed by Noah Phipp
main characters’ lives. Students

up, even though most of my friends with siblings insisted
I was lucky to be an only child. Fortunately, my best s
friend, Ellie, lived right down the street, and almost every
afternoon, we met up to plan a grand adventure. We prided
ourselves on launching creative schemes, such as the time
should think about what is the

we wrote and directed a music video starring her two
elderly cats.
One summer day, we found ourselves in an unusual
“CAKE and Lemonade”

situation—we were completely bored! After we had sat in
silence for several long minutes, Ellie’s face suddenly lit up
and she announced, “Let’s form a club!”
Within an hour, we had a name
and a mission. We were the CAKE
(Caring About Kids Everywhere)
same and what is different about
Club, and we would raise
money to donate to families
in need. But there was a
problem—neither of us
could think of any other
PA
PAIRE
AIRED
AIR
lessons the characters learned.
D
clubs that had only
REA
RE
EAD CAKE and Lemonade
two members.
&9B&5B/5B*B8:
/ %
17 Have them create and share
L GG
Before reading, ask students to note Leveled Reader

a Venn diagram to show the
that “CAKE and Lemonade” is a personal similarities and differences.
narrative. Then discuss the Essential Question. After reading, ask
students to make connections between the characters’ experiences
with financial challenges in The Yard Sale and “CAKE and Lemonade.”
FOCUS ON LITERARY ELEMENTS

Students can extend their knowledge of similes by
completing the literary elements activity on page 20.
BEYOND LEVEL T117

Beyond Level
Vocabulary
Model
Acquire and use dilemma and persistent. Write sentences on the board using the words.
accurately grade-
appropriate general Write the words reluctantly and unanimous on the board and discuss
academic and the meanings with students. Then help students write sentences using
domain-specific
words and phrases;
these words.
gather vocabulary
Apply
Have partners discuss challenges that might transform a person. Then
knowledge when
considering a word have students work in pairs to write sentences using the words above to
or phrase important explain their thoughts.
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Read aloud the third paragraph of the Comprehension and Fluency
sentence or paragraph; Think Aloud I’m not sure of the meaning of balked. The nearby word
a word’s position or also refers to the beginning of the sentence, where we learn that the team
as a clue to the
wasn’t interested in doing dribbling drills. The next sentence explains that
meaning of a word or the team doesn’t seem to care. These context clues suggest that balked
phrase. L.6.4a means “refused to do something.”
With students, read the fourth paragraph. Help them figure out the
meaning of fiddling.
Apply
Have pairs of students read the rest of the passage. Ask them to use context
clues to determine the meanings of coordination and function on page 113
and fashion on page 114.
Gifted and Analyze Have pairs discuss how “Poppy and the Junior Tigers” illustrates
Talented
this week’s Essential Question. Then have them write a response to the
question, using at least three of the vocabulary strategy words from the
Comprehension and Fluency passage.
T118 UNIT 3 WEEK 2

WEEK 2
Comprehension
REVIEW THEME
OBJECTIVES
Model
Remind students that when they want to identify the theme, or main
Determine a theme message, of a story, one thing that they can do is consider how characters
or central idea of a react to central plot events. Point out that figuring out what the main
text and how it is
conveyed through
character learns by the end of the story can be especially helpful.
particular details;
Have students read the first page of the Comprehension and Fluency
the text distinct from passage on Beyond Reproducibles pages 113–114. Ask open-ended
personal opinions or questions to facilitate discussion, such as At the beginning of the story, how
judgments. RL.6.2 do the basketball players act? How does Poppy feel about coaching them?
Students should support their responses with text evidence.
Apply
Have students note clues about the theme as they read the rest of the
passage independently and complete Graphic Organizer 126. Then have
partners use their organizers to describe what Poppy learns in the story
and to identify the theme of the story.

text and how it is
silent reading.
conveyed through ‡ As students read, have them fill in Graphic Organizer 126.
particular details;
provide a summary of ‡ Remind them to make and then confirm or revise predictions as
the text distinct from they read.
judgments. RL.6.2 Read Purposefully
Describe how a Encourage students to keep a reading journal. Ask them to read different
particular story’s or books that tell stories about how challenges can transform people.
in a series of episodes ‡ Students can write summaries of the books in their journals.
as well as how the ‡ Ask students to share their reactions to the books with classmates.
characters respond
or change as the Gifted and Analyze Ask students to identify the theme of each of their books. Then
plot moves toward a Talented
challenge students to discuss how the books relate to the Weekly Concept
resolution. RL.6.3
of transformations. Have students compare the transformations that the
Make, confirm, and characters in their books go through with the transformation of Turner in
revise predictions Lizzie Bright and the Buckminster Boy.
while reading.
Shared Read Go
Facing the Storm Digital
Before Reading
Build Background
Isabel Moreno sat carefully inserting papers into a folder. She
Read the Essential Question: What kinds of challenges transform people?

Steve Cieslawski
to help the birds.
Explain the meaning of the Essential Question, including the

a shy and timid girl.
180 181
Reading/Writing ‡ 180_183_CR14_SI6_U3W2_MR_118711.indd 180 180_183_CR14_SI6_U3W2_MR_118711.indd

1/18/12 10:45 AM 181 1/18/12 10:46 AM
Workshop View
vocabulary in the question: A challenge is something that tests a “Facing the
Storm”
person’s abilities. When someone is transformed, that person is changed
OBJECTIVES in an important way.
Determine a theme
or central idea of a ‡ Model an answer: Janine had always been afraid to speak in front
text and how it is of a group. When she learned that she would have to read an essay
conveyed through
at a school assembly, she was terrified. Janine practiced daily. At the
particular details;
provide a summary of assembly, she was nervous at first, but she relaxed as she kept reading.
the text distinct from Afterward, everyone told her that she had done a great job. Since then,
personal opinions or Janine has been eager to speak out!
judgments. RL.6.2
‡ Ask students a question that ties the Essential Question to their own
Make, confirm, and background knowledge: What challenge has transformed you, or
revise predictions. someone you know, in some way? Turn to a partner and explain. Call on
several pairs to share their experiences.
LANGUAGE
OBJECTIVE During Reading
Determine the theme
using key details. Interactive Question-Response
‡ Ask questions that help students understand the meaning of the text
ACADEMIC after each paragraph.
LANGUAGE
• context, theme, ‡ Reinforce the meanings of key vocabulary.
predictions ‡ Ask students questions that require them to use key vocabulary.
• Cognates: contexto,
tema, predicciónes
T120 UNIT 3 WEEK 2

WEEK 2
Page 180 Paragraph 4

Show how vastness is related to nearly filled the
Explain and Model the Strategy Point to entire Gulf. Discuss how this description suggests
the illustration and read the title with students. that vastness means “hugeness.”
Remind them that good readers make predictions
to guide their reading. Discuss what students Paragraph 5
think the story will be about. (It will be about two
girls who experience a storm.) How have Isabel’s and Amy’s behaviors
changed? (Isabel is behaving more confidently,
Page 181 but Amy is acting uncertain and scared.) Why do
you think that Isabel takes charge? (She cares about
Paragraphs 1–2 helping the birds, and her concern helps her find
Explain and Model Theme When you’re trying confidence.)
to find a story’s theme, or message about life, look at
the story’s characters and plot. In particular, notice Page 183
how the main character feels and thinks. How does
Isabel feel as the story begins? Why? (Isabel feels Paragraph 1
frustrated. She would rather work with animals Have students confirm or revise their prediction
than file papers.) about what the story would be about. Point
out that the wind and rising water confirm the
Paragraph 4 prediction that the story would be about a storm.
Explain and Model Context Clues Show how
recoiled contrasts with willed herself to remain still Have students choral read the fourth
and she would have loved to brush Amy’s hand off. sentence. How has Amy’s thoughts about Isabel
These clues suggest that recoiled means “moved changed? Explain your answer to your partner. (Amy
away from something that is disliked.” has new respect for Isabel, and she wants to be
like Isabel.)
Paragraph 5
How does Isabel react to the news of the storm? Paragraphs 3–4
Why? (She is excited because the storm will give To determine the theme of a story, I consider how the
her a chance to help the birds.) characters react to events and what they learn by
the story’s end. What does Isabel learn in the story?
Page 182 (She learns that she can handle a challenge with
confidence and courage.)
Paragraph 2
After Reading
Discuss with a partner why Isabel “groaned
inwardly” at Amy’s words. (Isabel is annoyed Make Connections
because Amy is being bossy.) ‡ Review the Essential Question.
‡ Make text connections.
‡ Have students complete the ELL
Reproducibles pages 113–115.


Realistic
Fiction
Think Hard, Leveled Reader:

Think Fast Go
by Melanie Drewery
Think Hard, Think Fast Digital

Before Reading
Realistic
Preview
Fiction
Thin
Th inkk HHar
in ardd,
ar
PAIRED
How Many Hands?
Thin
Th inkk Fa
in Fast
st
READ
‡ Read the Essential Question: What kinds of challenges transform by Melanie Drewery
Leveled Reader
people? Leveled
LEXILE 500 ‡ Refer to Challenges That Transform Us: How can mastering a difficult Readers
skill transform someone?

OBJECTIVES
‡ Preview Think Hard, Think Fast and “How Many Hands?” Our purpose
Determine a theme
or central idea of a for reading is to learn how challenges transform people.
text and how it is
conveyed through Vocabulary
particular details;
Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
the text distinct from allergic, reaction, reluctantly. Use the routine found on the cards. Point
personal opinions or out the cognates: alérgico, reacción.
judgments. RL.6.2
Read on-level prose
During Reading
accuracy, appropriate Interactive Question-Response
on successive Note Taking: Have students use the graphic organizer on ELL
readings. RF.5.4b Reproducibles page 112. Use the questions below after each page is
read with students. Use Graphic
Make, confirm, and Organizer
revise predictions Pages 2–4 Why is Jason frustrated? (Tom couldn’t come to the park
while reading. with him.) How does Jason feel about his sister? (He thinks she is a pest.)
Explain the meaning of the word pest as used in the text. The word pest
ACADE MIC
doesn’t mean a bug. It means “a person who bothers somebody.”
LANGUAGE Pages 5–7 Look at the Chapter 2 title. What do you think is going to
• realistic fiction; happen? Who is going to get stung? By what? Write predictions on the
confirm predictions
board. At chapter’s end, review the predictions. Revise if necessary.
• Cognates: Pages 8–11 What is Jason’s dilemma? (He wanted to get his mom
ficción realista, home, but she was pretending to be okay.) What does Jason do about
tema, confirmar his dilemma? Have students look at the illustration on page 9. (He gives
predicciónes
Kelly a piggyback ride and has her read so they can get home and Kelly
won’t worry about her mom.) What clues show the bee sting is bad? (the
words swelling (page 10) and confused (page 11))
T122 UNIT 3 WEEK 2

WEEK 2
Pages 12–15 How does Jason take control of the situation? (He tells his
aunt what has happened and then calls for an ambulance.) Does Jason Literature
do the right thing? (Yes, his mom is happy that he called the ambulance. Circles
The paramedics said it’s fortunate that he called so quickly.) What is the
theme of the story? (It is important to remain calm in order to make the
right decisions during a crisis.) Thinkmark questions to guide
the discussion. You may wish to
After Reading have a whole-class discussion
Respond to Reading Revisit the Essential Question. Ask partners to about the kinds of challenges that
answer the Text Evidence Questions on page 16. Support students as can transform people from both
necessary and review all responses as a group.
Ana
Analytical
W W
Write About Reading Check that students understand that
Writing
Level
J
Jason made the right decisions during a crisis.
Up
Fluency: Phrasing Realistic
Fiction
Model Model reading page 8 with appropriate phrasing. Next, reread Think Hard,
Think Fast
the page aloud and have students read along with you. by Melanie Drewery
Realistic
Fiction
Apply Have students practice reading with a partner. Think Hard,

Think Fast
by Melanie Drewery
Realistic
R
F
Fictio n PAIRED
RED
ED
D
READ How Many Hands
Hands?
Compare Texts
Read about a family that has to meet an
interesting challenge.
Thin
ink Hard,
PA I R E D R E A D How Many Hands?
Do you know the saying “Many hands make light work”?
Thin
Well, my sister and I learned the meaning of it the hard way.
ink Fast by
y Mela
Me nie Drew
i
illustr
ery
We love to skate. So when Mom took us to the ice- lllustrated by
Dan Sherbo PAIRED
skating rink, we were excited.
READ How Many Hands?
“I bet I’m faster than you,” I said to Pippa.
“No, you are not! I’m faster than you,” Pippa responded.
“You are too competitive. You always argue about who’s
the best,” Mom complained.
At the rink, we decided to have a race.
“Let’s see who reaches Mom first,” I challenged Pippa.
“How Many Hands?”

The race began. First, I was ahead, then Pippa was ahead,
then—

BANG! We smashed into Mom.
skate
PAIRE
PA
AIR D
Make Connections: Write About It rink
&9B&5B/5B*B8:
17
REA
R EAD How Many Hand
s?

/ (
L GG
Before reading, ask students to note Leveled Reader proficiently read the On Level and have ELL
that “How Many Hands?” is a personal students
narrative. Then discuss the Essential Question. After reading, ask • echo-read the On Level main selection
students to make connections between the characters’ family-related with their partners.
challenges in Think Hard, Think Fast and “How Many Hands?” • list words with which they have difficulty.

FOCUS ON LITERARY ELEMENTS The On Level challenges students by
Students can extend their knowledge of the use of including advanced vocabulary and
simile in fiction by completing the literary elements more complex sentence structures.


Vocabulary
OBJECTIVES Preteach vocabulary from “Facing the Storm,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words dilemma,
accurately grade- feebly, persistent, recoiled, roused, skewed, summon, and vastness.
appropriate general
words and phrases;
knowledge when
Have partners think of a related word for each vocabulary word. Have
or phrase important them write both words and then share their word pairs with the group.
to comprehension or
Help students write the Ask students to write one Challenge students to
LANGUAGE word pairs and read them sentence that includes write sentences, using
OBJECTIVE aloud. both words from the pair. pairs of words in each one.
REVIEW VOCABULARY
OBJECTIVE Review the previous week’s vocabulary words. The words can be reviewed
I Do
appropriate general
domain-specific
Write the vocabulary words on the board. State a clue for one of the words,
gather vocabulary such as a definition, synonym, or antonym. Have students name the word
knowledge when and use it in a sentence.
considering a word
Have partners create their own clues for two or more words. Ask partners
to comprehension or to read the clues aloud to the class. When a student identifies the word,
expression. L.6.6 have him or her use it in a sentence.

OBJECTIVE Help students list clues Have students write clues Ask students to use
Use vocabulary words. and read them aloud. as complete sentences. synonyms in their clues.
T124 UNIT 3 WEEK 2

WEEK 2
OBJECTIVES Read aloud the first paragraph of the Comprehension and Fluency
I Do
Use context (e.g., the passage on ELL Reproducibles pages 113–114, while students follow
overall meaning of a along. Point to the word center. Remind students that context clues in the
same sentence or in nearby sentences often can help students figure out
function in a sentence) the meaning of an unfamiliar word.
as a clue to the
meaning of a word or Think Aloud I’m not sure what center means. I read that 12-year-olds are
phrase. L.6.4a bouncing basketballs at the community center. I know that community
means “a group of people in an area.” That suggests that a center is a place
LANGUAGE where people can meet for activities, like playing basketball.
OBJECTIVE
Use context clues. We Do
Have students point to the word coordination in the sixth paragraph. Help
them identify context clues for coordination, looking at the fifth paragraph
for clues. Write the definition of the word on the board.
You Do
Have partners use context clues to define crestfallen on page 114.

Help students find the Have students read aloud Have students explain
clues and use this frame: the clues, as well as their how they found and used
Crestfallen means ___. definition for the word. the context clues.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Facing the
Acquire and use Storm”: awe, fierce, mimic; and Think Hard, Think Fast: chores, confused,
accurately grade- irritating. Define each word for students: When you mimic someone, you
appropriate general
copy what they are doing.
academic and
domain-specific Model using the words in a sentence: My bird likes to mimic my singing. Amy
gather vocabulary watched in awe and tried to mimic Isabel’s tone. Then provide sentence frames
knowledge when and complete them with students: Chris tried to mimic Sara’s .
considering a word
Have pairs write their own sentence frames to complete 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
and high-frequency words.
VOCABULARY T125

Writing/Spelling
W R I T I N G T R A I T: O R G A N I Z AT I O N
OBJECTIVES Explain that good story writers include a strong conclusion, or ending,
I Do
Write narratives that usually ties up plot details in a satisfying way. A strong conclusion lets
to develop real or readers know how the main character’s problem is resolved or addressed.
imagined experiences
or events using Read the Expert Model aloud. Review the problem that drove the story’s
effective technique, We Do
relevant descriptive
plot and discuss why the conclusion satisfies readers. Use a word web to
details, and well- illustrate the features of a strong conclusion, using examples from the
structured event Expert Model. Model writing sentences that create a strong conclusion.
sequences. Provide
a conclusion that
You Do
Using information from the word web, have pairs write a story in two
follows from the or three paragraphs that presents a problem and then solves it with a
narrated experiences satisfying conclusion. Edit each pair’s writing. Then ask students to revise.
or events. W.6.3e
LANGUAGE Have students copy the Have students add Have students revise for a
OBJECTIVE edited paragraphs. or replace details to stronger conclusion and
Write a strong strengthen the conclusion. edit the revision for errors.
conclusion.
S P E L L W O R D S W I T H R  CO N T R O L L E D V O W E L S
OBJECTIVES Read aloud the Spelling Words on page T100, drawing out the r-controlled
I Do
Demonstrate vowel sound in each word. Note the single-vowel spelling in most of the
command of the words. Point out that er, ir, and or are all ways of spelling the /ûr/ sound.
conventions of
punctuation, and
sentence, read the underlined word slowly, drawing out the r-controlled
spelling when writing. vowel sound. Have students repeat after you and write the word.
You Do
LANGUAGE
Spell words with
r-controlled vowels. Have students copy the After students have Ask students to explain
and say the words aloud. have pairs quiz each other. to spell and why.
T126 UNIT 3 WEEK 2

WEEK 2
Grammar
SIMPLE TENSES
OBJECTIVES Remind students that a verb’s present tense tells what happens now, that
I Do
Demonstrate the past tense tells what already happened, and that the future tense tells
command of the what will happen. Underline the action verb as you write these sentences
conventions of
standard English
on the board: Carmen plays volleyball on our school team. Last week,
grammar and usage the team played two games. The team will play our school’s biggest rival
when writing or tomorrow. Explain that plays shows action in the present, played shows
speaking. L.6.1 action in the past, and will play shows action in the future. Then point out
last week and tomorrow as time clues. Explain that because of those clues,
LANGUAGE it would be incorrect to say, for example, Last week, the team plays two
OBJECTIVE games or The team played our school’s biggest rival tomorrow.
Use verb tenses
correctly in sentences.
We Do
Write the sentence frames below on the board. Call on volunteers to
Grades K-6
name some verbs that could complete each sentence. Then point to the
time clues of last summer and next Friday. Ask volunteers to complete
Language
each sentence and name the tense used. Fill in the sentence frames
Transfers with students’ responses. Then read the completed sentences aloud for
Handbook
students to repeat.
Jamal a wonderful story last summer.
Language Transfers Next Friday, Jamal it in class.
Handbook
Speakers of Cantonese
You Do
Brainstorm a list of action verbs with students. Have partners write two
and Korean may present-tense, two past-tense, and two future-tense sentences, including
incorrectly use the
time clues for the past and future tenses.
present tense for the
future tense. Reinforce
the use of the word will
with the base form of a Have students copy the Ask students to underline Have students underline
verb to form the future sentences and help them the verbs and identify each verb and indicate its
tense. Help students underline the verbs. Read the verb tense in each tense. Ask them to explain
form sentences about the sentences aloud for sentence. how they knew which
something that will students to repeat. tense to use.
happen in the future.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Theme RL.6.2, RL.6.3 Context Clues: Paragraph Writing About Text RL.6.2,
Clues L.6.4a RL.6.3, W.6.9a
Grade 6
Assessment Includes
Weekly
State Standards
online PDFs
Grades 1-6
Fluency
Assessment Administer oral reading fluency assessments using the
following schedule:
State Standards
‡ Weeks 1, 3, 5 Provide Approaching-Level students at least
T128 UNIT 3
WEEK 2
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 142 on Using Paragraph

VOCABULARY multiple-choice items Context Clues from the Tier 2 Vocabulary
correctly . . . Intervention Online PDFs.
Students score less than . . . assign Lessons 34–36 on Theme and/or

“3” on the constructed Write About Reading Lesson 194 from the Tier
WRITING responses . . . 2 Comprehension Intervention Online PDFs.

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

abundant Shared Read “Jewels of the Sea,” 194–201
impoverished Genre Narrative Nonfiction
Lexile 950L
ingenuity
productivity
sharecropper
solitude Comprehension Strategy ..................... Summarize, T146–T147
unearthed Comprehension Skill .............................. Text Structure: Sequence, T148–T149

Genre ............................................................. Narrative Nonfiction, T150–T151
windswept
Vocabulary Strategy ............................... Prefixes and Suffixes, T152–T153
Writing Traits .............................................. Ideas, T158–T159
Grammar Handbook............................... Main and Helping Verbs, T162–T163
Go
Digital
T130 UNIT 3 WEEK 3

INSPIRATION
Essential Question
What can people accomplish by
working together?
WEEK 3
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
The Pot That Juan Built, 212–223 “A Box of Ideas,” 226–229
Genre Narrative Nonfiction Genre Drama
Lexile 1000L Lexile NP
“Stick Insects: Masters of Defense,” by Sandra Markle. Copyright © 2008 by Sandra Markle. Reprinted with the permission of Lerner Publications Company, a division of Lerner Publishing
Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner whatsoever without the prior written permission of Lerner Publishing Group, Inc.
Differentiated Text


Stick Insects: Hidden Worlds:
Masters of Defense Looking Through
Genre a Scientist's
Microscope
Expository Text
Genre
Lexile 800L Expository Text
Classroom Library Lexile 1040L
WEEKLY OVERVIEW T131

TEACH AND MANAGE
How You Teach

Inspiration “Jewels from the Sea” The Pot That Juan Built
Minilessons “A Box of Ideas”
Summarize, Sequence, Narrative
Nonfiction, Prefixes and Suffixes,
Literature
Writing Traits Anthology
Reading/Writing 212–229
Workshop
190–191


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Sequence Frequently Misspelled Words
Fluency

Relevant Evidence Communities Improve Their
Economy with Local Materials
Independent
Practice Go Digital

pp. 123–125
Comprehension
Genre, p. 126
Phonics/Word Study
Phonics, p. 128
Grammar
Spelling/Word Sorts
Listening Library
14 Unit 3 • Week 3 • Inspiration Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 3
Leveled Readers Create a Visual Representation,

T156
Narrative
Weekly ent
Nonfiction
Narrative
Nonfiction
Narrative
Nonfiction
Text Connections Assessm
ChaCnhgaenge
Narrative
Nonfiction
Compare Inspiration, T157

Change Change
By Victoria
Tremper the Common
Assessing dards
State Stan
Core
By Victoria
Tremper
By Victoria
Tremper
By Victoria
Tremper
Write About Reading
Write an Analysis, T157
W
TE
PRINT TEMPLA
Ana
Analytical
W
Writing
PAIRED
READ
Food for Thoug
ht Weekly Assessment
PAIRED
READ
Food for Thoug
hht D
PAIREED
PA
EAD
REA D
Food for Thoug
ht
ht
145–156
PAIRED Food for Thoug
READ


4
( More
13 Activities
on back
Ideas: Relevant Evidence
Economic Growth
WRITING
Read Nicole’s essay. Identify important details
that help the reader understand the topic. Revise
SOCIAL ST
the paragraph. Delete details that are

not relevant. Add evidence to support the topic. COLLABORATE
COLLABORATE Identify a project that benefits your
Ways to Increase community. Brainstorm ways to help raise

money for it. What goods or services
Funding
would people be willing to buy?
Last yyear
Last my birthday, I asked
yea , for m
Bake Salee
G
f ds to br
myy frien ing cans or boxes of
ring
brin
11 h I
. I told them that
STUDIES
S
Make a list of yyour ideas. Choose the one

Raking es
ves
Leaave
Leaves
aking L f instead of presents
food
most likely to raise the most money. food items to a food
T
Crafts S
raffts Sale 11 wanted to donate the
bank. My friends said
that they were exci
One friend brought a
ted
arr Wash
Car W
Create an advertisement to
publicize your fund raising 20
to com e to my part
big bag filled with can
TText Structure: Sequence
y.
s. Together, my friends
You need
20
Minutes
Prefixes and Suffixes

plan. Use persuasive You need
Minutes
and I were able to don

ate a lot of food to the
›
READING
language to convince people games at my party. We pen or pencil
that buying your goods or pencils, crayons, › food bank. We played was a
prefix added or a suffix I think that my party
laughed a lot, too.Event paper ›
PHONICS/W0RD STUDY
Aservices to the
is an easy beginning of or
and a word
markers / Step
COLLABORATE Choose an informational text
added to the end of a
enjoyable way to support a word changes the word’s big success!
meaning. Some words have both a paper
good cause. prefix and a suffix. › you both read recently in which events
are described in sequence or the
steps in a process are explained.
Create a Three-Pocket Foldable®. Label 4
Go
G oD
Digital!
the pockets prefix, suffix, both.
13 Use a Sequence Chart to record key
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • Research and Inquiry • Grade 6
events or steps either in one section
Write each of these words on an index 004_CR14_NA_ACW_6_119294.indd 4A
or in the entire text. 3/19/12 5:16 PM
card: prepayment, foreleg, mismatched,

013_CR14_NA_ACS_6_119294.indd 13A aimless, uneventful, kinship, renewal, 3/19/12 9:08 AM
Decide whether each
uncaringly, acidity, powerful.
20 event or step you added is 20
Minutes
Minutes
important to the sequence. You need
Circle each prefix or suffix. Then You need If not, revise your chart.
define each word. Sort the cards › Three-Pocket › informational text
into the correct pockets. Foldable ®
Use your revised chart to › paper,
pens
pencils or
COLLABORATE Think of three words that

› index cards summarize the sequence
of events or steps.
have both a prefix and a suffix. › pencils or pens
Define each of your words.
11
Go
G oD
Digital!
11
Go
G oD
Digital!
011_CR14_NA_ACR_6_119294.indd 11A 3/19/12 8:52 AM
011_CR14_NA_ACP_6_119294.indd 11A 3/19/12 5:34 PM

Write to Sources
and Research
Text Structure: Sequence, T148–T149
Summarize, T153N
Sequence, T153N
Analyze to Inform/Explain, T157
Summarize, p. 225
Comparing Texts, T169, T177, Sequence, p. 225
T181, T187
Sequence, pp. 123–125

Go Genre, p. 126
Digital Analyze to Inform,
Leveled Readers p. 129
Whiteboard Sequence Your Turn Practice Book

27
Go
Go
Digital
h Edition

WEEK 3
Writing Trait: Ideas
Relevant Evidence, T158–T159
Ideas: Relevant
Evidence,
pp. 202–203
Ideas:
Go Relevant
Digital Evidence, Ideas: Relevant
Card 4 Evidence, p. 130
Interactive

Go
Digital
Grammar
Main and Helping Verbs, Main and Helping Verbs
T162–T163
Spelling
Frequently Misspelled
F
Frequently
Wo
Words, T164–T165 Misspelled
M
Go Words
W
Digital
Interactive

READING
Build Background Inspiration, T138–T139 Comprehension
• Strategy: Summarize, T146–T147
Teach, Aloud: “A Spur-of-the-Moment Speech,” Write About Reading Ana
149
• Skill: Sequence, T148–T149
Analytical
A
Writing
W
Model T140–T141 • Genre: Narrative Nonfiction, T150–T151

Whole Group
Comprehension Practice Your Turn 122–127

and • Preview Genre: Narrative Nonfiction, T150–T151
Vocabulary Strategy: Prefixes and
Apply • Preview Strategy: Summarize, T146–T147
Suffixes, T154–T155
Reading/Writing Workshop Practice Your Turn 121
Close Reading of Complex Text “Jewels
from the Sea”, 194–197
Leveled Reader Coming Together for Change, Leveled Reader Coming Together for
T168–T169 Change, T168–T169
Approaching
g Word Study/Decoding
Vowel Teams, T170
oding Decode Words with
0 2
TIER
Vocabulary
T172
2 2
TIER
Level Vocabulary Comprehension

TIER TIER
2 2 • Identify Signal Words, T174
4 2
• Identify Related Words, T173 • Review Sequence, T175
T176–T177 Change, T176–T177
On Level
Small Group
Vocabulary Review Vocabulary Words, T178 Comprehension Review Sequence, T179
T180–T181 Change, T180–T181
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Sequence, T183
Level T182
Shared Read “Jewels from the Sea”, Leveled Reader Coming Together for
T184–T185 Change, T186–T187
English Word Study/Decoding Decode Words with Vocabulary Review Vocabulary, T188
Language Vowel Teams, T170 Writing Writing Trait: Ideas, T190
Learners Vocabulary
Grammar Main and Helping Verbs, T191

Writing
Whole Group
• Writing Trait: Ideas/Relevant Evidence, T158–T159 • Writing Trait: Ideas/Relevant Evidence, T158–T159
Grammar Grammar Main and Helping Verbs, T162 Grammar Main and Helping Verbs, T162
Spelling Frequently Misspelled Words, T164 Spelling Frequently Misspelled Words, T164
Build Vocabulary • Academic Vocabulary, T166 • Review Denotation and Connotation, T166
T134 UNIT 3 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Frequently Misspelled Fluency Rate and Accuracy, T155 Integrate Ideas
Words, T154–T155 • Research and Inquiry, T156
Integrate Ideas
Close Reading The Pot
That Juan Built, 212–225 Close Reading “A Box of Ideas”, 226–229 Narrative
Nonfiction
Literature Change
Anthology to
By Victo
ria Tremp
oria
er
Tremper
t
PAIRED Food for Though
READ
Leveled Reader Coming Together for Change, Leveled Reader Paired Read: “Food for Leveled Reader Literature Circle, T169
T168–T169 Thought,” T169 Comprehension Self-Selected Reading,
Word Study/Decoding g Build Frequently Word Study/Decoding Practice Frequently T175
TIER
Misspelled Words, T170
0 2 Misspelled Words, T171
TIER
Fluency Rate and Accuracy, T1744 2
Vocabulary Prefixes and Suffixes, T173
T176–T177 Thought,” T177 Comprehension Self-Selected Reading,
Vocabulary Prefixes and Suffixes, T178 T179
T180–T181 Thought,” T181 Comprehension
Vocabulary • Self-Selected Reading, T183 Gifted and
• Prefixes and Suffixes, T182 Gifted and • Independent Study: Inspiration, T183 Talented
• Shades of Meaning, T182 Talented
T186–T187 Thought,” T187
Word Study/Decoding Build Frequently Vocabulary Additional Vocabulary, T189
Misspelled Words, T170 Word Study/Decoding Practice Frequently
Vocabulary Prefixes and Suffixes, T189 Misspelled Words, T171
Spelling Frequently Misspelled Words, T190
LANGUAGE ARTS
• Writing Trait: Ideas/Relevant Evidence, T158–T159 • Writing Trait: Ideas/Relevant Evidence, T158–T159 • Writing Trait: Ideas/Relevant Evidence, T158–T159
Grammar Mechanics and Usage, T163 Grammar Main and Helping Verbs, T163 Grammar Main and Helping Verbs, T163
Spelling Frequently Misspelled Words, T165 Spelling Frequently Misspelled Words, T165 Spelling Frequently Misspelled Words, T165
• Prefixes and Suffixes, 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.

Organization Problems and Solutions T145
Genre Tone and Point of View T151
"Jewels from the Sea"

Lexile 950L

Prior Knowledge Casas Grandes T153A
Connection of Ideas
Inferences T153C
Reread T153K
Specific Vocabulary Scientific Terms T153E
Sentence Structure T153E, T153G, T153Q
Genre
Illustrations T153I
The Pot That Juan Built Lexile 1000L
"A Box of Ideas" Lexile NP
Play T153O

SCAFFOLD
support Workshop Coming Together for
"Jewels from the Sea" Change T186–T187
THEN scaffold instruction using the small T184–T185 "Food for Thought" T187
group suggestions.

WEEK 3
instruction focus.
more complex text.
Quick Check Narrative

Nonfictio
n
Comprehension Strategy Summarize T147 Change

By Victor
ia Trempe
r
Comprehension Skill Text Structure:

Sequence T149
Genre Narrative Nonfiction T151 Beyond PAIRED
READ
Food for Thou
ght
30

Vocabulary Strategy Prefixes and Suffixes T153 T177

Phonics/Fluency Frequently Misspelled Words,
Narrative
Rate and Accuracy T155

n
Nonfictio
Change
Approaching Level
r
If No Reteach T168–T175 By Victor

ia Trempe
Narrative
ELL
n
Nonfictio
Develop T184–T191 Narrative

Nonfictio
n
Change On Level
Change
ght
PAIRED Food for Thou
On Level
READ
If Yes Review T176–T179 By Victor
ia Trempe
r 25/01/12
5:27 PM
r
ia Trempe
By Victor
Beyond Level Extend T180–T183

ing
Approach PAIRED
READ
Food for Thou
ght
ELL
25/01/12
5:16 PM
T169 T187
T 187 PAIRED
READ
Food for Thou
ght
5:19 PM
25/01/12
Additional Vocabulary T189 Prefixes and Writing Trait: Spelling Grammar

absorbed determination Suffixes Ideas T190 Frequently Main and
cultivated income T189 Misspelled Helping
decreased solutions Words T190 Verbs T191


LESS O
IN I
M
N
10 Build Background
Mins
Go
What can people accomplish by working together?
Writing Workshop.
Discuss the photograph with students. Explain that these volunteers
are inspired to use their time and energy to build homes for people
Workshop who can’t afford them on their own. Focus on how working together Concept
helps the volunteers accomplish their goal.
OBJECTIVES ‡ Building a house requires many people. Working together increases
Interpret information productivity because more can be accomplished in less time.
media and formats
‡ There are many problems to solve when building a house. Problem
Watch Video
(e.g., visually, solving takes ingenuity, or cleverness. When people work in groups,
quantitatively, orally) they can draw on each other’s creative ideas.
and explain how it
text, or issue under Talk About It
study. SL.6.2
Ask: What have you learned about working together? What inspires you to
Engage effectively in a COLLABORATE help others? Have students discuss in pairs or groups.
range of collaborative
discussions (one-on- ‡ Model using the graphic organizer to generate words and phrases
one, in groups, and associated with working together for the common good. Add
teacher-led) with Use Graphic
students’ suggestions.
diverse partners on Organizer
grade 6 topics, texts, ‡ Have students complete the organizer. Then ask partners to talk
and issues, building about a time they were inspired to help others.
clearly. Pose and
respond to specific
questions with Collaborative Conversations
by making comments
Add New Ideas As students engage in partner, small-group, and
topic, text, or issue whole-class discussions, encourage them to add new ideas to their
under discussion. conversations. Remind students to
SL.6.1c
‡ stay on topic.
Build background ‡ connect their own ideas to things their peers have said.
knowledge on ‡ look for ways to connect their personal experiences or prior
inspiration.
knowledge to the conversation.
T138 UNIT 3 WEEK 3

WEEK 3

SCAFFOLD
Use Visuals Point Describe Have students Discuss Ask students
to the people in the describe the photograph. why a person might
Working
photograph. These people Ask: What are the people be inspired to build a Together
are working together to building? Why are they house for someone else.
build a house. Ask: Why do working together? Then ask why more can
they want to build a house? Encourage students to be accomplished when
Repeat correct responses use a concept word in people work together.
slowly and clearly for the their response. Correct Elicit more detail from
class to hear. students’ grammar and students and elaborate
pronunciation as needed. when needed.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Inspiration Digital
Explain to students that feeling inspired can motivate people to
media and formats accomplish a goal. Tell them that you will be reading about a speech
(e.g., visually, that inspired people to think in a new way about how to work together
quantitatively, orally) to serve their country and help others around the world.
and explain how it
text, or issue under Preview Genre: Narrative Nonfiction View Photos
study. SL.6.2 Explain that the passage you will read aloud is narrative nonfiction.
Cite textual evidence Discuss features of narrative nonfiction:
to support analysis
‡ provides factual information in the form of a story
explicitly as well as ‡ may express the author’s point of view through a particular voice
inferences drawn from or tone
the text. RI.6.1
• Listen for a purpose.

Preview Comprehension Strategy: Summarize
• Identify Explain that when readers summarize, they use key details in a text
characteristics of to identify the main ideas. Readers then restate the ideas in their
narrative fiction. own words and in a logical order. Point out that summarizing can
help readers understand new ideas, rethink what they have read, and
ACADEMIC remember key information.
LANGUAGE
Use the Think Alouds on page T141 to model the strategy.
• narrative nonfiction,
summarize
• Cognates: narración Respond to Reading
de no ficción, resumir Think Aloud Clouds Display Think Aloud Master 5: This was mostly
about . . . to reinforce how you used the summarize strategy to © Th M G Hill C i I
understand content. Model Think

Alouds
Genre Features
Aloud that let them know it is narrative nonfiction. Ask them to think
about other texts that you have read or they have read independently
that were narrative nonfiction.
Summarize Have students restate the most important information Use Graphic
Organizer
from “A Spur-of-the-Moment Speech” in their own words.
T140 UNIT 3 WEEK 3

WEEK 3
A Spur-of-the-Moment Speech
In the early hours of October 14, 1960, Senator John Meeting the Challenge
F. Kennedy’s motorcade rolled to a stop in front of Students Alan and Judy Guskin were inspired
the student center at the University of Michigan. by Kennedy’s words and those of Representative
It was only weeks until the general election. Chester Bowles of Connecticut, who spoke at the
Kennedy was making a quick campaign stop in university several days later. They wrote a letter to
the state in his effort to become the next President the school newspaper. In the letter, they pledged
of the United States. He hadn’t planned to make a to spend several years working in underdeveloped
speech at the student center. But when thousands countries where their help was needed. The couple
of students greeted his arrival, he decided to say a challenged other students to make the same pledge.
few words. The Guskins also helped start a petition drive. 2
For some time, Kennedy had been considering the
Creating the Peace Corps
idea of a volunteer program that would encourage
international peace and friendship by aiding people Senator Kennedy was encouraged by the response.
in developing countries. He worried, however, that In a major speech on November 2, he went on to
there wasn’t enough interest. Standing on the steps propose forming the Peace Corps. A week later,
of the student center, he chose to test interest by Kennedy was elected president. One of the first
issuing a challenge: How many students who were things he did was to temporarily establish the
preparing to become doctors would be willing to Peace Corps. A few months later, Congress made
spend time in Ghana? How many engineers and the Peace Corps a permanent program. More than
technicians would be willing to travel the world 50 years later, the volunteers of the Peace Corps
as part of the Foreign Service? Who was willing to are still serving the needs of communities in
serve their country in this way? 1 developing nations around the world. 3
1 Think Aloud I’m going to

Anderson Ross/Blend Images/Getty Images
summarize this paragraph 2 Think Aloud I’ll write a

to better understand what summary of this paragraph.
I read. I’ll restate Kennedy’s My summary will focus on
challenge to students in what the Guskins were inspired
my summary. to do after they listened to
Kennedy and Bowles speak.
3 Think Aloud When I summarize

this paragraph, I’ll include
information on when and how
the Peace Corps was formed
and note that it is still serving
communities around the world
more than 50 years later.

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: When something is abundant, it is present in large
quantities.
OBJECTIVES
Example: We saw many jellyfish, as they are abundant in warm
Acquire and use
ocean waters. abundant
accurately grade-
appropriate general Ask: What else is abundant in the ocean?
academic and
domain-specific
words and phrases; Use Visual
gather vocabulary Definitions Glossary
knowledge when ‡ impoverished Someone who is impoverished has few resources
considering a word
or phrase important
or little wealth.
to comprehension or ‡ ingenuity If you have ingenuity, you show cleverness
expression. L.6.6 or skillfulness.
‡ productivity Productivity is the rate at which a person or
business makes or does something.
Cognate: productividad
‡ sharecropper A sharecropper is a farmer who rents part of
another farmer’s land by paying the farmland owner
with money or a portion of the crop.
‡ solitude When you are in solitude, you are alone.
Cognate: soledad
‡ unearthed If you unearthed something, you discovered it, dug
it up, or got it out of the ground.
‡ windswept A windswept place is not protected from the wind.
Talk About It
Have students work with a partner to look at each photograph and
COLLABORATE discuss the definition of each word. Then have students choose three
vocabulary words and write questions for their partners to answer.
T142 UNIT 3 WEEK 3

WEEK 3

SCAFFOLD
Use Visuals Let’s look at Describe Have students Discuss Ask students to
the photograph for the describe the photograph talk with a partner about
word abundant. Point to to a partner. Ask: What what is abundant in the
the jellyfish. Ask: Are there things in the photograph photograph. Then ask
many jellyfish, or just one are abundant? Students them to write a definition
or two? (many) Elaborate can point to the jellyfish for the word abundant.
on the idea that many is as they say the word. Have them share their
another way of saying Have them point to and definition with the class.
abundant. Abundant in name classroom objects
Spanish is abundante. that are abundant.
p. 121 p. 121 p. 121
VOCABULARY T143
Shared Read
Connect to Concept: lives of the women of Zanzibar? Model how to find
Inspiration evidence to answer the question.
Explain to students that “Jewels from Generations of women in Zanzibar used the sea to
the Sea” is about a group of women support and feed their families. The work was hard,
who have been inspired to improve and the women made little money.
Reading/Writing
Workshop their lives and the lives of those Reread Paragraph 2: Model how to paraphrase
in their community. Read “Jewels the text, and then make a prediction about
from the Sea” with students. Vocabulary words what will happen based on the first and second
previously taught are highlighted in the text. paragraphs. Remind students that they will read on
to see if the facts confirm their predictions.
Close Reading The women depended on oysters for food, but
Reread Paragraph 1: Tell students that you are the oysters were harvested faster than they could
going to take a closer look at the section “A Life replenish themselves. The women worried about
by the Sea.” Reread the first paragraph together. their families. I predict the women will find new
Ask: What does the author tell readers about the ways to make a living and feed their families.
T144 UNIT 3 WEEK 3

WEEK 3
had the power to bring oyster keeps only a part of the harvest. It them to help see the project
populations back to healthy levels. was suggested that they join forces through. The first harvest of mabe
The women’s search for to cultivate mabe (MAH-bay) pearls in 2008 was so successful
solutions also unearthed another pearls, also known as “half-pearls.” that professional jewelers quickly
new idea. The women had always These pearls are created when bought up the gleaming harvest to
discarded the oysters’ shells after a bead or other irritant is placed make expensive jewelry.
removing the flesh. But visiting inside a living oyster. The oyster
experts, who help communities coats the irritation with layers of a Toward New Horizons One of the
shiny substance called nacre (NAY- The women wanted to learn women polishes
sustain their resources, pointed out
ker). The nacre later hardens into a still more ways to improve their a mabe shell.
that the shells could be valuable,
shimmering pearl, perfectly suited business. To do so, they would
too. They offered to teach the absorbed all this and brought it
for jewelry. have to travel thousands of
women the skills needed for home with them.
miles across the ocean. Just as
polishing the shells and turning This new project would also The women of Zanzibar still
learning to swim had been a first,
them into jewelry. Before long, work well with the plans to restore live on their beautiful island. But
leaving Zanzibar would be a new
local residents and tourists were the oyster beds. Four “no-take” today there is a difference. By
experience. But together they
buying earrings, necklaces, and zones were soon established for working together, the women have
would go. In 2009, a small group
bracelets that the women made the oysters that would produce become powerful caretakers of
flew to Newport, Rhode Island, in
from shells. The income the women mabe pearls. There was only local natural resources and created
the U.S. to learn about designing
earned from selling jewelry was one problem. The pearls had to prosperity in their community.
and marketing jewelry. They met
more than they had ever made be cultivated underwater. Even Their hard-earned productivity
a master jeweler, who taught
before. It occurred to them that, though the women had lived all will continue when they teach the
them how to wrap strands of fine
with a little ingenuity, they had
Andrew McConnell/Robert Harding World Imagery/Getty Images
their lives by the sea, they did not next generation of young women
silver wire into delicate designs
actually become businesswomen. know how to swim! So the next how to accomplish great things.
around the mabe pearls. They also
step for these strong-willed women
Building on Their Success met people who shared tips on
was to learn to swim.
The women believed they could expanding small businesses Make Connections
Others in the village were
do even more. They wanted to into large ones. The women Explain the steps that the women of
impressed by the women’s
have control of their business, Zanzibar took together to accomplish
determination. Many joined
not to be like a sharecropper their goal. ESSENTIAL QUESTION
who owns no land and so Talk about a time when you worked
The women together with others to accomplish a
Hartung
rt g
common goal. TEXT TO SELF
artun
harvesting oysters.
(i)ii) Klaus
K laau
Kla
la Ha
us H
196 197
194_197_CR14_SI6_U3W3_MR_118711.indd 196 READING/WRITING WORKSHOP, pp. 196–197 12/24/11194_197_CR14_SI6_U3W3_MR_118711.indd

12:26 PM 197 12/24/11 12:27 PM
Make Connections
ESSENTIAL QUESTION
Encourage students to go back into the text for
Organization
evidence about what inspires people to solve
problems. Ask students to explain how inspiration Explain that “Jewels from the Sea” describes
changed the lives of the women of Zanzibar. problems that the women of Zanzibar faced
and then explains solutions they found.
Continue Close Reading ‡ What problem did the women face in the
Use the following lessons for focused rereadings. early 2000s, and how did they solve it?
(The number of oysters had declined
‡ Summarize, pp. T146–T147
dramatically. The women found new
‡ Text Structure: Sequence, pp. T148–T149 ways to manage the oyster beds and use
‡ Narrative Nonfiction, pp. T150–T151 the shells.)
‡ Prefixes and Suffixes, pp. T152–T153 ‡ The women could not swim. How did they
solve the problem? (They learned to swim.)
SHARED READ T145

LESS O
IN I
M
N
10 Summarize
Mins
Go
1 Explain Digital
Explain to students that informational texts include ideas and
details that may be unfamiliar. Remind them that finding and A Life by the Sea
understanding key details is important as they read. Point out

On their windswept island off the coast
of eastern Africa, the women of Zanzibar
were living much as their ancestors had.
They cared for their children and cultivated
d
their gardens. They farmed seaweed from the
th
he
ocean and gathered shells to sell to tourists wh
whoo The
Th
visited their beautiful homeland. Some of the lustrous
women worked long hours breaking rocks into interior of
an oyster
gravel. Life on the Fumba Peninsula had often
shell.
been hard for them. They made very little money,
and some would say the women were impoverished.
But they had always managed to feed their families.
The ocean had provided for them, supplying abundant
that summarizing helps students focus on main ideas in order to

fish and oysters for food, and colorful shells to sell.
However, gifts from the ocean were not limitless.
In the early 2000s, the women began to notice that
oysters were not as plentiful as they once had been.
In fact, Zanzibar’s oysters were being harvested faster
than they could replenish themselves. In ten short years,
the number of oysters had declined dramatically.
The women worried about the uncertain future.
A Fresh Approach
Essential Question The women began to look beyond the solitude of their
(i) Cindy Miller Hopkins/DanitaDelimont.com/Newscom

What can people accomplish isolated coastal villages for help. To start, they welcomed
by working together? the interest of scientists who were studying marine life in
the waters surrounding Zanzibar. With guidance from the
remember them later.

Read about the way one group
scientists, the women would work together to manage the
of women improved their lives
way oysters were harvested. They soon discovered they
Gideon Mendel/CORBIS
and their community.
194 195
194_197_CR14_SI6_U3W3_MR_118711.indd
194 197 CR14 SI6 U3W3 MR 118711 indd 194 1/6/12
194_197_CR14_SI6_U3W3_MR_118711.indd
1
11:55
197 CR14
AM SI6 U3W3 MR 118711 indd 195 1/6/12 11:57 AM

Workshop ‡ Active readers summarize to check their understanding, to Lesson
rethink what they have read, and to remember main ideas.
OBJECTIVES ‡ Students ask themselves what a section of text is about. They
to support analysis
look for important details in the passage to decide what
of what the text says central idea the details have in common.
explicitly as well as ‡ To summarize a paragraph, passage, or selection, students
the text. RI.6.1
briefly restate the most important ideas in their own words and
in a logical order.
Determine a central
idea of a text and how ‡ Point out that students may need to reread more than once
it is conveyed through before they summarize or as they check a summary.
particular details;
the text distinct from 2 Model Close Reading: Text Evidence
Model how summarizing can help you understand the economic
judgments. RI.6.2
problem the women faced. Summarize for students the section “A
Analyze in detail how
Life by the Sea,” on page 195 of “Jewels from the Sea.”
a key individual, event,
or idea is introduced,
illustrated, and 3 Guided Practice of Close Reading
elaborated in a text
(e.g., through examples Have students work with partners to summarize the next section,
or anecdotes). RI.6.3 COLLABORATE “A Fresh Approach.” Direct them to identify the main idea of each
paragraph and to use those two main ideas to summarize the
Summarize new section. Then have partners summarize the final two sections of
information
“Jewels from the Sea.” Invite partners to discuss the information
to increase
understanding. about the women of Zanzibar that their summaries highlighted.
ACADEMIC
LANGUAGE
• summarize,
informational text
• Cognates: resumir,
texto informativo
T146 UNIT 3 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Do students summarize to understand
and remember information? Do they
include main ideas and only key details
in their summaries?

ELL Develop p. T185

SCAFFOLD
Determine Help students Describe Have students Explain Have students
reread the second reread the second reread the second
paragraph of “A Life by paragraph of “A Life by paragraph of “A Life by
the Sea” on page 195. the Sea” on page 195. the Sea” on page 195.
Point out and define Ask: What do the women Ask: Why do you think
difficult or unfamiliar notice? (There are not as the number of oysters
words or phrases, such many oysters as before.) has declined? Why is the
as replenish themselves, Why does this worry the decline a central idea and
and declined dramatically. women? (They are afraid an important fact in the
Help students determine that their families will women’s future plans? Turn
how the terms relate suffer and go hungry.) to a partner and explain.
to the main idea in the Repeat correct student
paragraph and to a good responses slowly and
summary. clearly for the class.
pp. 123–124 pp. 123–124 pp. 123–124

Comprehension Skill
LESS O
IN I
M
N
10 Text Structure: Sequence
Mins
Go
1 Explain Digital
Tell students that sequence is one type of text structure, or
way that authors organize ideas in a selection. Explain that A Life by the Sea
sequence refers to a series of steps or events placed in time order.

d
th
he
whoo The
Th
an oyster
shell.
Understanding the sequence of steps or events in a selection

A Fresh Approach

helps students see the logical progression of an author’s ideas.

194 195
194_197_CR14_SI6_U3W3_MR_118711.indd
194 197 CR14 SI6 U3W3 MR 118711 indd 194 1/6/12
194_197_CR14_SI6_U3W3_MR_118711.indd
1
11:55
197 CR14
AM SI6 U3W3 MR 118711 indd 195 1/6/12 11:57 AM

Workshop ‡ To think about the sequence in informational text, students Lesson
should look for steps that occur over time. Students might ask,
OBJECTIVES “What happens first? Next? What then? Finally, what happens?”
Describe how a text ‡ Students then consider how the each step leads to the next
presents information
(e.g., sequentially,
and why each step is important. Thinking about sequence
comparatively, will help students understand the logic of steps or events in a
causally). RH.6.5 selection.
Analyze how a
particular sentence, 2 Model Close Reading: Text Evidence
paragraph, chapter,
or section fits into the Model using text evidence to find the steps the women of Zanzibar
overall structure of a took to identify and solve their problem in the first two sections of
text and contributes “Jewels from the Sea.” Then model placing the steps in sequence.
to the development
of the ideas. RI.6.5 Ana
Writing
W
the events recorded in the graphic organizer to write a summary
Identify a sequence of the problems that the women faced in the first two text sections
of steps.
of the text and how the women solved those problems.
ACADEMIC 3 Guided Practice of Close Reading

LANGUAGE
• sequence Have students work with partners to add key events to the graphic
• Cognate: secuencia COLLABORATE organizer as they reread the rest of “Jewels from the Sea.” Point out
that after they identify the events, students should determine why
SKILLS TRACE the events are important.
TEXT STRUCTURE
Ana
Analytical Write About Reading: Summary Ask student pairs to work
Writing
W
Introduce U2W1 together to write a summary of the section “Building on Their
Review U2W2, U2W6; Success,” placing the events in sequence. Remind them to include
U3W3, U3W4, U3W6; U5W3, only the most important ideas. Invite pairs to share their summaries
U5W4, U5W6; U6W2, U6W4,
with the class.
U6W6
T148 UNIT 3 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students identify important
events or steps in a text? Can they
place the events or steps in the correct
time-order sequence?

ELL Develop p. T185

SCAFFOLD
Recognize Help students Describe Reread the Explain Have students
use time-order words section “Building on explain what the women
such as first, next, and Their Success.” Ask: What of Zanzibar do in the
finally when they talk important step do the last two sections of
about sequence. Reread women take after selling “Jewels from the Sea.”
the first paragraph of their oyster-shell jewelry? Encourage students to
the section “Building Then what do they do? use time-order words
on Their Success.” Ask: What problem leads into such as first, next, then,
What important step do their next step? Partners and finally to guide them
the women take? Help can describe the events as they explain the events
students recognize the in sequence: Next, the to a partner in the correct
step using the frame, women . Then, sequence.
Next, the women work they .
together to .
pp. 123–125 pp. 123–125 pp. 123–125

Genre: Informational Text

LESS O
IN I
M
N
10 Narrative Nonfiction
Mins
Go
1 Explain Digital
Share with students the characteristics of narrative nonfiction.
‡ Narrative nonfiction tells information about real people, A Life by the Sea
places, and events. Unlike other informational text, narrative

d
th
he
whoo The
Th
an oyster
shell.
nonfiction uses story form to describe true experiences and

A Fresh Approach

sequences of real events.

194 195
194_197_CR14_SI6_U3W3_MR_118711.indd
194 197 CR14 SI6 U3W3 MR 118711 indd 194 1/6/12
194_197_CR14_SI6_U3W3_MR_118711.indd
1
11:55
197 CR14
AM SI6 U3W3 MR 118711 indd 195 1/6/12 11:57 AM

Workshop ‡ Narrative nonfiction may tell the story of a region’s economics, Lesson
presenting facts about ways people earn and use money.
OBJECTIVE
By end of grade 8, ‡ Narrative nonfiction usually expresses the author’s point of view,
read and comprehend or perspective, through a particular voice or tone. The author
history/social studies may use words and phrases that show his or her viewpoint about
texts in the grades 6–8 the topic.
text complexity band
independently and
proficiently. RH.6.10 2 Model Close Reading: Text Evidence
Model identifying the text feature on page 195 of “Jewels from
Recognize the
characteristics and the Sea.”
text features of Author’s Voice/Tone Reread the first paragraph. Point out
narrative nonfiction.
evidence that shows the author is sympathetic and respectful of the
women and their efforts. Note how he describes the hardships the
ACADEMIC women faced: life … had often been hard for them. He also tells how
LANGUAGE responsible they were: they cared for their children and how they
• informational text,
narrative nonfiction,
worked to solve their problem: The women began to look beyond the
point of view, voice, solitude of their isolated coastal villages for help.
tone
• Cognates: texto 3 Guided Practice of Close Reading
informativo,
narración de no Have students work with partners to find and write three phrases or
ficción COLLABORATE sentences in “Jewels from the Sea” that reveal the author’s point of
view, or perspective about the selection topic. Encourage partners
to discuss ways in which the author’s word choices reflect the tone
of the selection. Then ask them to share their findings with the class.
T150 UNIT 3 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students explain the characteristics
of narrative nonfiction? Can they
identify the author’s point of view
based on word choices in text?

ELL Develop p. T187

Genre
Students may have trouble understanding
how word choice relates to the tone of the
piece and to the author’s point of view.
‡ On pages 196 and 197, how would you
describe the tone of the selection based
on the author’s use of strong-willed and
powerful? (positive)
‡ The author chose the words to describe the
women of Zanzibar. What is his point of
view about the women? (He admires and
respects them.) APPROACHING BEYOND ELL
p. 126 p. 126 p. 126
GENRE T151
Vocabulary Strategy
LESS O
IN I
M
N
10 Prefixes and Suffixes
Mins
Go
1 Explain Digital
Tell students that knowing the meanings of common prefixes
and suffixes often can help them figure out the meaning of an A Life by the Sea
unfamiliar word.
d
th
he
whoo The
Th
an oyster
shell.
To recognize common prefixes, students should look at groups

‡
A Fresh Approach

of letters at the beginning of a word. To recognize suffixes, they

194 195
194_197_CR14_SI6_U3W3_MR_118711.indd
194 197 CR14 SI6 U3W3 MR 118711 indd 194 1/6/12
194_197_CR14_SI6_U3W3_MR_118711.indd
1
11:55
197 CR14
AM SI6 U3W3 MR 118711 indd 195 1/6/12 11:57 AM

Workshop should look at groups of letters at the end of a word. Lesson
‡ Students should add the meaning of the prefix or suffix to
OBJECTIVES the meaning of the root or base part of the word to create an
Use common, grade-
appropriate Greek
approximate definition.
or Latin affixes and ‡ Remind students that not every word has a prefix or suffix
roots as clues to the but that learning the meanings of common prefixes and
meaning of a word
(e.g., audience, auditory,
suffixes can help them figure out many word definitions.
audible). L.6.4b
Acquire and use 2 Model Close Reading: Text Evidence
accurately grade-
Model finding the suffix and determining the meaning of prosperity
appropriate general
academic and on page 197.
domain-specific
words and phrases; 3 Guided Practice of Close Reading
gather vocabulary
knowledge when Have students work with partners to use the prefix and suffix
considering a word COLLABORATE chart to determine the meanings of replenish, uncertain, and
or phrase important
successful in “Jewels from the Sea.”
to comprehension or
expression. L.6.6
Use Reference Sources
ACADEMIC Online Dictionary and Print Thesaurus Have students verify
LANGUAGE
• prefix, suffix
preliminary definitions for replenish, uncertain, and successful
• Cognates: prefijo,
in an online dictionary. Have them also review other parts of
sufijo the dictionary entry for each word, including part of speech
and pronunciation. Then have them look up the words in a
SKILLS TRACE print thesaurus. Invite them to discuss other words with similar
PREFIXES AND SUFFIXES
meanings. Ask: What attitude, or tone, do the synomyms of the
selected words suggest?
Introduce U3W3
Review U3W2, U4W5
Assess U3
T152 UNIT 3 WEEK 3

WEEK 3
Monitor and
Differentiate
Quick Check
Can students identify and use prefixes
and suffixes to help them determine the
meanings of replenish, uncertain, and
successful?

ELL Develop p. T189

SCAFFOLD
Identify Identify the Practice Point out the Discuss Point out the
words replenish, uncertain, words replenish, uncertain, words replenish, uncertain,
and successful. One word and successful. Ask and successful. Have
at a time, define the prefix students to point to the students work with a
or suffix in the word, and prefixes and the suffix partner to define the
then define the root. (You in the words. One word prefixes and suffix in the
may want to spend more at a time, help students words and then define
time on replenish, since define the prefix or the root words. Finally,
the root is less obvious.) suffix and then define ask students to define
Finally, define each word. the root word. Finally, the words and to suggest
Reinforce the meanings have students work with an original sentence that
by having students partners to define the uses each one.
repeat each word and its three words.
definition.
p. 127 p. 127 p. 127

Develop
Comprehension 1
LEXILE
The Pot 1000
That Juan
Built
Gr e
925 1185
185
1000
000 The Pot That Juan Built

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Prior Knowledge
Prior Knowledge Explain to students that the Casas Grandes
people lived in northern Mexico from the 1100s
Connection of Ideas
to the 1400s. Their culture flourished after about
Specific Vocabulary 1300. Their main town, Paquimé, was a center
of trade for objects such as copper, shells, and
Sentence Structure
especially pottery.
Genre
T153A UNIT 3 WEEK 3

WEEK 3
T
h
eThat Pot Predictive Writing
Juan Built about what this selection will be about.
ESSENTIAL QUESTION
B y N a n c y A n dr e ws - G o e b e l
I l l u s t r a t e d b y Da v i d D i a z Question. Have students discuss what
information they expect to learn.
Note Taking:
As students read the selection, have them
take notes by filling in the graphic organizer
on Your Turn Practice Book page 122 to
record the events that take place in each
section.

Juan Quezada was born in Santa Barbara
Tutuaca, Mexico, in 1940. When he was one year Look at the illustration on pages 212–213.
old, his family moved to Mata Ortiz, a village of
What kind of landscape do you see? What
dirt roads and adobe houses on the windswept
plains of Chihuahua. It was there that Juan is the figure on page 212 holding? How
rediscovered the pottery-making process of the would you describe the style that the
Casas Grandes people, who had vanished from
illustrator used?
that part of Mexico six hundred years ago.
213
212_223_CR14_SA6_U3W3_SEL_118712.indd 213
‡ Reread the paragraph. How did the culture of the

Casas Grandes people influence Juan Quezada? (He
rediscovered their pottery-making process.)

Develop
Comprehension
2 Skill: Sequence
The author uses sequence structures to
organize her story. On page 214, the events
are not in sequence. Read the page closely.
Which event really came first in Juan’s
life? (He worked as a farm laborer, railroad
hand, sharecropper, and boxer.) Which
events happened next? (Juan became a
professional potter. He taught the people
of Mata Ortiz how to make pottery)
Which event happened last? (Mata Ortiz
prospered.) List the events in the paragraph
in time order in your graphic organizer.
Event 2 Juan became a professional potter in the 1970s. Before
Juan worked as a farm laborer, railroad hand, that he worked as a farm laborer, a railroad hand, a
sharecropper, and boxer. sharecropper, and even a boxer. He has never been afraid
of hard work and takes pride in using ancient methods
and natural materials in his pottery making. Juan taught
Event eight of his ten brothers and sisters and many of his
Juan became a professional potter.
neighbors how to make pots. They all developed their Cleaning the clay
own special styles. Juan’s discovery changed Mata Ortiz
Event from an impoverished village of poorly paid laborers into
Juan taught the people of Mata Ortiz to make a prosperous community of working artists.
pottery.
Michael Wisner
Event
Mata Ortiz became a prosperous community.
214
212_223_CR14_SA6_U3W3_SEL_118712.indd 214 1/7/12 9:35 AM

Connection of Ideas
Help students connect ideas presented on pages poor village to a prosperous one; that the people
214 and 215. of Mata Ortiz developed their own pottery styles)
‡ How does the author describe Juan on page 214? ‡ What do these two ideas tell you about the people
(as a hard worker who takes pride in his work) of Mata Ortiz? (Since Juan is a hard worker and
‡ What does the author tell you about Mata Ortiz and Mata Ortiz benefited from his pottery, the people
its citizens? (that Juan’s pottery changed it from a of Mata Ortiz must be hard workers, and some of
them may be talented artists as well.)
T153C UNIT 3 WEEK 3

WEEK 3
3 Juan’s pottery is fired the traditional way, using

J 3 Strategy: Summarize
dried cow manure for fuel. He gathers manure on
drie
tthe
he cattle range that surrounds Teacher Think Aloud: I read that Juan fires
tthe
he village of Mata Ortiz. In his his pots in the traditional way. I also read
experiments Juan learned that
exp
manure from cows that eat grass,
man
that he collects cow manure for fuel, and
rather than commercial feed,
rath that manure from cows that eat grass burns
burns at the best temperature to
bur at the best temperature. I can summarize
turn his clay pots into peperfectly Stacking fuel around
this page by saying that Juan fires his pots in
4
fired works of art.
fire a quemador
a traditional way, using the manure of cows
that eat grass for fuel.
STOP AND CHECK
Summarize Summarize how Juan was

able to change the lives of the people
4 Literary Elements: Author’s Voice/Tone
who live in Mata Ortiz. Ask students to reread page 215 and then
point out part of the text that indicates
the author’s tone toward Juan. (The author
describes Juan’s work as “perfectly fired
works of art.” The words perfectly and works
of art create a tone of respect.)
STOP AND CHECK

Summarize Summarize how Juan was able
to change the lives of the people who live
in Mata Ortiz. (Juan rediscovered an ancient
way of making pottery, and he taught it
to many of the people of Mata Ortiz. The
people became prosperous from selling
the pottery.)
Michael Wisner
215
212_223_CR14_SA6_U3W3_SEL_118712.indd 215
Students may be unfamiliar with the word ‡ If the people were poor before they learned to make
prosperous. Point to the word on page 214, and pots, how might they be different now? (They
reread the sentence with students. make money from pottery.)
‡ What was the village and its people like before Juan ‡ What does prosperous mean? (having money and
taught others to make pots? (poor) being successful)

Develop
Comprehension 6 Juan makes paint out of local minerals
such as black manganese and red iron
suc
oxide. He makes paintbrushes from
human hair. He says that some of his best
5 Skill: Make Inferences brushes are fashioned from children’s hair,
especially his granddaughter’s. Since very
The author states that “no one minds little hair is used to make a paintbrush, Painting a pot
giving Juan just a snip” of hair to make no one minds giving Juan just a snip to
paintbrushes. Turn to a partner and discuss

5 design a pot.
what this detail suggests about the attitude

of the people in Juan’s community toward
his work. (They like what he does and are
pleased to contribute to it.)
6 Genre: Narrative Nonfiction

Remember that this selection is narrative
nonfiction. What evidence from the text
tells you this is narrative nonfiction? (The
text on page 216 tells facts about Juan’s
painting methods in the form of a story.)
Michael Wisner
216

Specific Vocabulary Sentence Structure
Point out the terms manganese and iron oxide on Have students reread the first sentence on
page 216. page 217. The sentence begins with an adverb
‡ What are manganese and iron oxide? (types of clause and an adverb phrase that both tell when.
minerals found in Mata Ortiz) ‡ What “when” does the adverb clause describe?
‡ How does Juan use manganese and iron oxide? (He (“when” Juan was twelve years old)
makes paint from them.) ‡ What “when” does the adverb phrase describe?
(“when” Juan found his first potsherds)
T153E UNIT 3 WEEK 3
WEEK 3
7 Author’s Craft: Text Feature: Paragraph

Explain to students that individual
paragraphs help develop the author’s ideas.
Ask students to reread page 217, point
out the main idea and details, and provide
evidence telling how this paragraph fits
with the selection. (The main idea is that the
potsherds Juan found as a boy inspired him
to create something similar. This fits within
the overall structure of the story because it
explains how Juan got his idea to create his
beautiful pottery.)
8 Skill: Sequence
On page 217, the author names a series of
important events in Juan’s life. Write them in
7 When he was twelve years old, while bringing
W sequence in your graphic organizer.
firewood down from the hills on his burro, Juan
fi
Event
found his first potsherds. They were pieces of
When he was twelve, Juan found his first potsherds.
broken pottery from the ancient Casas Grandes city
of Paquime, which was located fifteen miles from
present-day Mata Ortiz. The potsherds inspired Event
Grinding minerals
for paint Juan to create something similar. Even though The potsherds inspired Juan to create similar
he had never seen a potter at work, Juan began pottery.
experimenting with local materials. His mother
declared that he was always covered in dirt of many Event
8 colors from his experiments with minerals and clay. Juan began to experiment with local materials.
Michael Wisner
217

CONNEC T TO CONTENT
L STU
IA
DI
SOC
ES
RESOURCES AND PRODUCTIVITY
Historically, the availability of resources

has been an important factor in
Encourage students to notice cognates on determining economic growth.
page 216: local/local; minerals/minerales. Ask if Civilizations, communities, and families
anyone can find cognates on page 217. (miles/ prosper when they use their economic
millas; materials/materiales; colors/colores; resources wisely. On pages 216 and
experiments/experimentos) 217, students learn that Juan uses local
resources to make his pottery.
In the photograph on page 217, what paint color do
the minerals make? (blue)

Develop
Comprehension 9 After his clay pots dry Juan polishes them before
he applies the paint. To polish his pots, Juan uses
animal bones, smooth stones, and even dried
beans. Animal bones are abundant because of the
deer hunting and cattle ranching that help feed the
9 Strategy: Summarize people of Mata Ortiz. Smooth stones are available in
the Palanganas River, which runs along the eastern
Teacher Think Aloud The details in the boundary of town. Of course dried beans can be
paragraph on page 218 are mostly about 10 found in any kitchen in the village.
how Juan polishes his pots. How can I use

Polishing a pot.
the details to summarize the paragraph?
Have students reread the paragraph to find
the main idea. Ask them to summarize to a
partner the information in the paragraph,
paraphrasing the text as they do so.
Student Think Aloud When I reread, I can
see that the details support the main idea
that Juan uses natural objects to polish his
pots. Here’s my summary, in my own words:
Juan polishes his pots with natural objects,
including animal bones, stones, and beans.

text. To find the answer, reread the text and
make an inference. For example, you might
ask yourself, “Why does Juan use natural
Nancy Andrews-Goebel
items to polish his pots?” (Items such as

dried beans are readily available to him.)
218

Sentence Structure
Have students reread pages 218 and 219. Point out ‡ What is the second pronoun-antecedent pair?
that the first sentence on page 218 has two pronoun- (pronoun: them; antecedent: clay pots)
antecedent relationships. If necessary, explain to Tell students that page 219 contains time-order, or
students that a pronoun has an antecedent, or a sequence, words.
noun that the pronoun refers back to.
‡ What sequence words do you see on page 219?
‡ What is the first pronoun and what is its (begins; then)
antecedent? (pronoun: his; antecedent: Juan)
T153G UNIT 3 WEEK 3

WEEK 3
11 Skill: Sequence
On page 219, the author describes how
Juan builds his pots. Write the steps in
sequence in your graphic organizer.
Event
Juan pats out a flat piece of clay for the bottom
of the pot.
Event
Juan rolls out a sausage-shaped piece of clay.
Event
Juan pushes and pinches the roll to become the
sides of the pot.
STOP AND CHECK

11 Juan hand builds all his pots. He begins by patting out
a fflat piece of clay he calls a “tortilla,” which becomes the Summarize Summarize the process Juan
bottom of the pot. He then rolls out a sausage-shaped piece goes through to make one of his pots. (He
of clay called a “chorizo” and presses it onto the edge of the
tortilla, pinching and pulling it
pats out a flat piece of clay, which becomes
up to become the walls of the the bottom. Then he rolls out another piece
pot. Juan makes his pots in and shapes it into the sides of the pot.)
a small workroom behind his
house, often in the company of
chickens and his calico cat. Adding the chorizo Shaping a pot
STOP AND CHECK
Summarize Summarize the

process Juan goes through
Michael Wisner
to make one of his pots.
219
212_223_CR14_SA6_U3W3_SEL_118712.indd 219
Students may be familiar with tortilla and chorizo, ‡ A chorizo is a sausage. Point to the sausage-shaped
but they may be unfamiliar with how the author part of the pot.
uses quotation marks. Explain that the author uses
quotation marks to indicate that words are being
used metaphorically rather than literally.
‡ A tortilla is a flat bread. Point to the flat part of
the pot.

Develop
Comprehension
12 Strategy: Summarize
Reread the paragraph on page 220. With
your partner, find the main idea of the
paragraph. Then summarize the paragraph,
paraphrasing the text as you do so.
Student Think Aloud When I reread, I can
see that the details support the main idea
that Juan’s painted decorations have many
influences. Here’s my summary, in my own
words: Juan’s painted decorations have
many influences. He doesn’t plan them
ahead of time, but he is inspired by ancient
designs.
Juan says his painted designs look best

on barro blanco, a pure white clay he digs
in the Sierra Madre Mountains above Mata
12 Ortiz. He uses the ancient designs of Casas

Grandes potters for inspiration, but he
doesn’t copy them. Juan never plans the
decoration in advance. He lets the pattern Digging for clay
develop as he paints it onto the clay pot.
Michael Wisner
220

Genre
Explain that although The Pot That Juan Built is ‡ Look at the illustration on page 221. What does it
nonfiction, it also tells a story—a story about a show? (It shows Juan watching ants carrying bits
real person and real events. The illustrations in this of white clay.)
selection add to the drama of the true story that ‡ What story event does it illustrate? (The moment
the author tells. Juan notices a colony of ants that are “burdened
with tiny cargoes of white material.”)
T153I UNIT 3 WEEK 3

WEEK 3
13 One day while Juan was out searching 13 Skill: Sequence

ffor minerals and clay, he noticed a colony of
ants burdened with tiny cargoes of white
On page 221, the author describes
material. Looking closely, Juan realized that something important that happens to Juan.
the ants were transporting bits of clay from Write the details of this event in sequence in
your graphic organizer.
underground up to the edge of their anthill. A pot cooling
SSo Juan dug a hole near the anthill and
14 uunearthed a vein of white clay, the finest Event
cclay he had ever seen. Juan saw a colony of ants carrying white
material.
Event
Juan saw that the material was white clay.
Event
He dug a hole and found the finest clay he had
ever seen.
14 Vocabulary: Prefixes and Suffixes

Find a word on page 221 that contains a
prefix or suffix you are familiar with, such
as un- or -ly. Use a dictionary to find the
meaning of the base word if necessary. Then
restate the sentence using the meaning
of the full word. (The word unearthed has
the prefix un-. This word tells me that Juan
discovered, or unearthed, a vein of white
clay by digging in the ground near the
anthill.)
Michael Wisner
221
212_223_CR14_SA6_U3W3_SEL_118712.indd 221
‡ Why might we call this event a moment of great Read the first sentence on page 221. Help students
drama or excitement in this true story? (Juan says understand the difficult words in the sentence.
that the white material was the finest clay he had ‡ The ants are in a group, or a ____. (colony)
ever seen, which makes me think it helped him
‡ The ants are weighed down, or ____ , with heavy
create great pottery.)
clay. (burdened)
‡ The ants carry clay. The clay is their ____. (cargo)

Develop
Comprehension
15 Author’s Craft: Word Choice
The author chose vivid, interesting words
to describe Juan. Reread the paragraph
on page 222. What do the author’s word
choices tell you about Juan? (The word
cherishes tells me how much Juan likes
spending time looking for materials.
Cherishes is a more vivid and descriptive
word than likes or values.) Juan gave away his first pots as gifts to
family and friends. Today his work is exhibited
in museums and art galleries all over the world.
STOP AND CHECK
In 1999, Mexico’s president, Ernesto Zedillo,
Make, Confirm, Revise Predictions How presented Juan with the National Arts and Science
Award, the highest honor for any artist in Mexico.
do you think the success of Juan’s pots Pope John Paul II received a Juan Quezada pot as a
will affect the future of Mata Ortiz? (The 15 gift from the people of Mexico. In spite of his fame
text states that Juan’s pots already have and wealth, Juan cherishes most of all the time he
spends in solitude, exploring the hills above Mata
been exhibited all over the world and have
Ortiz in search of minerals and clay. If he is very
won awards. I predict that Juan will go quiet, Juan says, the voices of the ancient potters
on to achieve even greater fame and that can still be heard.
his fame will bring greater attention and
(t) Nancy Andrews-Goebel; (b) Michael Wisner
STOP AND CHECK

prosperity to Mata Ortiz.)
Make, Confirm, Revise Predictions How
do you think the success of Juan’s pots will
affect the future of Mata Ortiz? Look for
text evidence to support your prediction.
222

Connection of Ideas
Ask students to reread the comments from Juan ‡ Juan says that pottery is especially beautiful when
Quezada on page 223. it is produced naturally. In what ways is Juan’s
‡ What does the fact that people “no longer have production of pottery natural? (He uses natural
to leave their hometown to find jobs” have to do materials to make, polish, and paint his pottery.)
with prosperity in Mata Ortiz? (If people can earn ‡ Juan also praises pottery made in the traditional
money within the village of Mata Ortiz, then Mata manner. How is his pottery traditional? (He uses
Ortiz will benefit from their earnings.) the methods and designs of ancient peoples.)
T153K UNIT 3 WEEK 3

WEEK 3
Reflecting on the changes the art movement has brought

to Mata Ortiz, Juan Quezada observes with characteristic
enthusiasm, “People in the village are happy. They no Return to Predictions
longer have to leave their hometown to find jobs. Their
Review students’ predictions and purpose
work is here with their families.” He further adds, “The
pottery is so important! To me, all the world’s pottery is for reading. Ask them to answer the
wonderful, but especially when it is produced naturally, Essential Question. (By working together,
in the traditional manner, the way we do it here in Mata people can learn new skills that can improve
Ortiz. I really do believe that it’s what makes our pottery
so interesting. We’ll pass this work on to our children and their lives and their community.)
our grandchildren for their futures, for the
future of Mata Ortiz. My hope is that one
day the village will have a nice art history
museum here in the old train station. It
will have big shade trees all around, a
pleasant place for people to sit quietly and
reflect on their lives and on the past, the
present, and the future of our village.”
Juan Quezada with

one of his pots.
Michael Wisner
223
212_223_CR14_SA6_U3W3_SEL_118712.indd 223
Explain to students that when something is Ask students to discuss other traditions they know
traditional, it is made or done in a respected way about and why these traditions are important.
that has been done for many years.
‡ Why is Juan’s pottery traditional? (His way of
making pottery has been used for many years
and across generations.)

About the
Author Ab ou t t he Au thor
an d I l l us trator
Meet the Author and Nancy Andrews-Goebel
Illustrator met the artist Juan Quezada when she was on
vacation in Mexico in 1995. His fascinating pottery
Nancy Andrews-Goebel and David Diaz and life inspired her and her husband to make a
documentary video about Mata Ortiz. Two years
Have students read the biographies of the later, she got the idea to turn the story into a
author and the illustrator. Ask: book. She realized that this was “an engaging and
important story worth researching and refining.”
‡ Why do you think that Nancy Andrews- Travel has always motivated Andrews-Goebel’s books. She says
Goebel called people like Juan Quezada that her ideas often come from “interesting, out-of-the-way places I
visit and from the extraordinary people I’ve had the privilege to know.”
“extraordinary”? Nancy and her husband live in the California town of Cayucos with
‡ In what ways are David Diaz’s art and Juan their three cats: Kitty, Flanna, and Alice.
Quezada’s pottery similar?

David Diaz
was excited to create artwork about Mata Ortiz not
Author’s Purpose only because he was inspired by Juan Quezada’s

story but also because he shares a personal
To Inform connection with Juan. They are both expert potters.
For his illustrations, Diaz combines traditional
Remind students that both words and materials and modern tools. He used a computer to
text features can convey information. The create some of the vivid illustrations for The Pot That
Juan Built. David won the Caldecott Medal in 1995 for illustrating the
illustrations of The Pot That Juan Built support book Smoky Night. He lives in Carlsbad, California.
the details about Juan and his pottery. The
photographs remind readers that the story is
Author’s Purpose
true and gives readers an opportunity to see The author uses photographs as well as
what the pottery looks like. drawings in the book. How do these two
kinds of images work together to tell the
story of Juan Quezada and Mata Ortiz?
Illustrator’s Craft 224
Tone
Explain that David Diaz uses bright, colorful LITERATURE ANTHOLOGY, pp. 224–225
illustrations to enhance the story’s tone of 224_225_CR14_SA6_U3W3_AICC_118712.indd 224 1/18/12 2:27 PM
admiration for Juan Quezada’s art.

‡ Diaz’s use of bright colors attracts readers’
attention. For example, by highlighting the
pot that Juan is holding on page 212 with
bright orange and yellow, Diaz emphasizes
that pottery is very important in Juan’s life.
‡ Have students find other examples of the
illustrations enhancing the story’s tone,
such as the potsherd that Juan finds (p. 217)
and the line of ants that carry bits of fine
white clay (p. 221).
T153M UNIT 3 WEEK 3

WEEK 3
Respond to
R e s p o nd
to R e a di ng Reading
Event
Summarize
Use important details from The Pot That Juan Built to Summarize
summarize what you learned about Juan Quezada’s
Review with students the information from
village and what it accomplished when the people
who live there worked together. Information from your their sequence graphic organizers. Model how
Sequence Chart may help you. to use the information to summarize The Pot
Text Evidence
That Juan Built.
1. Identify at least two details that identify The Pot That Juan Ana
Analytical
W
Writing W
Write About Reading: Summarize Remind
Built as an example of narrative nonfiction GENRE
students that summarizing means telling the
2. What steps does Juan follow to make a pot? Identify at least most important information about a text. Ask
two signal words from the text that the author uses to help
you recognize each step in the sequence. SEQUENCE
students to write and share a summary of the
selection, using the events that they find to be
3. The noun tradition means “a custom or belief that is handed
down from one generation to the next.” How does adding most important.
a suffix affect the meaning of the word traditional on
page 223? PREFIXES AND SUFFIXES
4. Write about three events in Juan Quezada’s life Text Evidence

that helped to change the history of Mata 1. Genre Answer The selection includes facts
hey
Ortiz. Describe them in the order that they
occurred. WRITE ABOUT READING that can be checked and events that really
took place. Evidence The text gives details
about Juan’s life, such as his date of birth,
Make Connections
Talk about how the people of Mata Ortiz
and about the materials he uses to create
worked together to make their communityy pottery.
(t) Michael Wisner; (b) Nancy Andrews Goebel
more prosperous. ESSENTIAL QUESTION

2. Sequence Answer Juan pats out
How might other communities follow the the bottom of the pot, then attaches
example set by Mata Ortiz? TEXT TO WORLD
sausage-shaped clay that becomes the
walls. Evidence He begins signals the
225
first step in making the bottom of the pot
on page 219. The signal word then in the
following sentence identifies the second
step, making the walls of the pot.
3. Prefixes and Suffixes Answer The

Make Connections suffix -al changes the noun to an
Essential Question Have students work with partners to adjective. Evidence Juan’s pottery is fired
find information in the text that explains how the people “the traditional way,” meaning that it is fired
of Mata Ortiz worked together to make their community following a time-honored custom. The word
more prosperous. Have partners share their responses. traditional is an adjective.
Text to World After students suggest ways in which
Ana
Analytical
W
Writing 4 Write About Reading: Sequence The
4.
people in other communities can work together as Mata events on pages 213, 214, 217, and 222
Ortiz did, discuss how their own community might follow tell how Juan changed Mata Ortiz through
Mata Ortiz’s lead. traditional pottery making.

Develop
Comprehension
LEXILE
A Box of NP
Ideas
Gr e
925 1185
185
NP Non-prose

‡ Whole Class
‡ Small Group
‡ Independent

Genre Explain that this selection is a play. Like other plays,
the action is expressed through stage directions
Sentence Structure
and dialogue. Stage directions can describe
gestures or thoughts.
‡ What purpose does the dialogue serve? (The
dialogue drives the story because it is the main
way to tell what the characters think.)
T153O UNIT 3 WEEK 3

WEEK 3
Scene 1
Setting: Inés’s backyard 2 Ms. Cerda: It’s called a nicho. This one
Compare Texts
(Ms. Cerda is working at a craft table in
i celebrates my mother. First, I made
her backyard. Inés, Silvia, Gil, and Chris a tin box. Then I punched out a Students will read a play about a group of
run into the yard.) design using a hammer and a tool students who work together to accomplish
called an awl, which is like a thick
nail, but not so sharp. See how the
a goal. Ask students to do a close reading
Inés: Hola, Mamá. Do you mind if we
dots look like a flower? It’s a dahlia, of the text, rereading to gain a deeper
hold a meeting here? We got kicked
out of Gil and Chris’s place because
my mother’s favorite. understanding of the content. As they
Chris: It’s Mexico’s national flower, too.
their dad’s studying. reread, encourage them to use the
Ms. Cerda: That’s right, it is.
Ms. Cerda: No problem. What’s the summarize strategy or other strategies
meeting for? Inés (laughing): Hey, Chris! Stop
pestering my mom. they know to help them. They will also
1 Silvia: We want to come up with a plan
S
to raise money for the school library. Gil: I told you he was too young to take notes. Then students will use the
Inés: The school doesn’t have enough
help out. information they gather to compare this
money to buy new books. We want Silvia: We could do a car wash. text with The Pot That Juan Built.
to help. Inés: No way! My hands are still peeling
Gil: We’re trying to think up something from the last one.
original to do at the next School Fair. Chris (looking at Ms. Cerda’s project):
Ms. Cerda: Sounds like a great cause. What are those pictures? What is the goal the students are working
Talk all you want. A little noise always Ms. Cerda: This one is a photo of
toward? (The group of students want to
helps me work. It makes me feel even my mother, and this one is the
more creative. house where she grew up. It was raise money for their school library.)
Gil: Thanks, Ms. Cerda. a ranch about three hours west of
Mexico City. 2 Ask and Answer Question
Inés: What about a bake sale?
(The students sit on the ground and
stare at one another.) Gil: Uh-uh. Mom says if she has to make
What is a nicho?
any more muffins, she’ll explode. Ana
Analytical
W
Writing Write
W About Reading Take notes on
Chris (still talking to Ms. Cerda): What
Inés: So? What are we going to do? Ms.
M Cerda’s description of a nicho. Then
are those things on the sides?
Ms. Cerda: They’re doors. Many nichos
paraphrase her description. (A nicho is a
(They all shrug. No one has an idea.)
have them. decorated tin box, filled with items that
Chris: How’d you learn to make nichos? represent and celebrate a person or place.)
Chris (watching Ms. Cerda): What’s that
Laura Jacobsen
box you’re making?
227
226-229_CR14_SA6_U3W3_PP_118712.indd 227
‡ How do the stage directions enhance your Explain that the stage directions in a play are
understanding of the play? (They add meaning written in italics. Have students point to the stage
to the dialogue. “No one has an idea” and directions at the beginning of the play.
“laughing” add detail to the dialogue.) ‡ When this play begins, where is the action taking
place? (in the backyard of Ms. Cerda’s house)

Develop Ms. Cerda: It’s a tradition in my family.

My grandmother sold them at the
Ms. Cerda: When I was your age,
I used to make them out of
Comprehension market every Saturday. She taught

me how.
Silvia: Chris, are you going to help us or
cardboard boxes.
Gil (annoyed): Chris! Pay attention!
Chris: I am. Besides, I have a great idea
talk to Inés’s mom? for the School Fair. Let’s make our
Chris (ignoring Silvia): How do you own nichos! Only ours will celebrate
decide what to put inside? our town instead of people.
How does Ms. Cerda inspire Inés, Myrna, Gil, 3 Ms. Cerda: That’s the best part—you can
and Chris? put anything you like inside. Every (Inés, Silvia, and Gil look at each other
nicho is unique. Since this one is for and smile.)
Work with a partner to summarize what my mother’s birthday, I added some
Ms. Cerda does to inspire the students. special things just for her. This is a
Silvia: Hey, that’s a pretty good idea.
button from an old dress she loved.
(Ms. Cerda is making a nicho. Chris is Inés: Pretty good? It’s terrific!
Chris: I wish I could make a nicho.
fascinated and asks her many questions Gil (sheepishly): Didn’t I tell you my
little brother would be a big help?
about it. He is inspired to suggest making
and selling nichos as a way to make money
for the library. His enthusiasm inspires Inés, Scene 2
Myrna, and Gil.)
Setting: The School Fair, Gil: That one celebrates Main Street. I
three weeks later took pictures of the stores and cars.
4 Ask and Answer Question (Inés, Silvia, Gil, and Chris stand behind My uncle printed them out for us.
a table with a hand-painted sign that Chris: I got some wire for the tree
What do the students’ nichos look like?
says, “Neighborhood Nichos.” There is trunks from Mr. Marsalis, the
Ana
Analytical
W
Writing Write About Reading Take notes on the
W one nicho on the table. Ms. Cerda comes electrician next door. The treetops
by, picks up the nicho, and looks inside.) are made of green yarn that Ms.
nicho that Inés, Myrna, Gil, and Chris make.
Miller gave us.
Then explain how they made this nicho. Inés: And I added bottle caps to make
(They used a shoebox and a grocery store 4 Ms. Cerda: I’m impressed. You’ve all
become expert nicho makers. This is the car tires.
carton, added photos of the town, and beautiful. Ms. Cerda: Very clever. I’m really
impressed by your ingenuity.
included materials such as wire, yarn, and Inés: I got the shoebox from you, mom!
Silvia: I added the doors—they came Silvia: Nichos are fun to make. The
bottle caps to add details.) whole neighborhood got involved.
from a grocery store carton.
Laura Jacobsen
228
226-229_CR14_SA6_U3W3_PP_118712.indd 228 12/24/11 10:36 AM

Sentence Structure
Point out the sentence with the dash, spoken by ‡ Why does the author use quotation marks around
Ms. Cerda, on page 228. Neighborhood Nichos? (to signify that the kids’
‡ What is the purpose of the dash? (The first part of sign says “Neighborhood Nichos”)
the sentence states an idea, and part after the ‡ Why does the author use three commas in the last
dash, tells details about the idea. The dash brings sentence? (The sentence tells about three things
the reader’s attention to this relationship.) Ms. Cerda did in quick sequence. Using periods
Point out Scene 2’s stage directions on page 228. instead would suggest the actions were slower.)
T153Q UNIT 3 WEEK 3

WEEK 3
Make Connections
Essential Question Have students
summarize and share information about
how the group worked together to help the
library. Suggest that students review the
dialogue that tells what the group made
and what happened at the fair.
Text to Text Have groups of students
compare their responses to the Ask and
Answer Questions prompts with what they
learned about Juan Quezada in The Pot
That Juan Built. Ask each group to report
back to the class. Encourage one group to
compare the nichos that the students make
to the pots that Juan makes. (The nichos,
Ms. Cerda: Too bad you have only
one to sell. Maybe you can increase
like Juan’s pots, are a traditional art form.)
your productivity and make a few Have another group compare the way in
more to sell at next month’s fair. which the community in the play helps
the students to the way in which Juan’s
(The students laugh.)
community has helped him. (Several people
Make Connections
Ms. Cerda: What’s so funny? What do Inés and her friends in Juan’s community have become involved
Inés: We did make more! We made accomplish by working together? in making pottery or in supplying Juan
ESSENTIAL QUESTION
fifteen of them, but we sold the with hair for brushes. Similarly, members of
rest already.
What do the nichos have in common the community have helped Inés and her
Ms. Cerda: Wow! Now I’m really with other businesses you have read
impressed. Neighborhood Nichos is a about? TEXT TO TEXT
friends make nichos by supplying materials.)
big success. I guess I better buy this
one before you’re all sold out!
229
226-229_CR14_SA6_U3W3_PP_118712.indd 229
Have students reread Ms. Cerda’s first line of ‡ Ms. Cerda is impressed that the kids have made
dialogue on Scene 2, using context clues to find the such a beautiful nicho. What do you think
meaning of impressed. impressed means? (full of admiration)
‡ Does Ms. Cerda think that Inés and her friends did
well? (yes)
LITERATURE ANTHOLOGY T153R

Word Study/Fluency
LESS O
IN I
M
N
20 Frequently Misspelled Words
Mins
Go
Use combined
knowledge of Remind students that some words are difficult to read and write
all letter-sound because the vowels or consonants in the words do not follow
correspondences, regular spelling patterns. Explain to students that there are Frequently
syllabication patterns, Misspelled
several steps they can take to help them correctly read and write Words
and morphology
(e.g., roots and frequently misspelled words. Provide the following tips:
Present the
affixes) to read ‡ Study the word and look for phonics patterns that you know. Lesson
multisyllabic words ‡ Read each word syllable by syllable. Make sure each syllable has
in context and out of a vowel or a vowel team.
context. RF.5.3a
‡ Look for spelling patterns in the word and think of other words
Use context to that have the same patterns.
confirm or self-correct
word recognition ‡ Think about what the word means.
and understanding,
‡ Create a mnemonic, or memory device, to remember the
rereading as
necessary. RF.5.4c spelling (e.g., i before e except after c or when sounding like
a as in neighbor or weigh).
Rate: 130–150 WCPM Remind students they can use a dictionary or ask for help
if necessary. A Life by the Sea
d
th
he
whoo The
Th
ACADEMIC
an oyster
shell.
LANGUAGE 2 Model
A Fresh Approach

• accuracy, rate 194
194_197_CR14_SI6_U3W3_MR_118711.indd
194 197 CR14 SI6 U3W3 MR 118711 indd 194 1/6/12
194_197_CR14_SI6_U3W3_MR_118711.indd
1
11:55
197 CR14
AM SI6 U3W3 MR 118711 indd 195
195
1/6/12 11:57 AM
• Cognate: ritmo Write the word sought on the board. Point out that to figure out how View “Jewels
from the Sea”
to read the word, you might first note that it has one syllable. Then
you might think of a word that has the same spelling pattern, such
as bought. Both words end in ought. In the word bought, the letters
gh are silent. You can then apply the spelling pattern in the word
bought to the word sought.
3 Guided Practice
Refer to the sound Write the following words on the board. Discuss which strategies
transfers chart in the students could use to help them read or write the words. Then
Language Transfers
model how to pronounce each word. Have students chorally read
sounds that do not them after you.
transfer in Spanish, address collar instead enough
Hmong, and Korean.
receipt until foreign usually
answer believe because society
T154 UNIT 3 WEEK 3

WEEK 3

Monitor and
Write the following words in the first column: answer, cause,
Differentiate
receive, does, eight, guess, there, rough. Write the following words
in the second column: answering, because, receiving, doesn’t,
eighty, guessing, therefore, roughly. Quick Check
Q
Have students chorally read and then spell the words in the first Can students decode multisyllabic
column. Have them chorally read and then spell the words in words that are frequently misspelled?
the second column. Then have students underline familiar word Can students read words fluently and
parts or spelling patterns in each word. with appropriate rate and accuracy?

Rate and Accuracy pp. T170, T174
Explain/Model Explain that a good reader is able to ELL Develop
gradually increase his or her rate, or speed, of reading while pp. T187, T190
still being accurate. Point out that as you gain more confidence If Yes On Level Apply
while reading challenging texts, you can practice reading pp. T176–T177
them more quickly. You can begin by reading one sentence at Beyond Level Apply
pp. T180–T181
a time and then move onto a paragraph and then a page. As
you do so, you should check that you are pronouncing each
word correctly and understanding what you are reading.
Turn to “Jewels from the Sea,” Reading/Writing Workshop
pages 194–197. Model reading at a fast, steady pace the first
two paragraphs of the selection. Aim for the target rate of 130
to 150 words per minute.
Practice/Apply Ask partners to practice reading for rate and
accuracy. As the first student in a pair reads the passage, have
the other student check the words on the page and note any
that the reader skips or mispronounces. Have students review
those words together. Then have the first student reread the
passage. The partner should use a watch or clock to keep track
of time. After one minute, have the partner stop the reader
and mark in the passage the point at which he or she stopped.
Have the pair count the number of words read in one minute
and then switch roles. Offer feedback on rate and accuracy.

passages.
p. 128 p. 128 p. 128
WORD STUDY/FLUENCY T155

Wrap Up the Week

Integrate Ideas
RESEARCH AND INQUIRY Inspiration
OBJECTIVES Create a Visual Representation

Write routinely over
extended time frames Explain that students will research the roles of people involved in making
(time for research, COLLABORATE a movie. Part of their research will include determining the job title and
reflection, and responsibilities for each role. They will use their research to share a visual
revision) and shorter representation of their findings to the class. Discuss the following steps:
time frames (a single
sitting or a day or
two) for a range of 1 Choose a Topic Have students list movie jobs they are familiar with.
discipline-specific Then have them brainstorm additional tasks that must be done to
tasks, purposes, and make a movie. Explain they will need research to find out who does
audiences. W.6.10
these tasks. Have groups post results on the Shared Research Board.
Include multimedia
components (e.g.,
graphics, images,
2 Find Resources Review how to use online search engines. Guide
music, sound) and students to think about which search terms will be most effective in
visual displays in locating information on the people who perform specific tasks.
presentations to
clarify information. 3 Guided Practice Have students list in an outline the title and
SL.6.5
responsibilities of each job. Suggest that they include in their outlines
• Use online sources. any well-known examples within the movie industry.
• Use search terms
effectively. 4 Create the Project: Visual Representation Have students review
• Organize a speech their research and plan a visual representation that explains each role
using transitions. they’ve researched. Students should decide whether they will present
each role in separate visuals or together in one chart or other element.
ACADEMIC Help students plan and organize their presentations by discussing how
Justin Sullivan/Staff/Getty Images News/Getty Images
LANGUAGE to transition from one aspect of the topic to the next.

• research, resources,
outline
Present the Visual Representation
• Congnate: recursos
Have each student present his or her visual representation to the class.
Students should include engaging photos, graphics, and other visuals to
describe each job. Have students complete Presenting Checklist 1.
T156 UNIT 3 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 what people can accomplish by working together. Model how to
compare this information by using examples from the week’s Leveled
the text. RI.6.1
Readers and “Jewels from the Sea,”
Review the key
Reading/Writing Workshop pages
ideas expressed
and demonstrate 194–197. Review class notes and
understanding of completed graphic organizers. You
multiple perspectives may also wish to model going back
through reflection into the text for more information.
and paraphrasing.
SL.6.1d You can use an Accordion Foldable®
to record comparisons.
Students should cite at least three examples from
each text that explain what people can accomplish by working together.
Encourage discussion, asking students to comment on information on the
charts that is similar and ideas that are different.

Analytical
W
Writing Analyze to Inform/Explain
OBJECTIVES
Write an Analysis
Draw evidence
from literary or Cite Evidence Explain that students will write about a text they read this
informational texts week. They will use evidence from the text to analyze how a sequential
to support analysis, text structure helped the author convey information.
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 organized the text in time order?
explanatory texts ‡ How did the details the author included for each event help clarify the
to examine a topic sequence and the message?
and convey ideas,
concepts, and Use Your Turn Practice Book page 129 to read and discuss the student
information through model. Then have students select a text and review the text structure.
the selection, Have them write an analysis that explains how the author used a
organization, and
analysis of relevant sequential text structure to convey information. Remind students that
content. W.6.2 appropriate use of transitions, main verbs, and helping verbs strengthens
explanatory writing.
COLLABORATE how the evidence they cited from the text supports their ideas.
INTEGRATE IDEAS T157

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Relevant Evidence Digital
Expert Model Explain that nonfiction writers include important, or
relevant, information so readers can better understand the topic they at are not important or not about the topic.
Expert Model
The women’s search for solutions also
are writing about. Relevant evidence—facts, definitions, examples, unearthed another new idea. The women
had always discarded the oysters’ shells after
removing the flesh. But visiting experts, who
help communities sustain their resources,
quotations, and other concrete details—helps to fully explain a subject.

pointed out that the shells could be valuable,
too. They offered to teach the women the skills
needed for polishing the shells and turning
them into jewelry. Before long, local residents
and tourists were buying earrings, necklaces,
As writers develop a topic, though, they are also careful to leave out and bracelets that the women made from
Expert
Reading/Writing unimportant details that might confuse readers or get them off track. Model
Workshop
Relevant evidence is especially important when writers support a claim
or opinion. 202_203_CR14_SI6_U3W3_WRT_118711.indd 202 12/24/11 12:35 PM
OBJECTIVES
Write routinely over Read aloud the expert model from “Jewels from the Sea.” Ask students
extended time frames COLLABORATE to listen for evidence that is relevant to their understanding of the
(time for research, topic: using available materials and talent to improve the local
reflection, and
economy. Have partners discuss the relevant evidence that they
Editing Marks
revision) and shorter

time frames (a single identify.
Grammar Handbook
sitting or a day or Student Model Remind students that relevant evidence helps readers Student Model
Sitting Pretty
two) for a range of
fully understand a writer’s topic. Read aloud the student draft “Sitting Earning money is a problem many
kids have. Everyone loves money! my
discipline-specific friends and I started a business that
tasks, purposes, and Pretty.” As students follow along, have them focus on relevant evidence helps us make more money than we
were making for family and friends
made individually We all babysat
Y
audiences. W.6.10 the writer added to her draft. Student
Model
Develop the topic Invite partners to discuss the draft and the evidence that Serena
with relevant facts, COLLABORATE added. Ask them to suggest places where Serena could add other
definitions, concrete relevant evidence to support readers’ understanding.
details, quotations, or 202_203_CR14_SI6_U3W3_WRT_118711.indd 203 12/5/11 11:57 AM
other information and

examples. W.6.2b
• Analyze models to
understand relevant
evidence.
• Add relevant
evidence to revise
writing.
Genre Writing
G
ACADEMIC
LANGUAGE Argument
• relevant evidence, For full writing process lessons and rubrics, see:
topic, details,
• Cognates: tópico, ‡ Book Review, pp. T344–T349
detalles ‡ Argument Essay, pp. T350–T355
T158 UNIT 3 WEEK 3

WEEK 3

SCAFFOLD

Write Help students Practice Ask students to Discuss Check for
complete the sentence complete the sentence understanding. Ask:
frames. The topic is . frames. Encourage What is the topic? Why did
Before Serena’s service, students to provide Serena start the service?
when a babysitter was relevant evidence. The What did parents need?
busy, parents . topic is . Parents What other relevant
That fact is relevant needed the babysitting evidence supports the
because . service because . The topic?
service helps by .

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Relevant Focus on Relevant Evidence Writing Entry: Relevant
Evidence Use Your Turn Practice Book page Evidence
Prewrite Provide students with 130 to model adding evidence. Revise Have students revise their
the prompt below. Mom and Dad were tired because writing from Day 1 by adding two
Write about a time when you helped they had three kids and full-time jobs. or three relevant details.
someone solve a problem. Include I got my big brothers to agree that Use the Conferencing Routines.
evidence to show that the solution we would cook dinner twice a week. Circulate among students and
was a good one. Everything is better now. stop briefly to talk with individuals.
Have partners take notes as they Model adding relevant evidence by Provide time for peer review.
discuss instances when they helped revising the first sentence. Edit Have students use Grammar
someone solve a problem. Ask With three kids, full-time jobs, and Handbook page 459 in the
them to list evidence that shows aging parents to care for, Mom and Reading/Writing Workshop to
how the solutions were good ones. Dad sometimes lacked the energy to edit for errors in main and helping
Draft Have each student select decide who would cook dinner. verbs.
an instance to write about. Remind Discuss how relevant evidence
students to include relevant helps readers understand the
evidence in their drafts. problem. Help students add
evidence supporting the solution.
Teacher Conferences
You show good organization of You include various kinds of work on a specific assignment,
ideas as you explain the problem evidence to help me understand such as those to the right, and
to be solved. Your formal voice the topic and why your solution then meet with you to review
works well, too. was a good one. Your writing progress.
would be more focused if you
took out some details that aren’t
relevant.
T160 UNIT 3 WEEK 3

WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Relevant Writing Entry: Relevant Share and Reflect
Evidence Evidence Discuss with the class what they
Prewrite Ask students to search Revise Have students revise the learned about adding relevant
their Writer’s Notebooks for draft writing from Day 3 by adding evidence to develop a topic and
topics on which to write a draft. two or three relevant details to omitting unnecessary details. Invite
Or, provide a prompt such as the more clearly and fully explain the volunteers to read and compare
following: topic. As students are revising their draft text with text that has been
Describe a time when you worked drafts, hold teacher conferences revised. Have students discuss
with others to accomplish something with individual students. You may the writing by focusing on the
important. Supply relevant evidence also wish to have students work relevancy of the details that
to show why it was important and with partners to peer conference. have been added. Allow time
how you benefited from teamwork. Edit Invite students to review the for individuals to reflect on their
rules for main and helping verbs on own writing progress and
McGraw-Hill Companies Inc./Ken Karp, photographer
Draft Have each student choose

Grammar Handbook page 459 in record observations in
a topic and then create a web to
the Reading/Writing Workshop and their Writer’s
record the important task (in the
center) and relevant evidence (in
surrounding circles). Students can
use their webs to begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on adding
Provide specific direction to help focus young writers. relevant evidence to develop a topic. Provide
this checklist to frame discussion.
Focus on a Sentence
sentence by adding a relevant detail that explains .
Focus on a Section
✓ Does the writing include evidence that
explains and supports the topic?
Underline a section that needs revising. Provide suggestions.
This section is informative, but the information about may ✓ Is there a mix of evidence, including
not be relevant. Would the section be clearer without it? facts, examples, and quotations?
Focus on a Revision Strategy ✓ Is any of the evidence irrelevant?
Underline a section of the writing and ask students to use a ✓ What relevant evidence can be added?
specific revision strategy, such as substituting. This section could
be clearer. Try substituting important, specific details about
in place of vague, unnecessary information.

Grammar: Main and Helping Verbs

DAY
DAY DAY
DAY
1 2
Although tuesday is my birthday. We was told not to climb trees we
I plan to remane at home. climbed them anyway. It were fun.
FPO (1: Tuesday; 2: birthday,; 3: remain) (1: were; 2: trees. We; 3: was)
Main and Helping Verbs Review Main and

Reading/Writing ‡ A main verb shows the main Helping Verbs
Workshop action or state of being in a Review main and helping verbs.
sentence. What’s the purpose of a helping verb?
OBJECTIVES
‡ A helping verb helps the main
Demonstrate Perfect Tenses and
command of the verb show tense. Helping verbs
conventions of include forms of be, do, and have, Progressive Forms
standard English as well as will, can, may, should, ‡ Present perfect—occurred
grammar and usage and must. Josh has combed his at a time in the past: I have
when writing or
speaking. L.6.1 hair. We will exit through the front waited. Present progressive—
door. I can sing well. happening now: I am waiting.
Use verb tense to Past perfect—occurred before
convey various times, ‡ A verb phrase consists of a main
sequences, states and verb and one or more helping another past event: I had waited.
conditions. L.5.1c verbs. Past progressive—took place
as another action occurred: I
• Distinguish main and was waiting. Future perfect—
Have partners discuss main and
helping verbs and will start and finish in the
verb phrases. helping verbs using page 459 of the
Grammar Handbook. future: I will have waited. Future
• Identify verb tenses.
progressive—will occur while
• Avoid shifts in verb
tenses.
another happens: I will be waiting.
COLLABORATE
TALK ABOUT IT
Go
Digital USE HELPING VERBS
Have students take turns using
USE VERB TENSES
Have groups list verbs to use in a
the correct present-tense form of discussion about someone who
Main and the helping verbs be, have, and do inspired them. Students take turns
Helping as they discuss solving a school using sentences with action verbs
Verbs
problem together. Repeat with the in present, past, and future perfect
Grammar helping verbs will, can, may, should, tenses and in the present, past, and
Activities and must. future progressive forms.
T162 UNIT 3 WEEK 3

WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Dr watts enjoy her Summer vacation. As Lia sleeps, Mike watched Felicia do not care for vegetables.
Often visits her niece in Seattle. television. He will wake her when it She should took vitamens.
(1: Dr. Watts; 2: enjoys; 3: summer; was time for dinner. (1: does not; 2: take; 3: vitamins.)
4: She often) (1: watches; 2: when it is)

Avoiding Verb Tense Shifts Have students write the correct Use the Daily Language Activity and
‡ Avoid shifting from one verb form of the helping verb and main Grammar Practice Reproducibles
tense to another in the same verb in parentheses and correct page 65 for assessment.
sentence when the actions occur errors in these sentences.
at the same time. Whenever I 1. Carol (have check) her home Reteach
cooked, my sister asks for more. work before she fell asleep. Use Grammar Practice
The acts of cooking and asking (1: had checked; 2: homework) Reproducibles pages 61–64
occur at the same time, so the and selected pages from the
2. Right now, the birds (be eat)
tenses must match. Whenever I Grammar Handbook for additional
at the feeder that jacob built.
cook, my sister asks for more. reteaching. Remind students that
(1: are eating; 2: Jacob)
‡ When actions occur at different it is important to use main and
3. Sarah (have stay) in my room
times, however, a shift makes helping verbs correctly as they
when she slept over. Yesterday?
sense: I usually walk to school, but speak and write.
(1: had stayed; 2: over;
yesterday I rode my bike. Check students’ writing for use of
3: yesterday.)
Refer to Grammar Handbook the skill and listen for it in their
pages 458 and 459 on verbs. Have students check their work speaking. Assign Grammar Revision
using Grammar Handbook Assignments in their Writer’s
page 459. Notebooks as needed.
See Grammar Practice Reproducibles pages 61–65.
CHANGE TENSES USE VERB PHRASES BUILD SENTENCES

Have student pairs take turns Give partners two minutes to Have small groups create three
saying a sentence using the simple discuss working with others to piles of cards: ten nouns in Pile 1,
present tense to talk about an accomplish a task. Have them use the Day 2 verb tenses and forms
accomplishment. The partner as many main and helping verbs in Pile 2, and ten singular or plural
repeats the sentence, changing the as possible. Other pairs listen pronouns in Pile 3. Players select
verb tense by using a helping verb. and record all verb phrases they a card from each pile and create a
Each partner takes three turns. hear. The pair with the most verb sentence that uses the words on
phrases wins. all three cards.
GRAMMAR T163
Spelling: Frequently Misspelled Words

DAY
DAY DAY
DAY
1 2
OBJECTIVE Assess Prior Knowledge Spiral Review
Demonstrate
Read the spelling words aloud, Review r-controlled vowel syllables.
command of the
conventions of segmenting the words syllable by Then read each sentence below,
standard English syllable. repeat the review word, and have
capitalization,
As you read each word aloud, students write the word.
punctuation, and
spelling when attach a spelling to each syllable. 1. What is your favorite flavor?
writing. Spell Point out any spelling hints that 2. The calendar is old.
correctly. L.6.2b you use to remember how to spell
3. His good behavior was
the word.
rewarded.
Spelling Words Demonstrate sorting the spelling
words by the vowel sound in each Have students trade papers and
address children people
against cousin receive word’s first syllable. Use the column check the spellings.
always doesn’t straight headings “Short Vowel Sound,” Challenge Words Review the
answer dollar until “Long Vowel Sound,” and “Other unique spellings in this week’s
because enough usually
believe guess woman Vowel Sound.” (Write the words spelling words, along with hints for
brought instead on index cards or the IWB.) Sort a remembering how to spell them.
Review flavor, calendar, behavior few words. Point out the same or Then read each sentence below,
Challenge foreign, official different vowel sounds. repeat the challenge word, and
Then use the Dictation Sentences have students write the word.
Approaching Level
from Day 5. Say the underlined 1. The language was foreign
word, read the sentence, and repeat to me.
address children people
against cousin receive
the word. Have students write 2. The soldier signed an official
always doesn’t straight the words and then check their form.
answer dollar until papers.
because enough usually Have students write the words in
believe guess woman their word study notebooks.
brought instead
Beyond Level
address
against
children
cousin
people
receive COLLABORATE
WORD SORTS
always doesn’t straight
answer dollar until
because enough usually
believe guess woman Have students cut apart the Complete the pattern sort using
brought instead Spelling Word Cards in the Online the headings from Day 1. Have
Resource Book and initial the back students use Spelling Word Cards
of each card. Have them read the to do their own pattern sort for
words aloud with a partner. Then the remaining words. A partner
have partners do an open sort. can compare and check their sorts.
Have them discuss why they sorted Have students record their sorts.
the words the way they did.
T164 UNIT 3 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have each student in a pair choose Write these sentences on the board. Use the Dictation Sentences for
five spelling words and write a brief Have students circle and correct the posttest. Have students list
clue about each one. Provide an each misspelled word. Make sure misspelled words in their word
example: This plural word does not that students have access to a print study notebooks. Look for students’
end with the letter -s. (children) or digital dictionary to check their use of these words in their writings.
Other possible clues include the spelling.
following: 1. She gave her adress to one Dictation Sentences
‡ As a student, you often have to womin. (address; woman) 1. Carlos has a new address.
give one of these to the teacher. 2. The teacher gave the childrun 2. Speeding is against the law.
(answer) a prize becuse they were quiet. 3. Maria always calls on my birthday.
‡ This word includes an (children; because) 4. She gave the correct answer.
apostrophe because it’s a 3. The poeple did not recieve the 5. We like football because it’s fun.
contraction. (doesn’t) message. (people; receive)
6. I can’t believe I won the game!
Have students trade papers with 4. I allways try to get more sleep,
their partners and write the spelling but I never can get enugh. 7. We brought the bags inside.
word that each clue describes. (always; enough) 8. Did the children like that movie?
Ask students to come up with 9. My cousin looks like my sister.
Error Correction Remind students
other clues for spelling, review, or to recall their memory device hints 10. Ava doesn’t like scary movies.
challenge words and to post the (e.g., Children contains the little 11. Eve was given a dollar to spend.
clues on the classroom bulletin word child) to help them spell
board as a special challenge. 12. Nick has had enough to eat.
these frequently misspelled words
13. Peter made a good guess.
correctly.
14. He used a pen instead of markers.
15. Did many people go to the fair?
16. It is nice to receive gifts.
See Phonics/Spelling Reproducibles pp. 73–78. 17. The road was straight and narrow.
18. Wait until tomorrow to call Janice.
19. Gas is usually expensive.
20. That woman lives on our street.
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 while the other sorts it under a
reading for other frequently heading. Then have students write
misspelled words. Have them in their word study notebooks
record the words that they find about the different ways they were
in their Day 2 pattern sort in their able to sort the words.
word study notebooks.
SPELLING T165
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. What is abundant in a forest? forms of this week’s words by
multiple-meaning adding, changing, or removing
2. What might you do to help an
based on grade 6 impoverished family?
reading and content, ‡ Draw a four-column chart on the
3. What are some careers that
choosing flexibly from board. Write unearthed in the
require ingenuity?
a range of strategies. third column. Have students fill
Verify the preliminary 4. When might a sharecropper in the other three columns of
determination of find it difficult to pay the rent?
the meaning of a the chart using different forms
word or phrase (e.g., 5. Where do you go when you of the word (unearth, unearths,
by checking the need quiet and solitude? unearthing). Read aloud the
inferred meaning words with students.
in context or in a 6. What might be the result of a
dictionary). L.6.4d writer’s productivity? ‡ Have students share sentences
7. If you unearthed something, using each form of unearth.
Expand vocabulary
what tools might you have ‡ Have students copy the chart
by adding inflectional
endings and suffixes. used? into their word study notebooks.
8. What does long hair look like
when it is windswept?
Vocabulary Words
abundant sharecropper
impoverished solitude
ingenuity unearthed
COLLABORATE
productivity windswept
vie
ACADEMIC VOCABULARY DENOTATION AND Re w
Discuss important academic words. CONNOTATION

‡ Display community and ‡ Ask: What is the denotation of
traditional. abundant?
Define the words and discuss ‡ Have partners use a thesaurus
Go ‡
their meanings with students. to find words with similar
Digital ‡ Write traditional and tradition.
denotations, such as plentiful.
Partners look up and define ‡ Have partners distinguish
related words with the same between the connotations of
Vocabulary root. Then they ask and answer these words. Ask: How is plentiful
questions using the words. different from large?
Vocabulary ‡ Repeat with community. ‡ Have students write each word’s
Activities denotation and connotation in
T166 UNIT 3 WEEK 3
WEEK 3
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. I unearthed an old shoe ‡ Tell them to write sentences that the word (e.g., windswept).
from . show what each word means. ‡ In the second square, students
2. The windswept garden had no ‡ Provide the Day 3 write their own definition of the
more . sentence stems 1–4 for students word and any related words,
3. After the , the sharecropper needing extra support. such as synonyms (e.g., exposed,
soon became impoverished and messy, wild).
could no longer . Write About Vocabulary Have ‡ In the third square, students
students use vocabulary words draw a simple illustration that
4. Mia enjoyed the solitude of
to write something related to the will help them remember the
being because she had
concept of inspiration in their word word (e.g., a cliff with leafless
abundant to keep her
study notebooks. For example, they trees bent in the wind and lines
occupied.
might write about how a valuable to show wind).
Display last week’s vocabulary: object they unearthed inspired
feebly, recoiled, roused, skewed, them to help some impoverished
summon, vastness. Have partners people by selling the object and
antonyms for the word (e.g., tidy,
ask and answer questions using giving them the money.
calm).
each of the words.
PREFIXES AND SUFFIXES SHADES OF MEANING MORPHOLOGY

Remind students that they can use Help students generate words Use productivity as a springboard
prefixes and suffixes to figure out related to impoverished. Write for students to learn more words.
the meanings of unfamiliar words. impoverished with one blank line ‡ Draw a word web on the board
‡ Display Your Turn Practice to the left, three blank lines to the and write productivity in the
Book pages 123–124. Model right, and ending with the word center circle.
figuring out the meaning of wealthy on the far right.
‡ Help students provide and
unclean in the first paragraph, ‡ Have partners fill in the blanks define the related words
explaining that un- means “not.” with synonyms and antonyms productive, productively, and
‡ Have students complete of greater and lesser degree. productiveness. Write them in the
page 127. (Examples include: penniless, outer circles.
poor, comfortable, and fortunate.)
‡ Students can confirm meanings ‡ Have students write the words
in a print or online dictionary. ‡ Ask students to copy the scale and their meanings in their word
into their word study notebooks. study notebooks.
VOCABULARY T167
Approaching Level
Leveled Reader: Go
Coming Together for Change Digital
Before Reading
Preview and Predict
‡ Read the Essential Question with students: What can people
Leveled Reader
accomplish by working together? Leveled
LEXILE 700
Readers
‡ Have students read the title and the first two pages of Coming
Together for Change. Then have them preview the photographs,
OBJECTIVES maps, and captions and predict what they will learn.
Analyze how a
particular sentence,
paragraph, chapter,
Review Genre: Narrative Nonfiction
or section fits into the Review with students that narrative nonfiction provides factual
overall structure of a information in “story” form. An author of narrative nonfiction may
text and contributes
express his or her point of view on the topic by using a certain tone or
the ideas. RI.6.5 voice throughout the text. Have students identify evidence that Coming
Together for Change is narrative nonfiction.
Read narrative
nonfiction.
During Reading
ACADEMIC Close Reading
LANGUAGE Note Taking: Ask students to use the graphic organizer in the Your
• sequence, summarize,
Turn Practice Book, page 122, while they read the selection.
narrative nonfiction
• Cognates: secuencia, Pages 2–3 What do the words achieved a lot through their ingenuity Use Graphic
Organizer
resumir, narración de and improved their lives by working together tell you about the author’s
no ficción point of view about the efforts she describes? (She is impressed.)
Pages 4–5 Paraphrase the sequence for preserving food in a pot-in-pot.
(First, place one ceramic pot inside a larger one. Then put wet sand
between the two pots. Finally, place fresh food inside the smaller pot.)
Pages 6–9 Turn to partner and summarize the benefits of the pot-in-pot.
(People got jobs making pot-in-pots. Farmers who got them could store
food and sell it later for a fair price. Fresh food keeps people healthy, so
they don’t have to go to the doctor so often. Kids don’t miss school to
sell the food before it rots.) How can you use the meaning of the suffix -ly
to figure out the meaning of cheaply on page 7? (The suffix -ly means “in
this way,” so cheaply means “in a cheap way” or “inexpensively.”)
T168 UNIT 3 WEEK 3

WEEK 3
Pages 10–12 Paraphrase what Zaldívar did first to put her plan into
action. (She got the women of Paraguay to work together.) What did Literature
the women do after they learned to grow loofah? (They made different Circles
things with it.) What happened then? (They sold the things they made.)
Pages 13–17 With a partner, summarize the benefits that loofah has literature circle using the
brought to Paraguay. (Loofah and recycled plastic is used to make Thinkmark questions to guide
building materials. This brings jobs and money, helps the environment, the discussion. You may wish to
and gives the area more homes that are less expensive.) have a whole-class discussion
about people working together
After Reading to benefit communities from
both selections in the Leveled
Respond to Reading Reader.
Ana
Analytical
W Write About Reading Check that students can identify the
W
Writing
events that led to the availability of the pot-in-pot in Bah Abba’s Level
community.
Up
Fluency: Rate and Accuracy
Model Model reading page 16 for rate and accuracy. Next, reread the
PA I R E D R E A D
“Food for Thought” THEN pair them with students who have
proficiently read the On Level . Then have
students
Before reading, ask students to note that Leveled Reader
“Food for Thought” is a drama, which • summarize each section before moving
on to the next.
is a story that is meant to be performed. Then discuss the Essential
Question. After reading, ask students to make connections between
the group efforts described in Coming Together for Change and “Food
for Thought.”
FOCUS ON SOCIAL STUDIES
F The On Level challenges students with
S
Students can extend their knowledge of the benefits more domain-specific words and
of working as a group by completing the social studies complex sentence structures.

Approaching Level
Word Study/Decoding
TIER
D E CO D E W O R D S W I T H V O W E L T E A M S
2
OBJECTIVES Review with students the sounds and spellings of short and long vowels.
I Do
Know and apply Then remind students that two vowels can work together to stand for one
grade-level phonics vowel sound. Write the word bread on the board, and underline the letters
and word analysis
skills in decoding ea, pointing out that the e and a stand for the short e sound, as in leg.
words. RF.5.3 Repeat with other vowel teams in the words touch, float, and grief.
Decode words with We Do

Write pie, blue, creek, and field on the board. Model how to decode each
vowel teams. word. Have students identify the vowel sounds and spellings using the
frame: The letters and work together to form the sound.
You Do
Add these words to the board: chief, coat, tread, and seek. Have students
read each word aloud and identify its vowel sound and spelling. Then
point to the words in random order for students to read chorally. Repeat
several times.
TIER
B U I L D F R E Q U E N T LY M I S S P E L L E D W O R D S
2
OBJECTIVES
I Do
Remind students that multisyllabic words are made up of smaller word
Use combined parts, or syllables. Tell students they will be building longer, frequently
knowledge of misspelled words. Remind them that frequently misspelled words often
all letter-sound
correspondences, contain vowels or consonants that do not follow regular spelling patterns.
Display these Word-Building Cards: ad, a, an, ward. Then write these four
(e.g., roots and syllables on the board: chieve, cient, awk, vice. Model sounding out each
affixes) to read card and syllable. Have students chorally read each card and syllable.
accurately unfamiliar Repeat at varying speeds and in random order. Next, work with students
multisyllabic words
to combine the Word-Building Cards and the syllables on the board to
context. RF.5.3a form two-syllable, frequently misspelled words. Have students chorally
read the words: advice, achieve, ancient, awkward.
Build multisyllabic,
frequently misspelled You Do
Write on the board other syllables from frequently misspelled words,
words. such as bar, mus, de, cle, bus, gain, sert, des, and y. Have students work with
partners to build frequently misspelled words using these syllables. Then
have partners share the words they built and make a class list.
T170 UNIT 3 WEEK 3

WEEK 3
P R AC T I C E F R E Q U E N T LY M I S S P E L L E D W O R D S
OBJECTIVES
I Do
Remind students that many words are frequently misspelled because they
Use combined contain consonants or vowels that do not follow regular spelling patterns.
knowledge of Tell students that to help them correctly read and write frequently
all letter-sound
correspondences,
misspelled words, they can use their prior knowledge of sounds and word
syllabication patterns, definitions, look for spelling patterns they know, make sure each syllable
and morphology has a vowel or vowel team, or use memory devices, such as “i before e,
(e.g., roots and except after c, or when sounding like a as in neighbor and weigh.” Write
affixes) to read
grieve on the board. Then read the word aloud. Point out that the i comes
multisyllabic words before the e, and together they stand for the long e sound.
context. RF.5.3a We Do
Write the words height, niece, beginning, beautiful, attempt, and built on
the board. Model how to decode the first word, using one of the strategies
Decode frequently mentioned above. Then guide students as they use one or more strategies
misspelled words. to decode the remaining words. Help them first divide multisyllablic words
into syllables using the syllable-scoop procedure. This will help them read
one syllable at a time.
You Do
chorally read.
WORD STUDY/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 He
loved to jump on the . 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 3 WEEK 3

WEEK 3
I D E N T I F Y R E L AT E D W O R D S
OBJECTIVES
I Do
Display the abundant Visual Vocabulary Card and say aloud the word set
Acquire and use abundant, busy, many, popular.
accurately grade-
appropriate general Point out that the word many has almost the same meaning as abundant.
academic and
domain-specific
We Do
Display the vocabulary card for the word impoverished. Say aloud the word
words and phrases; set impovershed, pale, unhealthy, poor. With students, identify the word
gather vocabulary
that has almost the same meaning as impoverished.
knowledge when
considering a word Using the word sets below, display the remaining cards one at a time,
to comprehension or
saying aloud the word set. Have students identify the word that has
expression. L.6.6 almost the same meaning as the first word in each set.
ingenuity, illness, creativity, beauty productivity, efficiency, loudness, greed
sharecropper, servant, renter, friend solitude, mistrust, hunger, loneliness
unearthed, discovered, buried, hid windswept, warm, bare, steep
OBJECTIVES
I Do
Use common, grade- Reproducibles pages 123–124. Read aloud the first paragraph. Point to
appropriate Greek the word unclean. Explain that students can use what they know about
or Latin affixes and
the meaning of the prefix un- to figure out the meaning of the word.
roots as clues to the
meaning of a word Think Aloud I’m not sure of the meaning of the word unclean, but I know
audible). L.6.4b that the prefix un- means “not or opposite of.” When I add that meaning to
the meaning of the base word clean, I can figure out that unclean means
“not clean” or “dirty.”
Write the definition of the word based on the meaning of its prefix. Then
write on the board the meanings of some common prefixes and suffixes,
such as trans-, -er, and -ful, and review them with students.
We Do
Ask students to point to the word unsafe. With students, discuss how to
use the meaning of the prefix un- to figure out the meaning of the word.
Write the definition of the word.
You Do
Have students find the meanings of planners on page 123 and transport
and grateful on page 124, using their knowledge of prefixes and suffixes.
VOCABULARY T173
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that as students read aloud a text, they should try to keep a
I Do
Use context to quick, steady pace, pronouncing each word clearly. As they reread the
confirm or self-correct text, they should read a bit faster, while still making sure that each word
word recognition
and understanding, is read clearly and that they can understand what they’re reading. Read
rereading as the first two paragraphs of the Comprehension and Fluency passage on
necessary. RF.5.4c Approaching Reproducibles pages 123–124. Tell students to listen to
how you read at a brisk pace, but not so brisk you can’t be understood.
We Do
Read the rest of the page aloud, one sentence at a time, and have students
repeat after you, using the same rate. Then reread the page more quickly,
and have students repeat after you at the same rate.
You Do
Have partners take turns reading sentences and then paragraphs from the
passage. Remind them to focus on their rate and accuracy. Listen in and,
as needed, provide corrective feedback by modeling proper fluency.
TIER
IDENTIFY SIGNAL WORDS
2
OBJECTIVES
I Do
Write on the board: First, I wake up. Next, I get dressed. After that, I eat
Analyze how a breakfast. Then, I leave for work. Underline the words first, next, after that,
particular sentence, and then. Explain that these are signal words that show the order, or
paragraph, chapter,
or section fits into the sequence, in which you do things in the morning. Tell students that signal
overall structure of a words let readers know the order of events or the steps in a process.
to the development of We Do
Read the fourth paragraph of the Comprehension and Fluency passage on
the ideas. RI.6.5 Approaching Reproducibles pages 123–124. Ask: What does the author
say must come first? Explain that they should look for the sentence that
Identify signal words follows the signal word first. Help students identify the first step, and write
that indicate sequence.
it down as the first in a series of numbered steps.
You Do
Have students read the fifth paragraph on the same page. After they read
the paragraph, they should write down the signal words that tell them the
sequence of the remaining steps of planning a water project. Then have
them add steps two and three to their numbered lists.
T174 UNIT 3 WEEK 3

WEEK 3
REVIEW TEXT STRUCTURE: SEQUENCE
OBJECTIVES
I Do
Remind students that authors of informational texts often present events
Analyze how a or steps in order or sequence. Explain that sometimes authors use signal
particular sentence, words, such as first, then, next, and finally, to help readers follow the
paragraph, chapter,
or section fits into the
sequence. When authors don’t use signal words, students can follow the
overall structure of a order of the steps by asking themselves, What happened first? Next? Did
text and contributes something else happen in between? Following the order of events will help
to the development of students understand the text and how the final step was reached.
the ideas. RI.6.5
We Do
Read aloud the first page of the Comprehension and Fluency passage
on Approaching Reproducibles pages 123–124. Model identifying the
problem. Then point out the signal words and identify the sequence of
events in the fourth and fifth paragraphs. Model thinking about why each
step is important and how the steps lead to a possible solution.
You Do
Have students read the rest of the passage and identify the sequence of
events, explaining why each event is important to the final outcome.

Analyze how a Have students choose a narrative nonfiction book for sustained silent
paragraph, chapter,
or section fits into the ‡ authors of narrative nonfiction often present the events or steps
overall structure of a in sequence.
to the development of ‡ students can summarize the main events and key details in a text to
the ideas. RI.6.5 help them better understand and remember the text.
Determine a central
idea of a text and how
Read Purposefully
it is conveyed through Have students record on Graphic Organizer 89 the steps or events in order,
particular details; as they read independently. After they finish, they can conduct a Book
Talk, each telling about the book that he or she read.
personal opinions or ‡ Students should share their organizers and answer this question: How
judgments. RI.6.2 did the events lead up to the final outcome?
‡ They can then use their organizers to summarize their books and share
their summaries with the group.
COMPREHENSION T175
On Level
Leveled Reader: Go
Before Reading
Preview and Predict
‡ Read the Essential Question with students: What can people
Leveled Reader
accomplish by working together? Leveled
LEXILE 970
Readers
‡ Have students read the title and the first two pages of Coming
Together for Change. Then have them preview the photographs, map,
OBJECTIVES and captions and predict what accomplishments the book
Analyze how a
will describe.
paragraph, chapter,
or section fits into the Review Genre: Narrative Nonfiction
overall structure of a Review with students that narrative nonfiction provides factual
information in “story” form. An author of narrative nonfiction may
the ideas. RI.6.5 express his or her point of view on the topic by using a certain tone or
voice throughout the text. Have students identify evidence that Coming
Read narrative Together for Change is narrative nonfiction.
nonfiction.
During Reading
ACADEMIC
LANGUAGE Close Reading
• sequence, summarize,
Turn Practice Book, page 122, while they read the selection.
• Cognates: secuencia,
resumir, narración de Pages 2–3 What is the author’s tone? Which words indicate this point of Use Graphic
no ficción Organizer
view? (The tone expresses that the author is impressed by the efforts in
these places. Words such as achieved a lot through ingenuity and hard
work; a single person got things started; and creative solutions indicate
the tone.)
Pages 4–9 Turn to a partner and discuss the events that led to a healthier
and wealthier Nigeria. (Mohammed Bah Abba invented the pot-in-
pot. Funding allowed community members to get jobs making and
distributing the pot-in-pot to farmers. Farmers were able to store
produce until it could be sold for prices they set. The use of pot-in-pots
spread, earning more for Nigerian farmers.) How does the suffix -ity help
you define humidity on page 9? (The suffix -ity means “quality or state
of”; humidity means “the state or quality of being humid.”)
T176 UNIT 3 WEEK 3

WEEK 3
Pages 10–15 With a partner, use text evidence to summarize Chapter 2.

(After growing soy, land in Paraguay was useless for other crops and Literature
many livelihoods suffered. Elsa Zaldívar got women to work together Circles
to grow loofah and make products that could be sold abroad. It
was discovered that loofah and recycled plastic could be used to
make building materials. This brought money and jobs, helped the Thinkmark questions to guide
environment, and gave the area more safe homes.) the discussion. You may wish to
Pages 16–17 What is an important idea in the conclusion? (The have a whole-class discussion
education that children can now get will improve the future of both about what students learned
Nigeria and Paraguay.)
to benefit communities from
After Reading Reader.
Respond to Reading
Evidence Questions on page 18. Level
Ana
Analytical
W Write About Reading Check that students can identify the events
W
Writing
h lled to the availability of the pot-in-pot in Bah Abba’s community.

that Up

PA I R E D R E A D answered the questions
“Food for Thought” students
Make Connections: Write About It • partner read the Beyond Level main
selection.
Before reading, note that the genre of this Leveled Reader
selection is drama, which is a story that • list the overall sequence of events.
is meant to be performed. Then discuss the Essential Question. After • identify the author’s tone.
reading, ask students to make connections between the group efforts
described in Coming Together for Change and “Food for Thought.”
F The Beyond Level challenges students
S
Students can extend their knowledge of the benefits with more domain-specific words and
of working as a group by completing the social studies complex sentence structures.
ON LEVEL T177
On Level
Vocabulary
I Do
Acquire and use abundant, impoverished, sharecropper, solitude, unearthed, and windswept.
accurately grade- Point to 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; ‡ Would it be better for a farmer to have abundant weeds or abundant
gather vocabulary crops?
knowledge when
considering a word ‡ Who is more likely to enjoy solitude, a shy person or a social person?
or phrase important ‡ Are you more likely to feel impoverished when you earn or lose money?
to comprehension or
expression. L.6.6
You Do
Have students respond to these questions and explain their answers.
‡ Is a sharecropper more likely to live in the country or in the city?
‡ Which location is likely to be windswept, a doorstep or a beach?
‡ If you unearthed a coin, would it look shiny or dirty?
OBJECTIVES
I Do
Remind students they may figure out the meaning of a word by using
Use common, grade- what they know about prefixes and suffixes. Use the Comprehension and
appropriate Greek Fluency passage on Your Turn Practice Book pages 123–124 to model.
roots as clues to the Think Aloud In the fifth paragraph, I see the base word sanitary in
meaning of a word
the word sanitation. I know that sanitary means “clean.” I also know that
audible). L.6.4b the suffix -tion forms nouns that tell about states or conditions. When
I combine the meanings, I can figure out that sanitation means “the
condition of being clean.”
We Do
Have students read the next section, where they find transport. Have them
figure out the definition by using what they know about the meaning of
the prefix trans-. If necessary, remind students that trans- means “across.”
You Do
Have students determine the meanings of available and grateful in the last
paragraph on page 124, as they read the rest of the selection.
T178 UNIT 3 WEEK 3

WEEK 3
Comprehension
OBJECTIVES
I Do
Remind students that the sequence of a text is the order in which the
Analyze how a events or steps happen. Authors of informational texts often describe the
particular sentence, sequence of steps that take place over a period of time. Following the
paragraph, chapter,
order of the steps or events helps readers understand the final outcome as
overall structure of a well as the author’s message.
to the development of We Do
Have a volunteer read the first paragraph of the section titled “First Things
the ideas. RI.6.5 First” in the Comprehension and Fluency passage on Your Turn Practice
Book pages 123–124. Ask: What do planners say is the first step to beginning
a water project? Point out that the signal word first helps identify the first
step. Then work with students to answer the question, What must happen
before people can begin working together? Point out that the sentence
beginning with the word once explains the conditions that must be met
before people can work together.
You Do
Have partners identify the sequence of events in the rest of the passage.
Then ask students to explain how the events lead to the final outcome and
how the events help them understand the author’s message.

Analyze how a Have students choose a narrative nonfiction book for sustained
paragraph, chapter,
silent reading.
or section fits into the ‡ Before they read, have students preview the book, reading the title and
overall structure of a viewing the front and back cover.
to the development of ‡ As students read, remind them to summarize the main ideas and key
the ideas. RI.6.5 details to help them understand and remember the text.
Determine a central
Read Purposefully
it is conveyed through Encourage students to read different books that tell about how people
particular details; work together to accomplish a goal.
the text distinct from ‡ As students read, have them record steps or events on Graphic
personal opinions or Organizer 89.
judgments. RI.6.2
‡ They can use this organizer to help them write a summary of the book.
Beyond Level
Leveled Reader: Go
Before Reading
Preview and Predict
Read the Essential Question with students: What can people accomplish
Leveled Reader
by working together? Have students read the title and the first two Leveled
LEXILE 1100 pages of Coming Together for Change. Then have them preview the Readers
photographs, maps, and captions and predict what accomplishments
OBJECTIVES the book will describe.
Analyze how a
particular sentence, Review Genre: Narrative Nonfiction
paragraph, chapter,
or section fits into the Review with students that narrative nonfiction provides factual
overall structure of a information in “story” form. An author of narrative nonfiction may
text and contributes express his or her point of view on the topic by using a certain tone or
voice throughout the text. Have students identify evidence that Coming
the ideas. RI.6.5
Together for Change is narrative nonfiction.
Read narrative
nonfiction.
During Reading
Close Reading
ACADEMIC
LANGUAGE Note Taking: Ask students to use the graphic organizer in the Your
• sequence, summarize, Turn Practice Book, page 122, while they read the selection.
Pages 2–3 Read these pages and determine the author’s tone. Then cite Use Graphic
• Cognates: secuencia, Organizer
resumir, narración de text evidence that indicates the author’s tone. (The author is impressed by
no ficción the people in the selection. The words achieved much through ingenuity,
made big improvements to their economies, and a simple desire to make
life better for everyone indicate the tone.)
Pages 4–9 Discuss with a partner the sequence of events that led to a
healthier and wealthier Nigeria. (Mohammed Bah Abba invented the
pot-in-pot. Funding allowed community members to get jobs making
and distributing them to farmers. Farmers were able to store produce
until it could be sold for prices they set.) How does the suffix -ive help
you define evaporative on page 9? (The suffix -ive means “performs
toward that action”; evaporative means “causing evaporation.”)
T180 UNIT 3 WEEK 3

WEEK 3
Pages 10–15 Restate key details to summarize this chapter. (After

growing soy, much land in Paraguay was useless for other crops, Literature
and many livelihoods suffered. Elsa Zaldívar got the women to work Circles
together to grow loofah and make products that could be sold abroad.
It was discovered that loofah and recycled plastic, could be used to
make building materials. This brought money and jobs, helped the Thinkmark questions to guide
environment, and gave the area safer homes and more of them.) the discussion. You may wish to
Pages 16–17 What is an important idea in the conclusion? (The have a whole-class discussion
education that children can now get will improve the future in both about what students learned
Nigeria and Paraguay.)
to benefit communities from
After Reading Reader.
Respond to Reading
Ana
Analytical
W Write About Reading Check that students can identify the events
W
Writing
h lled to the availability of the pot-in-pot in Bah Abba’s community.

that

page aloud and have students read along with you. Gifted and Talented
to think about what the far-
reaching benefits could be for the
PA I R E D R E A D school-age children of Nigeria and
Paraguay. Using the conclusion of
Coming Together for Change as a
“Food for Thought” starting off point, students should
write about the specific ways a
Make Connections: Write About It person’s life could be improved by
Before reading, ask students to note that being allowed to attend school.
Leveled Reader
“Food for Thought” is a drama, which How do the benefits go beyond
is a story that is meant to be performed. Then discuss the Essential the individual and help the
Question. After reading, ask students to make connections between community?
the group efforts described in the selections.

F
S
Students can extend their knowledge of the benefits
of working as a group by completing the social studies
BEYOND LEVEL T181

Beyond Level
Vocabulary
Model
Acquire and use ingenuity and productivity. Write social studies-related sentences on the
accurately grade- board using the words.
appropriate general
academic and Write the words worthwile and cultivation on the board and discuss
domain-specific
words and phrases;
the meanings with students. Then help students write sentences using
gather vocabulary these words.
knowledge when
considering a word Apply
Have students work in pairs to review the meanings of the words
or phrase important impoverished and abundant. Then have partners write sentences using
to comprehension or the words.
expression. L.6.6
OBJECTIVES
Model
Use common, grade- passage in Beyond Reproducibles pages 123–124.
appropriate Greek
or Latin affixes and Think Aloud When I read this first paragraph, I want to understand the
roots as clues to the word reliable. I see the suffix -able, which I know means “able to be.” That
meaning of a word
helps me figure out that reliable means “able to be relied or counted on.”
audible). L.6.4b With students, read the fifth paragraph on page 123. Help them figure out
the meaning of community.
Apply
Have pairs of students read the rest of the passage. Ask them to use
their knowledge of prefixes and suffixes to determine the meanings of
sanitation on page 123 and transport, containers, cooperation, available,
and grateful on page 124.
Gifted and Shades of Meaning Using their definition of cooperation, have partners
Talented
write an explanation of the difference between cooperation and help.
Ask students to include in their explanations a justification for using
cooperation over the word help to describe a joint effort.
T182 UNIT 3 WEEK 3

WEEK 3
Comprehension
OBJECTIVES Remind students that the sequence of a text is the order in which the
Model
Analyze how a events or steps occur. Explain that the sequence of a text reveals how the
particular sentence, steps or events relate to one another, as one leads to the next. Point out
paragraph, chapter,
that tracking sequence makes it clear how the final outcome was achieved
overall structure of a and provides insight into the author’s message.
to the development of Have students read the two paragraphs in the section titled “First
the ideas. RI.6.5 Things First” of the Comprehension and Fluency passage on Beyond
Reproducibles pages 123–124. Ask open-ended questions to facilitate
discussion, such as What are steps in a water project? Why is it important to
first have trust and respect? Have students point out the details that help
them identify the sequence.
Apply
Have students identify the sequence of events in the rest of the passage
as they independently fill in Graphic Organizer 89. Then have partners use
their work to explain how the events lead to the final outcome and how
they reveal the author’s message.

Analyze how a Have students choose a narrative nonfiction book for sustained
paragraph, chapter,
silent reading.
or section fits into the ‡ As students read, have them fill in Graphic Organizer 89.
text and contributes ‡ Remind them to summarize the main events and key details.
the ideas. RI.6.5
Read Purposefully
Determine a central Encourage students to keep a reading journal. Ask them to read different
idea of a text and how books that tell about how people work together to accomplish a goal.
it is conveyed through
‡ Students can write summaries of the books in their journals.
particular details;
provide a summary of ‡ Ask students to share their reactions to the books with classmates.
personal opinions or Gifted and Independent Study Challenge students to discuss how their books
Talented
judgments. RI.6.2 relate to the Weekly Concept of inspiration. Have students compare the
different ways that people are inspired. How do those inspirations lead to
important accomplishments for people and communities?
Shared Read Go
Jewels from the Sea Digital
Before Reading
Build Background
Read the Essential Question: What can people accomplish by working
Reading/Writing together?
Workshop View “Jewels
‡ Explain the meaning of the Essential Question, including the from the Sea”
vocabulary in the question: Accomplish means “to succeed in doing
OBJECTIVES something, especially after trying very hard.”
to support analysis ‡ Model an answer: Building a house is not easy, but when people work
of what the text says together it becomes less difficult. What people can accomplish when
explicitly as well as they work together goes beyond the wood and bricks of a house—
together they bring a sense of home and community to people who
the text. RI.6.1
need it.
Describe how a text
presents information ‡ Ask students a question that ties the Essential Question to their
(e.g., sequentially, own background knowledge: Have you ever worked with others to
comparatively, accomplish something? Have you ever benefited from others working
causally). RH.6.5
together to help you? Turn to a partner and explain. Call on several
pairs to share their experiences.
Use prefixes and
suffixes to determine
meaning of a word.
During Reading
Interactive Question-Response
LANGUAGE
OBJECTIVE ‡ Ask questions that help students understand the meaning of the
Describe the text after each paragraph.
sequence of events to
understand the text. ‡ Reinforce the meanings of key vocabulary.
‡ Ask students questions that require them to use key vocabulary.
ACADEMIC ‡ Reinforce strategies and skills of the week by modeling.
LANGUAGE
• prefix, suffix,
summarize, sequence
• Cognates: prefijo,
sufijo, secuencia
T184 UNIT 3 WEEK 3

WEEK 3
Page 195 Building on Their Success

Paragraph 1
A Life by the Sea Why didn’t the women want to be like sharecroppers?
Paragraph 1 (They didn’t want to have to give up part of the
Explain and Model Prefixes and Suffixes harvest.)
Show how colorful contains the suffix -ful, which
changes the meaning of the base word to Tell a partner the steps for cultivating, or
“characterized by color” or “full of color.” growing, mabe pearls. Encourage students to use
gestures. (First, place a bead inside a living oyster.
Paragraph 2 Then the bead gets coated with nacre. Finally, the
Explain and Model Sequence Explain that nacre gets hard and shiny.)
sequence refers to a series of steps or events. These
events are often placed in time order. When did Paragraph 2
the women begin to notice the problem that oysters
were not as plentiful? (in the early 2000s) What do you think a “no-take” zone is?
Think about how the mabe pearls are created. (An
A Fresh Approach area where oysters grow that can’t be touched
Paragraph 1 until the pearls are ready.)
What is the first thing the women did after they
realized they needed to find help to solve their Page 197
problem? (They talked to scientists.)
Toward New Horizons
What did the women do next? (worked together to Paragraph 1
manage the harvesting of the oysters) Why did the women travel to the United States
together? (to improve their business by learning
Page 196 about jewelry design from a master jeweler)
Paragraph 1 Paragraph 2
Who helped the women realize they shouldn’t throw How are the women’s lives different today than they
out the shells? (experts who help communities use were in the early 2000s? (The women are caretakers
and protect their resources) What did the women of the natural resources found in the ocean, and
do with the shells? (they made jewelry) they are prosperous.)
How did this help them? Listen as partners After Reading

speak. Help them elaborate or revise responses as
needed. (The women earned more income.) Make Connections
Model Summarize I can use the details from ‡ Review the Essential Question.
paragraph 1 to summarize its main idea: The women ‡ Make text connections.
received advice from experts and were able to work ‡ Have students complete the ELL
together to learn something new so they could earn Reproducibles pages 123–125.
money using the resources of the island.

Leveled Reader: Go
Before Reading
Preview
‡ Read the Essential Question: What can people accomplish by working
Leveled Reader
together? Leveled
LEXILE 820 ‡ Refer to Inspired Work: What do people gain when they work together? Readers
‡ Preview Coming Together for Change and “Food for Thought.” Our
OBJECTIVES
purpose for reading is to find out what people can accomplish by
Determine a central
idea of a text and how working together.
particular details; Vocabulary
Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
personal opinions or accomplish, impact, improve, unite. Use the routine found on the cards.
judgments. RI.6.2 Point out the cognate impacto and the prefixes in impact and improve.
Use context to
confirm or self-correct
word recognition
During Reading
and understanding, Interactive Question-Response
rereading as
necessary. RF.5.4c Note Taking: Have students use the graphic organizer on ELL
Reproducibles page 122. Use the questions below after each page is
ACADEMIC
read with students. Use the glossary definitions to define vocabulary in Use Graphic
context and visuals to help students understand key vocabulary. Organizer
LANGUAGE
• sequence, summarize, Pages 2–5 Point out the word subsistence on page 4. Say it aloud and
have students repeat it. A subsistence farmer grows enough food for the
• Cognates: secuencia,
resumir, narración de
family, but there is little left over to sell. Why is no refrigeration a problem
no ficción for farmers? (The food they have to sell spoils quickly.)
Pages 6–9 Have students reread the sidebar on page 6. Ask them
to use gestures or a drawing to help them explain the process of
evaporative cooling. (When water turns into vapor the vapor takes the
heat from the air in the sand away from the inner pot, keeping it cool.)
Pages 10–12 Look at the picture of the loofah on page 11. Some people
use loofahs to wash their faces. How else can loofah be used? (as food, to
clean pots, to make mats, slippers, and insoles for shoes)
T186 UNIT 3 WEEK 3

WEEK 3
Pages 13–17 Summarize the ways Zaldívar used the loofah to help her
community? (The loofah is used to make safe, affordable houses.) Many Literature
people in the community worked together to help make better houses. Circles
How did they help? (Women collected loofah; Padrós made panels.)
After Reading Thinkmark questions to guide
the discussion. You may wish to
Respond to Reading Revisit the Essential Question. Ask students to have a whole-class discussion
work with partners to answer the Text Evidence Questions on page 18. about what students learned
Support students as necessary and review all responses as a group. about the topic of people
Ana
Analytical
working together to benefit
W Write About Reading Have partners list the sequence of events
W
Writing
communities from both
h caused the pot-in-pot to become successful.
that selections in the Leveled Reader.
Fluency: Accuracy
Model Model reading page 10 for accuracy. Next, reread the page
aloud and have students read along with you. Level
Up
PA I R E D R E A D
“Food for Thought”

Before reading, ask students to note that IF students read the ELL Level fluently and
Leveled Reader answered the questions
the genre of this selection is drama, which
is a story that is meant to be performed. THEN pair them with students who have
Then discuss the Essential Question. After reading, ask students to proficiently read the On Level and have ELL
make connections between the group efforts described in Coming students
Together for Change and “Food for Thought.” • echo-read the On Level main selection
with their partners.
• list words with which they have difficulty.

S
Students can extend their knowledge of the benefits more domain-specific words and
of working as a group by completing the social studies more complex sentence structures.


Vocabulary
OBJECTIVES Preteach vocabulary from “Jewels from the Sea,” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for words abundant,
accurately grade- impoverished, ingenuity, productivity, sharecropper, solitude, unearthed, and
appropriate general
academic and windswept.
domain-specific
After completing the Vocabulary Routine for each word, point to the
gather vocabulary word on the Visual Vocabulary Card and read the word with students. Ask
knowledge when students to repeat the word.
considering a word
or phrase important
You Do
Have each student in a small group use two words in sentences so that
to comprehension or each vocabulary word is used. Ask students to read their sentences aloud.
expression. L.6.6
LANGUAGE Help students copy their Ask students to write Challenge students to
OBJECTIVE sentences correctly and one sentence and one write one sentence or
Use vocabulary words. read them aloud. question for two words. question for each word.
REVIEW VOCABULARY
I Do
appropriate general
domain-specific
Draw a picture of one of the vocabulary words. Ask volunteers to guess
gather vocabulary which word the drawing represents and then give its definition.
knowledge when
Have pairs draw pictures that represent one or more vocabulary words.
or phrase important Ask them to show the class to guess the word and give its definition.
to comprehension or
Help students generate Have pairs draw pictures Once guessed, have pairs
LANGUAGE ideas for their picture. to represent two explain how the pictures
OBJECTIVE vocabulary words. represent the words.
T188 UNIT 3 WEEK 3

WEEK 3
I Do
Use common, grade- passage on ELL Reproducibles pages 123-124, while students follow
appropriate Greek along. Point to the word unclean. Explain that students can use the
roots as clues to the
meaning of the prefix un- to figure out the meaning of the word.
meaning of a word
Think Aloud I do not know the word unclean, but I know that the prefix
audible). L.6.4b un- means “not or opposite of.” When I add that meaning to the base word
clean, I can figure out that unclean means “not clean” or “dirty.”
LANGUAGE Have students point to the word unsafe in the same paragraph. Help
We Do
OBJECTIVE identify the prefix and its meaning. Ask students the meaning of the word
Use prefixes and
suffixes.
and write the definition on the board.
You Do
Have partners write a definition for planners, transport, and grateful on
pages 123–124, using what they know about prefixes and suffixes.

Provide students with the Ask students to identify Have students explain
meaning of the prefixes the meaning of the prefix how the affix helped them
and suffixes. or suffix. define the word.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Jewels from the
Acquire and use Sea”: absorbed, cultivated, determination; and Coming Together for Change:
accurately grade- decreased, income, solutions. Define each word: Absorbed means “taken in.”
appropriate general
academic and Model using the words for students in a sentence: She absorbed all the
details she could while reading the book. The women absorbed all this and
words and phrases;
gather vocabulary brought it home with them. Then provide sentence frames and complete
knowledge when them with students: I absorbed ____ from ____.
considering a word
Have pairs write their own sentence frames to complete with the class.
to comprehension or
Use academic
vocabulary and high-
frequency words.
VOCABULARY T189

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that good writers use important, or relevant, evidence, such as
I Do
Draw evidence from facts, definitions, examples, and quotations to help readers understand
informational texts the topic they are writing about. Read the Expert Model passage aloud as
to support analysis
reflection, and students follow along. Identify relevant evidence.
research. WHST.6.9
We Do
Read aloud the first paragraph of “Toward New Horizons” on page 197 of
“Jewels from the Sea” as students follow along. Then use a cluster map to
LANGUAGE record relevant evidence. Model using evidence in the organizer to write a
OBJECTIVE
sentence about the topic How the women improved their business.
Add relevant evidence
to revise writing. Have pairs continue writing their own sentences about the topic, using
You Do
the organizer. They should include only evidence related to the topic. Edit
each pair’s writing. Then ask students to revise.

Have students copy the Have students revise, Have students revise for
edited sentences. adding relevant evidence. evidence relevant to the
topic and edit for errors.
S P E L L F R E Q U E N T LY M I S S P E L L E D W O R D S
OBJECTIVE Read aloud the Spelling Words on page T164, breaking them into syllables,
I Do
Demonstrate attaching a spelling to each sound. Say that frequently misspelled words
command of the include a variety of spelling patterns. Have students repeat the words.
conventions of
punctuation, and
sentence, read the underlined word slowly, segmenting it into syllables.
spelling when writing. Have students repeat after you and write the word.
You Do
LANGUAGE
Spell frequently
misspelled words. Have students copy the After students have Ask students to explain
and say the words aloud. have pairs quiz each other. to spell and why.
T190 UNIT 3 WEEK 3

WEEK 3
Grammar
MAIN AND HELPING VERBS
OBJECTIVES Remind students that a main verb shows the main action in a sentence
I Do
Demonstrate and the helping verb helps the main verb show tense. Write on the board:
command of the I will eat lunch at noon. Underline the main verb. Tell students that eat tells
conventions of
standard English
the main action. Then underline will. Tell students that will shows the tense
grammar and usage of the main verb. Explain that the main and helping verb forms a verb
when writing or phrase: will eat. Then review some of the tenses in which helping verbs can
speaking. L.6.1 place actions. Write on the board: I have skated. I am skating. I had skated.
I was skating. Underline the helping verbs that show the present perfect,
Use main and helping
verbs.
present progressive, past perfect, and past progressive tenses. Also
underline the verb endings -ed and -ing. Explain that -ed shows an action
that has ended, and -ing shows an action that is ongoing.
LANGUAGE
OBJECTIVE Write the sentence frames below on the board. Review main and
We Do
Write sentences. helping verbs and their tenses. Ask students to name helping verbs for
Grades K-6
the sentence frames, in the tense shown. Fill the frames with students’
responses. Then read completed sentences aloud for students to repeat.
Language
Transfers Pedro ____ fished in the ocean. (present perfect)
Handbook
I ____ climbing up a tree. (present progressive)
The flowers ____ died after one week. (past perfect)
Language Transfers
Handbook She ____ walking all day yesterday at the museum. (past progressive)
Speakers of Cantonese
You Do
Brainstorm a list of main and helping verbs. Have small groups write four
may omit the main
verb if the sentence sentences, one in each tense: present perfect, present progressive, past
also includes an perfect, and past progressive.
infinitive. Reinforce the
difference between the Beginning Intermediate Advanced/High
infinitive and the main
Have students copy their Have students underline Have students underline
verb and the need for
sentences and help them the helping verbs and the verb phrases and
a main verb in these
underline the helping circle the main verbs and indicate verb tenses. Ask
cases.
verbs. Read sentences indicate the verb tenses in them to explain how they
aloud for groups to repeat. their sentences. identified the tenses.
‡ Have the group finish the next few activities, and the rest with partners.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Text Structure: Sequence Prefixes and Suffixes Writing About
RH.6.5, RI.6.5 L.6.4b Text RH.6.5, RI.6.5, W.6.9b
Grade 6
Assessment Includes
Weekly
Grades 1-6
Fluency
following schedule:
State Standards
T192 UNIT 3
WEEK 3
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 73–75 on Sequence/
multiple-choice items Chronology from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 . . . assign Lesson 155 on Word Parts: Roots,

VOCABULARY multiple-choice items Prefixes, and Suffixes from the Tier 2
correctly . . . Vocabulary Intervention Online PDFs.
Students score less than . . . assign Lessons 73–75 on Sequence/

“3” on the constructed Chronology 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

adept Shared Read “Marian Anderson: Struggles and Triumphs,” 208–215
aristocracy Genre Biography
Lexile 950L
collective
perseverance
prevail
prominent Comprehension Strategy ..................... Summarize, T210–T211
spectators Comprehension Skill .............................. Text Structure: Cause and Effect,

T212–T213
trailblazer
Genre ............................................................. Biography, T214–T215
Writing Traits .............................................. Voice, T222–T223
Grammar Handbook............................... Linking Verbs, T226–T227
Go
Digital
T194 UNIT 3 WEEK 4

MILESTONES
Essential Question
How can one person effect the
opinions of others?
WEEK 4
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Major Taylor: Champion Cyclist, 230–243 “Margaret Bourke-White: Fearless
Genre Biography Photographer,” 246–249
Genre Biography
Lexile 990L
Lexile 1040L
Differentiated Text


Sick Insects: Masters Hidden Worlds:
of Defense Looking Through
Genre a Scientist's
Microscope
Expository Text
Genre

TEACH AND MANAGE
How You Teach

Milestones “Marian Anderson: Struggles and Major Taylor
Triumphs” “Margaret Bourke-White:
Minilessons Summarize, Cause and Fearless Photographer”
Effect, Biography, Paragraph Clues,
Writing Traits
Literature
Reading/Writing Anthology
Workshop 230–249
204–205


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Cause and Effect Prefixes
Fluency

Style and Tone Influences of Breakthrough
Achievements
Independent
Practice Go Digital

pp. 133–135
Comprehension
Genre, p. 136
Phonics/Word Study
Phonics, p. 138
Grammar
Spelling/Word Sorts
Listening Library
Contracts Unit 3 • Week 4 • Milestones 15
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 4
Leveled Readers Research Persuasive

Technique, T220
B e y o n d onn d Weekly ent
Biography
Text Connections Assessm

B e y o n do n
Biography Biography
Ex p ecBtapeetiycotaBtieoyno n d
Biography
Ex p ecta ti Ex by Jan e Kel

ley
n Compare Milestones, T221

by Jan e Kel
ley
Ex p ecta tio
by Jan e Kel
ley
the Common
Assessing dards
State Stan
Core
by Jan e Kel
ley
Write About Reading TE
PRINT TEMPLA
Ana
Analytical
W
Writing Write and Analysis, T221
W
PAIRED
READ
A Fair Deal Weekly Assessment
PAIRED
READ
A Fair Deall P IRED
PAIRE
READ
REA D
D A Fair Deal
PAIRED A Fair Deal

157–168
READ


21
( More
14 Activities
on back
Voice: Style and Tone
Models of Human Character
WRITING
Read Chayton’s essay. Identify his style and tone.
What elements did he use to convey them?
SOCIAL ST
Revise the paragraph. Find places to make

changes that will improve the tone of the essay. COLLABORATE
From a play or a film you know, choose a
character who is based on a real person.
The person may be from the past or still
alive. Do research on the person’s life. and
w ks aago, my friends
few wee
A few
G
at h at the park. I was
werre playing catc
I we ome
10 when I saw som
STUDIES
S
Compare the events portrayed in the play

or film to the person’s biography. Were the about to catch the ball k
y were throwing snac
1
T
facts portrayed accurately? older kids leaving. The e bigger

the grou nd. They wer
wra pper s onto
y
dn’t let them get awa
COLLABORATE Write a paragraph
20
than I was, but I coulTText Structure: Cause and Effect
with leaving their tras
h behind. I called out
to
You need
15
Minutes
Context Clues
describing what you admire
You need
Minutes
them to pick up their
trash. The kids looked
›
READING
about the person. Explain of them ran back to pen or pencil
embarrassed. Then one
why. Exchange paragraphs pencils or › pick up the wrappers.
I missed the ball, but
I
paper ›
PHONICS/W0RD STUDY
To
and help you find
compare orhuman
the verify the meaning of an unfamiliar
markers Choose an informational text about a
ething.
or multiple-meaning
traits word, you can use context clues
you find admirable. was glad that I did som
within the same sentence or paragraph, paper including › scientific discovery or an event in history.
words or phrases that define or restate the word.
Reread the text. Ask questions such as 21
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • “What
Interactive Games and Activitiescaused
• Grade 6that?”
and “What happened
From a selection you read recently, as a result?” to identify cause-and-effect
14
Go
G oD
Digital!
ig i t a l ! Senten ce Clues are in the
www.connected.mcgraw-hill.com • choose
Research and Inquiry three
• Gradedifficult
6 words. relationships among events.
same sentence. 021_CR14_NA_ACW_6_119294.indd 21A 3/19/12 8:21 PM
Make two Shutter 20

Paragraph Clues are in the Write a paragraph using the words COLLABORATE
Minutes
014_CR14_NA_ACS_6_119294.indd 14A
you chose. Underline each word and
3/19/12 9:08 AM
Foldables® as shown. Inside You need
same paragraph.
include context clues to its meaning. the Effect flap on one, write
Definitions tell what the an event that happened as › informational text
20 a result of another. Your
about a science or
word means. Minutes
history topic
COLLABORATE Exchange paragraphs. You need partner should then write the
Restatements are Identify the context clues your
partner included to help you › reading selection cause inside the Cause flap. › pencils or pens
alternative ways to say › Shutter Foldables ®
what the word means.

find the meanings of underlined
words. Define the words. Check
› paper, pencil, pen Switch roles for the next
your definitions in a dictionary. › dictionary Foldable®.
10
Go
G oD
Digital!
1
Go
G oD
Digital!
010_CR14_NA_ACR_6_119294.indd 10A 3/19/12 8:47 AM
001_CR14_NA_ACP_6_119294.indd 1A 3/19/12 5:32 PM

Write to Sources
and Research
Text Structure: Cause and Effect,
T212–T213
Summarize, T217P
Cause and Effect, T217P
Research and Inquiry, T220 Summarize, p. 245
Cause and Effect,
Analyze to Share an Argument, T221 p. 245
Comparing Texts, T233, T241,
T245, T251
Cause and Effect,

pp. 133–135
Go Genre, p. 136
Digital
Analyze to Share an
Whiteboard Cause and Effect Your Turn Practice Book

28
Go
Argument Essay, T350–T355
Go
Digital
Argument: Argument Essay
h Edition
di i Argument Essay, Card 28 Multimedia Presentations

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

Tone, pp. 216–217
21
Go Voice: Style
Digital Voice: Style
and Tone,
Card 21 and Tone, p. 140
Interactive

Go
Digital
Grammar
Linking Verbs, T226–T227 Linking Verbs
Spelling
Words with Prefixes,
T228–T229
W
Words with
Go Prefixes
P
Digital
Interactive

READING
Build Background Milestones, T202–T203 Comprehension
• Strategy: Summarize, T210–T211
Teach, Aloud: “Benjamin Reifel and the IRA,” T204–T205
• Skill: Cause and Effect, T212
Write About Reading Ana
T212–T213T21
Analytical
A
Writing
W
Whole Group
Model Comprehension
• Preview Genre: Biography, T214–T215
• Genre: Biography, T214–T215
and • Preview Strategy: Summarize, T210–T211
Apply Vocabulary Words in Context, T206–T207 T216–T217
Close Reading of Complex Text “Marian
Anderson: Struggles and Triumphs”, 208–211
Leveled Reader Beyond Expectation, Leveled Reader Beyond Expectation,

T232–T233 T232–T233
Approaching Word Study/Decoding
Words, T234
y/Deco
4 2
TIER
Decode One-Syllable Vocabulary
T236
6 2
TIER
Level Vocabulary Comprehension TIER
8 2
TIER
6 2 • Identify Events, T238
• Answer Choice Questions, T237 • Review Cause and Effect, T239

T240–T241 T240–T241
On Level
Small Group
Vocabulary Review Vocabulary Words, T242 Comprehension Review Cause and Effect,
T243

T244–T245 T244–T245
Beyond
Vocabulary Review Domain-Specific Words, Comprehension Review Cause and Effect,
Level T246 T247
Shared Read “Marian Anderson: Struggles Leveled Reader Beyond Expectation,

and Triumphs”, T248–T249 T250–T251
English Word Study/Decoding Decode One-Syllable Vocabulary Review Vocabulary, T252
Language Words, T234 Writing Writing Trait: Voice, T254
Learners Vocabulary
Grammar Linking Verbs, T255
LANGUAGE ARTS Writing Process: Argument Essay, T350–T355

Writing
Whole Group
• Writing Trait: Voice/Style and Tone, T222–T223 • Writing Trait: Voice/Style and Tone, T222–T223
Grammar Grammar Linking Verbs, T226 Grammar Linking Verbs, T226
Spelling Words with Prefixes, T228 Spelling Words with Prefixes, T228
Build Vocabulary • Academic Vocabulary, T230 • Review Context Clues, T230
T198 UNIT 3 WEEK 4

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Phonics/Decoding Prefixes, T218–T219 Fluency Phrasing and Rate, T219 Integrate Ideas
Practice Your Turn 138 Integrate Ideas • Research and Inquiry, T220
• Text Connections, T221
Close Reading Major Taylor, Practice Your Turn 123–125 Practice Your Turn 129
230–245
Close Reading “Margaret Bourke-White: Biography
Beyo nd n
Literature Fearless Photographer”, 246–249 Ex p ecta tio
ane Kelle y
Anthology an
by Jane
PAIRED A Fair Deal

READ
Leveled Reader Beyond Expectation, Leveled Reader Paired Read: “A Fair Deal,” Leveled Reader Literature Circle, T233
T232–T233 T233 Comprehension Self-Selected Reading,
Word Study/Decoding
/Decod Build Words with Word Study/Decoding Practice Words with T239
TIER
Prefixes, T234
4 2 Prefixes, T235
TIER
Fluency Phrasing and Rate, T238
8 2
T240–T241 T241 Comprehension Self-Selected Reading,
Vocabulary Context Clues, T242 T243
T244–T245 T245 Comprehension
Vocabulary • Self-Selected Reading, T247 Gifted and
• Context Clues, T246 Gifted and • Independent Study: Milestones, T247 Talented
• Synthesize, T246 Talented
T250–T251 T251
Word Study/Decoding Build Words with Vocabulary Additional Vocabulary, T253
Prefixes, T234 Word Study/Decoding Practice Words with
Vocabulary Context Clues, T253 Prefixes, T235
Spelling Words with Prefixes, T254
LANGUAGE ARTS
• Writing Trait: Voice/Style and Tone, T222–T223 • Writing Trait: Voice/Style and Tone, T222–T223 • Writing Trait: Voice/Style and Tone, T222–T223
Grammar Mechanics and Usage, T227 Grammar Linking Verbs, T227 Grammar Linking Verbs, T227
Spelling Words with Prefixes, T229 Spelling Words with Prefixes, T229 Spelling Words with Prefixes, T229

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

instruction.

Purpose Inform T209
Organization Cause and Effect T213
"Marian Anderson: Struggles and Triumphs"

Lexile 950L

Genre Biography T217A, T217G, T217K
Purpose
Inform and Entertain T217C, T217F
Specific Vocabulary Context Clues T217E,
T217M
Connection of Ideas New Information T217I
Sentence Structure T217Q, T217S
Major Taylor: Champion Cyclist Lexile 990L
"Margaret Bourke-White: Fearless Photographer"
Lexile 1040L

SCAFFOLD
support Workshop "Marian Beyond
Anderson: Struggles and Expectation T250–T251
THEN scaffold instruction using the small Triumphs" T248–T249 "A Fair Deal" T251
group suggestions.

WEEK 4
instruction focus.
more complex text.
Quick Check Biograph

y
B e y o n dio n
Ex p ecta t
Comprehension Strategy Summarize T211 by Jan e Ke
lley
Comprehension Skill Text Structure: Cause and

Effect T213
Genre Biography T215 Beyond PAIRED
READ
A Fair Deal
$0

Vocabulary Strategy Context Clues T217 T241

Phonics/Fluency Prefixes, Phrasing and Rate T219
B e y o n dio n
y
Biograph
If No Approaching Level Reteach T232–T239 Ex p ecta t

by Jan e Ke
lley

B e y o n dio n
y
Biograph
B e y o n dio n
y
Biograph
If Yes On Level Review T240–T243 Ex p ecta t On Level

by Jan e Ke
lley
PAIRED
READ
A Fair Deal
Ex p ecta t
by Jan e Ke
lley
Beyond Level Extend T244–T247

$0
ing
Approach PAIRED
READ
A Fair Deal
ELL

$0
T233 T251
T 251 PAIRED
READ
A Fair Deal
$0


complex lacking Clues T253 Voice T254 Prefixes T254 Linking
examination prejudice Verbs T255
frustrated resigned


LESS O
IN I
M
N
10 Build Background
Mins
Go
How can one person affect the opinions of others?
Writing Workshop. Tell them that milestones are important events.
Discuss the photograph. Tell students that this is a picture of the crew
who flew the space shuttle Challenger in 1983. Focus on why this flight
Workshop was a milestone for Sally Ride and for the country. Concept
‡ Sally Ride was the first American woman to enter space. This made
OBJECTIVES her a trailblazer.
Interpret information ‡ Sally Ride’s perseverance, or determination, in achieving her goals
media and formats
inspired many young women.
Watch Video
(e.g., visually,
and explain how it Talk About It
contributes to a topic, Ask: How can the accomplishments and perseverance of a trailblazer
text, or issue under COLLABORATE inspire people to reach milestones of their own? Have students discuss in
study. SL.6.2 View Photos
small groups.
range of collaborative ‡ Model using the graphic organizer to generate words and phrases
discussions (one-on- associated with reaching milestones. Add students’ suggestions.
one, in groups, and
‡ Have students complete the graphic organizer. Then ask partners to
teacher-led) with
diverse partners on discuss trailblazers they admire and share their responses with Use Graphic
Organizer
grade 6 topics, texts, the class.
and issues, building
clearly. Follow rules for Collaborative Conversations
collegial discussions,
set specific goals and Take on Discussion Roles As students engage in partner,
deadlines, and define small-group, and whole-class discussions, encourage them to
individual roles as
take on the roles of
needed. SL.6.1b
‡ a questioner who asks questions in order to keep everyone
Build background involved and keep the discussion moving.
knowledge on
reaching milestones.
‡ a recorder who takes notes on the important ideas being
discussed and who later reports to the class.
‡ a discussion monitor who keeps the group on topic and
makes sure everyone gets a turn to talk.
T202 UNIT 3 WEEK 4

WEEK 4

SCAFFOLD
Milestones
Use Visuals This Describe Have students Discuss Ask students
photograph shows a space describe the photograph. to work in pairs to
shuttle crew in 1983. Point Ask: Who are these people? discuss Sally Ride.
to Sally Ride. This flight Why was Sally Ride a Provide questions to
was a milestone because trailblazer? Encourage help students elaborate:
Sally Ride was the first students to use a concept How did Sally Ride show
woman to go into space. A word in their responses. perseverance? Why might
milestone is an important Repeat correct answers she inspire young women?
event. Have students use slowly and clearly for the
milestone in a sentence. class to hear.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: Milestones Digital
Explain that there was a time in American history when Native
media and formats Americans were at a disadvantage to receive a formal education and
(e.g., visually, hold positions of power. Tell students they are going to hear about
quantitatively, orally) one Native American man whose efforts to get a good education
and explain how it
and to improve life on Native American reservations were important
text, or issue under milestones for others to follow. View Photos
study. SL.6.2
Cite textual evidence Preview Genre: Biography
to support analysis Explain that the passage you will read aloud is a biography. Discuss
features of a biography:
inferences drawn from ‡ is the story of a real person’s life, written by another person
the text. RI.6.1
‡ provides facts and details to describe the subject
• Listen for a purpose. ‡ may include made-up but realistic dialogue
• Identify ‡ may use suspense to describe events in the subject’s life
characteristics of a
biography.
Preview Comprehension Strategy: Summarize
Explain that when readers summarize a biography, they identify key
ACADEMIC
LANGUAGE
events in a subject’s life and then restate the information using their
• biography, own words. Summarizing key events in a biography can help readers
summarize understand which information is most important about a person’s life.
• Cognates: biografía, Use the Think Alouds on page T205 to model the strategy.
resumir
Respond to Reading
Think Aloud Clouds Display Think Aloud Master 5: This was mostly
about . . . to reinforce how you used the summarize strategy to
understand content. Model Think
Alouds
Genre Features
Aloud that let them know it is a biography. Ask them to think about
other texts that you have read or they have read independently that
were biographies.
Organizer
from “Benjamin Reifel and the IRA” in their own words.
T204 UNIT 3 WEEK 4

WEEK 4
Benjamin Reifel and the IRA

Benjamin Reifel was born on the Rosebud pushed Congress to pass the Indian Reorganization
Reservation in South Dakota on September 19, 1906, Act in 1934. The IRA sought to provide reservations
to a Lakota Sioux mother and a German American with greater control over their government and
father. His parents gave him the Native American tribal lands and to encourage Native American
name Wiyaka Wanjila, “Lone Feather.” businesses by providing loans. 2
Setting a Course Changing Minds
Although his father believed an education would Individual reservations could accept or reject the
not help him on the reservation, Reifel knew that IRA by voting for or against it. Ben Reifel believed
his future depended on a degree. He put himself in the act, but not all Native Americans did. Many
through South Dakota State College, where he mistrusted the government’s motives. It was Ben
majored in agriculture. Later he would become one Reifel’s job to convince them to support the act.
of the few Native Americans of his time to receive a Reifel spoke both English and Sioux. He traveled
doctorate degree from Harvard University. 1 around South Dakota, talking to groups on the
A New Deal for Native Americans reservations. “Let me explain why you should vote
in favor of the act,” Reifel would tell each group.
Soon after graduating college, Reifel joined the
Then he would use a chart to explain the act. He
Bureau of Indian Affairs as a farm agent on the
would write a summary in English on one side. On
Pine Ridge Reservation in South Dakota. Times
the other side, he would translate the summary into
were tough. The United States was in the midst of
Sioux and draw pictures to explain what he meant.
the Great Depression. The economic crisis made
Reifel’s efforts paid off. Most of South Dakota’s
the already bad conditions on reservations worse.
reservations voted in favor of the act. 3
Hoping to improve conditions, Bureau leaders
moodboard/Corbis
2 Think Aloud When I

Corb
moodboard/C
summarize this paragraph,

I will include information on
1 Think Aloud To the reasons for the Indian
summarize this paragraph,
Reorganization Act in 1934.
I will say that Reifel was
determined to get an
education. He not only
graduated college, he went
on to receive a doctorate.
3 Think Aloud I’m going to
summarize this paragraph
to better understand what I
read. I will focus on how Reifel
successfully convinced South
Dakota reservations to support
the Indian Reorganization Act.

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: Spectators are people who are part of an audience.
OBJECTIVES Example: The spectators watched players at the tournament

with interest. spectactors
Acquire and use
accurately grade- Ask: Where else might you find spectators?
appropriate general
academic and
gather vocabulary ‡ adept Someone who is adept is very skilled and
knowledge when
considering a word
knowledgeable.
or phrase important ‡ aristocracy The aristocracy is a group of people who occupy a
to comprehension or high social class of wealth or power.
expression. L.6.6
Cognate: aristocracia
‡ collective A collective action is one that is taken by a group of
individuals working together.
Cognate: colectivo(a)
‡ perseverance Perseverance is a steady course of action, especially
in spite of difficulty.
Cognate: perseverancia
‡ prevail When you prevail, you succeed or win at something.
‡ prominent A prominent person or thing is important or easily
recognized. Cognate: prominente
‡ trailblazer A trailblazer is someone who leads others into
something new or unfamiliar.
Talk About It
Have partners review each photograph and discuss the definition of
COLLABORATE each word. Then have students choose three words and use the words
to write three questions for their partner to answer.
T206 UNIT 3 WEEK 4

WEEK 4

SCAFFOLD
Use Visuals Look at Describe Have students Discuss Ask students
the photograph for the describe the photograph to talk about the
word spectators. Point for spectators using this photograph for spectators
out that the people sentence frame: The with a partner and then
are all facing the same are at a . They are all write a sentence using
direction. Ask: What are at the . Ask the word. Have students
the spectators doing? students to name events share their sentences with
Correct for grammar where they can find the class.
and pronunciation. spectators. Repeat correct
Spectator in Spanish is responses.
espectador(a).
p. 131 p. 131 p. 131
VOCABULARY T207
A Voice of Great Promise

On February 27, 1897, a baby girl came into the world, crying
with all her might. No one knew then that this voice would one
day move mountains. It was not easy for an African American
born at the turn of the twentieth century to follow her dream.
But Marian Anderson would become one of the greatest singers
of her time.
There were many opportunities for young Marian to
explore her musical talent in her Philadelphia, Pennsylvania,
neighborhood. She began singing in her local church choir at
the age of six, but because she was such an adept singer, she
was soon invited to perform outside of church. The Philadelphia
Choral Society even awarded her $500 to take singing lessons.
With such advantages, Marian was shocked by her first
experience of racism.
Racism and Rejection

After graduating high school, Marian went to the admissions
office of a local music school. “I want to study music here,”
she told the young clerk. When the clerk told her that African-
American students were not accepted at the school, Marian was
stunned, but she didn’t argue. She wondered, “How can someone
surrounded by the beauty of music be so full of hatred?”
The rejection did not stop the singer. Marian’s church donated
money for her to study with Giuseppe Boghetti, a famous voice
Essential Question teacher. In 1925, Boghetti entered Marian in a voice contest in
How can one person affect the which she competed against 300 others to win the honor of
opinions of others? singing with the New York Philharmonic orchestra.
Read how the artistry of Marian Anderson Unfortunately, her next big performance in New York City
Popperfoto/Getty Images
changed people’s minds about where was not so successful. Because she was black, very few people
African-American singers could perform. came to hear her. Some critics found her performance to be
“lacking.” As a result, fewer people asked her to sing concerts.
208 209

12/14/11208_211_CR14_SI6_U3W4_MR_118711.indd 209 12/14/11 9:42 AM
Shared Read
Connect to Concept: Ask: How does this introduction to Marian Anderson
Milestones prepare readers to understand her life? Model how to
Explain that this biography of cite evidence to answer.
famous singer Marian Anderson The information about the strength of Anderson’s
illustrates how important milestones voice, even as a newborn, hints at how determined
Reading/Writing
Workshop can be achieved through hard work she was about life. The fact that African Americans
and determination. Read “Marian struggled at that time sets the stage for a story
Anderson: Struggles and Triumphs” with students. about overcoming problems.
Note previously taught, highlighted vocabulary in Reread Paragraph 2: Model how to paraphrase
the text. the information in the second paragraph.
Anderson’s early experiences with singing showed
Close Reading her exceptional talent. She was invited to sing
Reread Paragraph 1: Tell students that you are both in church and outside church. Though she
going to take a closer look at the section “A Voice of was awarded money for singing lessons, she also
Great Promise.” Reread the first paragraph together. began to feel the sting of racism.
T208 UNIT 3 WEEK 4

WEEK 4
It seemed that Marian’s career was over. The discrimination she encountered Marian’s supporters breathed a collective sigh of relief when a federal official
at the music school could be found nearly everywhere in the United States. offered her use of the Lincoln Memorial for a concert on Easter Sunday, 1939.
Many white audiences refused to hear African-American performers, and Marian was not sure what to do. The dignified woman was troubled by
many concert halls would not allow black singers to perform. “If I cannot the drama of the situation. The prejudice barring her from Constitution Hall
sing in America,” Marian told herself, “I will go to Europe.” She left in existed well beyond the concert hall’s walls. Besides, the whole idea could
1930, hoping that audiences overseas would give her a chance. backfire, and American audiences might once again reject her. On the other
hand, Marian understood that the concert was not just about her; it was
To Europe — And Back Again
about helping all African Americans. Should she lend her voice so that
In Europe, prominent composers and conductors praised Marian.
others could prevail against injustice?
Audiences flocked to hear her. To them, she was musical aristocracy,
one of the most gifted singers ever. A man named Sol Hurok, who Marian decided to take the chance. The concert drew nationwide
saw Marian perform in Paris, became her manager. Soon he had a attention, and Marian was stunned when nearly 75,000 spectators
request. “Come back to America to sing again,” he pleaded. attended. Millions more listened to the live radio broadcast.
“Will they ever respect me in America the way they do here?” Fifteen long years would pass before New
Marian wondered. She decided to find out. She returned to the York’s Metropolitan Opera invited Marian to sing,
same concert hall where her career had nearly ended a decade but she was the first African American ever to
before. This time, the performance was a success. receive such acknowledgment. On opening
night, even before she sang a single note, the
Time & Life Pictures/Getty Images

The singer’s popularity grew, and Hurok began to book
audience applauded for five full minutes.
more recitals in the U.S. Still, like other African Americans
Her performance established Marian once
at the time, Marian was not allowed to eat in many
more as a trailblazer who opened up
restaurants or stay in many hotels when she traveled—
opportunities for black Americans.
and no opera house would invite an African American
to sing. But it was an act of prejudice in 1939 that The celebrated conductor
gained Marian the greatest fame. Arturo Toscanini said that a Make Connections
voice such as Marian’s was Talk about the way that Marian Anderson’s
Change Did Not Come Easily “heard once in 100 years.” singing changed the way Americans
Hurok tried to arrange for Marian to sing at Indeed, Marian Anderson’s thought about African-American
Michael Ochs Archives/Stringer/Getty Images
Constitution Hall, owned by the Daughters of glorious singing, combined performers. ESSENTIAL QUESTION
the American Revolution (DAR). Though the with her perseverance
in the face of prejudice, Describe how a person you know or have
DAR told Hurok no dates were available,
shattered racial barriers read about helped changed your beliefs
they continued to book white performers.
and enriched the lives of about something. TEXT TO SELF
Outraged, First Lady Eleanor Roosevelt
resigned from the DAR in protest. countless people.
210 211
208_211_CR14_SI6_U3W4_MR_118711.indd 210 READING/WRITING WORKSHOP, pp. 210–211 12/14/11208_211_CR14_SI6_U3W4_MR_118711.indd

10:07 AM 211 12/14/11 9:42 AM

ESSENTIAL QUESTION
Purpose
Encourage students to use text evidence as they
talk about milestones in Marian Anderson’s career Students may find it difficult to understand
and about how her singing affected Americans’ that narrative nonfiction is meant to inform.
opinions of African-American performers. Help students see that the author gives
facts about how Marian Anderson changed
Continue Close Reading people’s opinions of African Americans.
Use the following lessons for focused rereadings. ‡ What do you learn about Anderson’s early
career? (She was talented and determined
‡ Summarize, pp. T210–T211
but also the victim of prejudice.)
‡ Text Structure: Cause and Effect, pp. T212–T213
‡ What do you learn from the sentence The
‡ Biography, pp. T214–T215 concert drew nationwide attention.
‡ Context Clues, pp. T216–T217 (Anderson changed the minds of
Americans.)
SHARED READ T209

LESS O
IN I
M
N
10 Summarize
Mins
Go
1 Explain Digital
Explain that when students read a biography, they learn about many
events in a person’s life. In order to identify and remember the most A Voice of Great Promise
important information, students can summarize the main events.

of her time.

Active readers identify the most important events or ideas in a

‡
text by looking for information that answers who, what, where,

208 209

12/14/11 10:15 AM 209 12/14/11 9:42 AM

Workshop when, and why. Lesson
‡ Students ask themselves how important facts are related. They
OBJECTIVES notice which events cause other events to occur. They think
Cite textual evidence about which ideas best help express the author’s purpose for
to support analysis
writing.
explicitly as well as ‡ Then they summarize by briefly stating the most important ideas
inferences drawn from in their own words and in a logical order.
the text. RI.6.1
Point out that summarizing helps students recognize and remember
Determine a central
idea of a text and how the most important ideas in a selection. It is especially valuable
it is conveyed through when reading longer works or works with unfamiliar ideas.
particular details;
personal opinions or Model how summarizing key events helped you understand Marian
judgments. RI.6.2
Anderson’s accomplishments. Reread the section “A Voice of Great
Promise,” on page 209 of “Marian Anderson: Struggles and Triumphs.”
Summarize main
ideas to increase
understanding. 3 Guided Practice of Close Reading
Have partners reread and then work together to identify the most
ACADEMIC COLLABORATE important ideas and events in the section “Racism and Rejection”
LANGUAGE on page 209. Invite them to discuss how thinking about key events
• summarize,
biography helped them understand the adversity Marian Anderson faced. Ask
• Cognates: resumir, students to summarize the main ideas in their own words and then
biografía share their summaries with the class.
T210 UNIT 3 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students identify key events? Are
they able to summarize main ideas
clearly and in their own words?

ELL Develop p. T249

SCAFFOLD
Identify Help students Discuss Have students Explain Have students
reread “A Voice of Great reread “A Voice of Great reread “A Voice of Great
Promise” on page 209. Promise” on page 209. Promise” on page 209.
Point out difficult words Ask: At what age did Elicit why these events
and phrases such as Anderson begin singing in are important. Ask: How
move mountains, follow church? (six) Why did the did having her talent
her dream, her time, Philadelphia Choral Society recognized at an early age
advantages. Define these award her $500? (to take contribute to Anderson’s
for students. Help them singing lessons) What do life as a singer? Turn to
substitute unfamiliar these events tell you about a partner and explain.
vocabulary with words Anderson’s talent? (It was Ask student pairs to talk
and phrases they know. recognized when she was about how early events
very young.) Discuss why prepared the singer for
the events are important. later challenges.
pp. 133–134 pp. 133–134 pp. 133–134

Comprehension Skill
LESS O
IN I
M
N
10 Text Structure: Cause and Effect
Mins
Go
1 Explain Digital
Explain to students that when authors want readers to see how
certain events influence other events, they use cause-and-effect A Voice of Great Promise
text structure to organize their ideas and show how or why

of her time.
something happened.
To identify causes and their effects, readers look for an event that
‡
208 209

12/14/11 10:15 AM 209 12/14/11 9:42 AM

Workshop makes something happen (the cause). Lesson
‡ Then they pay attention to what happens as a result of the event
OBJECTIVES (the effect).
Analyze in detail
how a key individual, ‡ Signal words, such as because, so, due to, and as a result, can help
event, or idea is readers identify cause-and-effect relationships.
introduced, illustrated,
Point out that because a biography usually explains how the events
and elaborated in a
text (e.g., through in a person’s life affected that person, it often uses cause-and-effect
examples or text structure.
anecdotes). RI.6.3
Analyze how a 2 Model Close Reading: Text Evidence
paragraph, chapter, Use the graphic organizer to model identifying the first cause-and-
or section fits into the effect relationship in “Marian Anderson: Struggles and Triumphs.”
overall structure of a Then model using text evidence to determine the effect for the
second cause on the organizer.
to the development
of the ideas. RI.6.5 Ana
Analytical Write About Reading: Analyze Model for students how to use
Writing
W
the notes from the graphic organizer to analyze how the events in
ACADEMIC Marian Anderson’s life caused other events, or effects, to happen. Be
LANGUAGE
sure to include signal words to link causes and effects.
• cause, effect, text
structure, signal
words 3 Guided Practice of Close Reading
• Cognates: causa,
efecto
Have partners work together to complete the graphic organizer
COLLABORATE with additional causes and effects. Have them go back into the text
SKILLS TRACE to look for signal words that indicate cause-and-effect relationships.
TEXT STRUCTURE Discuss the information students add to their graphic organizers.
Introduce U2W1 Ana
Analytical Write About Reading: Analyze Have student pairs write a brief
Writing
W
Review U2W2, U3W3, analysis of the causes and effects in “Marian Anderson: Struggles
U3W4, U3W6, U5W3, U5W4, and Triumphs,” focusing on how each event led to Anderson’s final
U5W6, U6W2, U6W4, U6W6 success as a singer. Ask pairs to share their analyses.
Assess U3, U5, U6
T212 UNIT 3 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
As students complete the graphic
organizer, can they determine causes
and their effects? Do they see how one
event affects another?

ELL Develop p. T249

Organization
Students may need guidance identifying
causes and their effects. Reread the last
paragraph in the section “Racism and
Rejection” on page 209.
‡ Why was Anderson’s performance in New
York unsuccessful? (Because she was black,
few Americans came to hear her.)
‡ Use a signal word to show the cause and
effect in the last sentence of the paragraph
at the top of page 210. (Anderson went
to Europe because she hoped European
audiences would accept her.) APPROACHING BEYOND ELL
pp. 133–135 pp. 133–135 pp. 133–135

Genre: Informational Text

LESS O
IN I
M
N
10 Biography
Mins
Go
1 Explain Digital
Share with students the following key characteristics of biography.
A biography is a nonfiction account of a person’s life written by

‡
of her time.
another person. The narrator of a biography is always a third-


person narrator.
208 209

12/14/11 10:15 AM 209 12/14/11 9:42 AM
Present the
Reading/Writing ‡ A biography provides information that includes facts about real Lesson
Workshop people, places, and events. Sometimes fictionalized but realistic
dialogue or insights into the thoughts and feelings of the subject
OBJECTIVES are added to bring a biography to life.
read and comprehend ‡ A biography may include suspense, adding drama to events,
literary nonfiction in accomplishments, and/or obstacles in the subject’s life.
the grades 6–8 text
complexity band
proficiently, with
scaffolding as needed Model identifying and using the text features on page 209 of
at the high end of the
“Marian Anderson: Struggles and Triumphs.”
range. RI.6.10
Fictionalized Elements Point out the text Marian was stunned,
By end of grade 8,
read and comprehend but she didn’t argue. She wondered, “How can someone surrounded
history/social studies by the beauty of music be so full of hatred?” Explain that Anderson
texts in the grades 6–8 may not have had this exact thought. Ask: How does reading about
text complexity band
what Anderson might have said and thought help you understand her
independently and
proficiently. RH.6.10 experience?
Suspense Explain that suspense makes readers uncertain or tense
Recognize about what may happen, especially to a sympathetic character.
characteristics and
Point out sections of “Marian Anderson: Struggles and Triumphs”
text features of
biographies. that end with statements that leave readers wanting to know more
about what happens to Marian Anderson.
ACADEMIC
• biography, nonfiction,
Have students work with a partner to find an example of dialogue
fictionalized
elements, suspense COLLABORATE in “Marian Anderson: Struggles and Triumphs” that shows what
• Cognates: biografía, Anderson may have thought or said. Then have them find an
no ficción, suspenso example of suspense that creates a sense of uncertainty about what
Anderson might do. Invite pairs to explain how each text feature
adds interest to the text.
T214 UNIT 3 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Are students able to identify
fictionalized elements and suspense?
Can they describe how these text
features enhance the text?

ELL Develop p. T251

SCAFFOLD
Recognize Explain Describe Have students Explain Have students
that Anderson’s words find examples of reread page 209 and
inside quotation marks fictionalized elements on identify fictionalized
on page 209 are speech page 209. Ask: How can elements. Elicit how
imagined by the author. you recognize dialogue? these features function in
Ask: Did Anderson actually Anderson’s thoughts? Then the biography. Ask: Why
say these exact words? (no) ask students to describe did the author include
Help students recognize the effect of these dialogue and insights into
that the Spanish word for features. The dialogue Anderson’s thoughts? Turn
dialogue is diálogo. helps to . to a partner and explain.
p. 136 p. 136 p. 136
GENRE T215
Vocabulary Strategy
LESS O
IN I
M
N
10 Context Clues
Mins
Go
1 Explain Digital
Explain to students that when using context to determine the
meanings of words and phrases in informational text, paragraph A Voice of Great Promise
clues can help. Sometimes clues within a sentence don’t provide

of her time.
enough context, but looking at nearby sentences and thinking

about the general meaning of the text can help students figure out
208 209

12/14/11 10:15 AM 209 12/14/11 9:42 AM
Reading/Writing
Workshop meanings for unfamiliar words. Present the
Lesson
‡ In the absence of precise sentence clues, students can use
OBJECTIVES general text information about a topic to give them an idea
Determine or about the meaning of an unfamiliar word.
clarify the meaning
of unknown and
‡ They can combine the general idea of the word’s meaning with
multiple-meaning paragraph clues to figure out a preliminary definition for the
words and phrases word.
based on grade 6
reading and content,
‡ Students can use their preliminary meaning of the unfamiliar
choosing flexibly from word in the selection sentence, deciding whether the definition
a range of strategies. makes sense in context.
Use context (e.g.,
the overall meaning
‡ Students should also verify each inferred meaning by checking a
of a sentence or print or online dictionary.
position or function in 2 Model Close Reading: Text Evidence
a sentence) as a clue to
the meaning of a word Model using paragraph context clues to figure out the meaning
or phrase. L.6.4a of advantages on page 209. Then model substituting the inferred
meaning in the sentence to see whether it makes sense.
ACADEMIC
• context clues, infer
• Cognate: inferir Have students work in pairs to use available context clues to
COLLABORATE determine the meanings of admissions, discrimination, and prejudice
SKILLS TRACE in “Marian Anderson: Struggles and Triumphs.” Remind them to
CONTEXT CLUES:
replace each word with their preliminary meanings to check that
PARAGRAPH CLUES the meaning makes sense. Then have them check meanings in a
Introduce U1W2
reference source.
Review U1W2, U1W3,
U1W5, U3W2, U3W4, U3W5,
U4W1
Assess U1, U3, U4
T216 UNIT 3 WEEK 4

WEEK 4
Monitor and
Differentiate
Quick Check
Can students use available context
clues to determine the meanings
of admissions, discrimination, and
prejudice?

ELL Develop p. T253

SCAFFOLD
Determine Point out Discuss Point out Explain Point out
the words admissions, and define the words the words admissions,
discrimination, and admissions, discrimination, discrimination, and
prejudice. Define the and prejudice. Have prejudice and ask students
words and reinforce student pairs discuss any to use available context
meanings with examples. context clues they notice. clues to infer meanings.
Help students determine Clarify the way paragraph Have them substitute
other words with similar context clues work their preliminary
meanings to substitute to help students infer meanings in selection
in selection sentences, or meanings. sentences to check
help them paraphrase the whether the sentences
sentences in which the make sense. Then have
words appear. them verify meanings in a
dictionary.
p. 137 p. 137 p. 137

Develop
Comprehension
LEXILE
Major 990
Taylor:
Champion
Cyclist
Gr e
925 1185
185
990 Major Taylor:
Champion Cyclist

‡ Whole Class
‡ Small Group
‡ Independent
This selection is suggested for use as an
Extended Complex Text. See pages T356–T361.

Genre Point out the fact that this is a true story about a
man named Major Taylor. Explain that biographies
Purpose
are written by someone other than the person who
Specific Vocabulary is the subject of the story.
Connection of Ideas ‡ Who is this biography about? (a cyclist named
Major Taylor)
‡ Who is the author? (Lesa Cline-Ransome)
T217A UNIT 3 WEEK 4
WEEK 4
Predictive Writing
about what this selection will be about.
1 ESSENTIAL QUESTION
Question. Have students discuss how the
selection 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 132 to record the
causes and effects found throughout the
story.

Look at the illustration on pages 230–231.
How would you describe the attitude or
manner of the young man on the bicycle?
231
230_243_CR14_SA6_U3W4_SEL_118712.indd 231

Develop In Indianapolis, Indiana, there was a street lined with bicycle
Comprehension
shops from one end to the other. Visitors would marvel at each
window displayed with the most up-to-date models along that
stretch of North Pennsylvania Avenue locals called Bicycle Row.
Right at the center sat the Hay and Willits Bicycle Shop:
Thomas Hay, Bert Willits, proprietors.
It was this shop young Marshall Taylor visited when his
2 Genre: Biography own bicycle needed fixing. Marshall was thirteen years old,
3 and waiting patiently was not one of the things he did best. So
Is the dialogue on page 232 real or made while he waited, he kept himself busy trying out new stunts.
up? (made up) Why did the author include Then, the repairs made, he used one of his fancy mounts to
climb quickly onto his bicycle. If he hurried, he could still finish
this fictionalized element in this biography? his newspaper route before supper.
(to bring the characters to life and make
2 As Marshall left, Mr. Hay shouted, “Hey, son, that was some
them more real) stunt work.”

“Oh, those,” said Marshall. “I have a lot more, wanna see?”
And without waiting for an answer, he began his
3 Skill: Cause and Effect demonstration with an acrobatic mount. Round and round the
store he rode, first backward, then forward on the handlebars,
Why did Marshall do stunts at the bike each move more daring than the last. By the time he’d finished,
shop? (He was waiting for his bike to be everyone in the store was applauding for more.
“How’d you get so good?” Tom Hay asked the boy.
repaired and he was not good at waiting Marshall explained that he’d taught himself quite a
patiently.) Which signal word in the text collection of tricks riding on the long stretches of country road
indicates this cause-and-effect relationship? between his newspaper stops.

“Are you looking for work? For six dollars a week, all you
(so) What happened because Marshall need to do is sweep, straighten, and show off some of those
impressed Mr. Hay and Mr. Willits with his stunts, and you’ve got yourself a job.”
“Six dollars to clean and do tricks?” Marshall asked. Why,
stunts? (They hired him to work in the that paid a dollar more than his paper route.
shop.) Add these causes and effects to your “Okay, okay, we’ll throw in a new bike, too,” countered Bert
graphic organizer. Willits.

Will
4 “I’ll take it!” Marshall shouted.

Cause Effect
Marshall had to Marshall did stunts
wait for his bike while he waited.
to be fixed.
Marshall’s stunts They offered
impressed Mr. Hay Marshall a job.
and Mr. Willits.
232

Purpose
Remind students that this selection is a biography. ‡ Reread page 232. Ask: What do you notice
Explain that the purpose of a biography is typically about the way this life story is written? Elicit from
to inform; however, an author may also want students that the text reads like a story with a
readers to be persuaded about something, or to be strong narrative thread—it introduces the setting
entertained while they read. and the characters and includes dialogue that
‡ Why do readers normally read a biography? propels the plot forward.
(to learn about the life of the subject)
T217C UNIT 3 WEEK 4

WEEK 4
4 Strategy: Summarize
Teacher Think Aloud I know that a
biography details events that contribute
to a person’s life story. To understand and
remember these events I can summarize
them. In Marshall’s biography so far, I have
come across two important events. A young
Marshall Taylor impressed two bicycle
shop owners with his riding stunts, so they
offered him a job working at the shop.
233
230_243_CR14_SA6_U3W4_SEL_118712.indd 233
‡ How does the author tell about the facts of Point out that the word proprietors in the second
Marshall’s life? (She incorporates them into the paragraph is a cognate. (propietario) Ask: Who
narrative, or story.) usually hires the employees for a shop? (the owner)
Who hired Marshall? (Tom Hay)
Who were Thomas Hay and Bert Willits? (the bicycle
shop’s proprietors or owners)

Develop 5 How did a thirteen-year-old black teenager in 1891 come
Comprehension
to be such a crackerjack cyclist—or even to own a bicycle? Mr.
Hay and Mr. Willits wondered. And so Marshall told them of his
father’s job as a coachman to the prominent Southard family
and how at the age of eight he’d been hired as the live-in
companion of their only son. It was then that Marshall began
his new life of luxury: private tutoring, fine clothing, a playroom
5 Skill: Cause and Effect stacked with toys.
But what Marshall loved most was the bicycle the
Reread the question at the top of page 234. Southards had given him. He’d never seen anything like its
Turn to a partner and paraphrase this smooth curved lines of metal, so shiny and new and so utterly
modern. He jumped on at once, knowing those wheels could
question as a cause-and-effect question. carry him faster than his legs ever could.
(What caused Marshall Taylor to become And sure enough, in no time he became the top cyclist
such a good cyclist?) Work with your

in the neighborhood. Amongst stately Victorian houses and
tree-lined streets, in each and every race, Marshall breezed by
partner to list the causes and effects that the other boys, aware only of the wind against his face and the
led to Marshall becoming good at bicycle road he left behind.
stunts. (Marshall’s father was the coachman

for the Southards, so they hired Marshall
to be the companion of their son. The
Southards had a lot of money and nice
things, so they gave Marshall a bicycle.
Marshall loved riding the bicycle.)
234

Specific Vocabulary
Point out the phrase “life of luxury” in the first ‡ How were the Southards able to give Marshall a life
paragraph on page 234. of luxury? (They were wealthy and could afford
‡ Identify context clues to figure out what luxury nice things.)
means. (private tutoring, fine clothing, a
playroom stacked with toys, stately Victorian
houses)
T217E UNIT 3 WEEK 4

WEEK 4
For the days when Marshall was to perform, Mr. Hay

outfitted him in a uniform with elaborate braidings and
6
shimmery gold buttons. Crowds gathered afternoons at 4:00 6 Vocabulary: Context Clues
P.M. sharp to watch Marshall on the sidewalk outside the store.
They were amazed by the young man in military uniform so

What context clues in the surrounding
adept on two wheels. words can help you figure out the meaning
“He looks like a little major!” they would marvel.
of the word elaborate? (Braiding is a twisted
Then they’d filter into the store to request private lessons and
try out the bicycles that could make that little major do his tricks. fabric cording sometimes used to decorate
Hay and Willits Bicycle Shop had finally made a name for clothing. Shimmery gold buttons are also
sometimes used to decorate clothing. These
itself, and the owners had the kid everyone now called Major
Taylor to thank for it.
The annual ten-mile road race, sponsored by Hay and types of decoration add detail to clothing.
Willits, was one of the biggest sporting events in Indianapolis.
Elaborate must mean “decorative and
Each year an elaborate gold medal for the winner was
displayed in their window, on view for all. Marshall liked to put detailed.”) Replace the word elaborate with
down his cleaning rags and stop to admire it. He’d adjust it, the definition you inferred and repeat the
polish it, and hold it up to the light to watch it sparkle. Once,
he even tried it on, smiling at his own reflection in the window.
sentence to a partner. Ask your partner if the
“Major Taylor, Champion Cyclist,” he whispered to himself. meaning makes sense. Check your definition
by seeing if it makes sense with the use of
elaborate to describe the gold medal.
235
230_243_CR14_SA6_U3W4_SEL_118712.indd 235
Purpose
The purpose of a biography is to tell about a Encourage students to notice cognates in context
person’s accomplishments. Explain that Marshall’s clues related to the word luxury: private/privado;
true character led to his accomplishments. fine/fino; modern/moderno.
‡ On page 235, what does Marshall referring to Have students use the cognates in the context clues
himself as “Major Taylor, Champion Cyclist” tell you to help them paraphrase the sentence containing
about his character at the age of thirteen? (He was the word luxury on page 234. Point out that the
already ambitious and had dreams.) Spanish word for luxury is lujo.

Develop
Comprehension
7 Skill: Make Inferences
How does Marshall Taylor feel about the
bicycle race? Cite text evidence to support
your response. (He is very excited. He got
there early in the morning because he
didn’t want to miss any part of his first race.)

Generate a question of your own and
share it with a partner. To find the answer,
try rereading the text. For example, you
might ask, “Why did Marshall stand with Early on the morning of the race, Marshall took his place among
the spectators when he arrived at the race?” 7 hundreds of spectators. He’d never seen a bicycle race up close and
he didn’t want to miss a single detail.
To find the answer, you can reread the first When Mr. Hay spotted Marshall, he waved to him. “Come on over
three paragraphs on page 236. (Marshall 8 here, young man; you must start in this race,” he insisted.
“I don’t think I can do it,” Marshall protested.
had every intention of just watching his first “Why, it’s no different than riding with your friends,” he
bike race; he wasn’t planning to race.) encouraged. “Look, just start up the road and come back when
you’re tired. The crowd will love it.”
Bang! The starting pistol sounded, and Marshall was off, pedaling
hard and fast, hoping only to keep pace with the others.
“Just till I get tired . . . just till I get tired . . . ,” he kept repeating,
his legs pumping as fast as his heart. Gradually the rhythmic creaks
of the other bicycles faded and all he could hear was his own
panting. Time fell away as he struggled to maintain speed, and the
wind whipped his face. Out of nowhere Mr. Hay appeared, shouting
and dangling the gold medal.
236

Genre
Remind students that an author may use suspense ‡ How does the author write about the race to create
to keep the readers on the edge of their seats. suspense? (She uses ellipses between the phrases
Analyze how this author creates suspense. that Marshall repeated to show him keeping
‡ What event occurs on page 236? (Marshall’s race) pace. She also drags the race out, so readers have
to wait to see what happens. Readers aren’t sure
‡ Why is this a good event to use to create suspense?
if he was ahead of or behind the other cyclists
(Readers will want to know whether he won or
when the “creaks of the other bicycles faded.”)
lost the race.)
T217G UNIT 3 WEEK 4
WEEK 4
9 Skill: Cause and Effect

What was the result of Mr. Hay convincing
Marshall to race? (Marshall won his first
bicycle race.) Add this to your organizers.
Cause Effect
Mr. Hay got Marshall won his
Marshall to race. first bike race.
STOP AND CHECK

Summarize Summarize the events in the
story that led Major Taylor to compete in his
first bicycle race.
Teacher Think Aloud I’ll look for events
about Marshall and cycling. Where should I
start to look?
“You’re a mile ahead! Keep going!”
Now he thought he could make out a swell of spectators Prompt students to summarize the events in
gathered at the finish. Pushing, pushing with everything he had,
a Think Aloud.
his legs cramped with exhaustion, he burst through the winning
tape . . . and then collapsed. Student Think Aloud There are events
When he came to, sore, stiff, and exhausted, the crowd’s cheers
were ringing in his ears.
about Marshall and cycling starting on
At thirteen years old, Marshall Taylor had won his first race. 9 page 232. I’ll paraphrase them: Marshall got
Back at the shop, Marshall’s dreams now stretched far beyond a job at a bike shop because he was good at
the walls of Hay and Willits. More than anything, he wanted to be a
professional cyclist. bicycle stunts. Marshall’s boss knew he was
STOP AND CHECK
a good cyclist, so he convinced him to race.
Summarize Summarize the events in the
story that led Major Taylor to compete in his
first bicycle race.
237
230_243_CR14_SA6_U3W4_SEL_118712.indd 237
Help students understand that when the author

writes “Time fell away as he struggled to maintain
speed,” she means that Marshall was so focused on
keeping his pace that time and anything going on
around him didn’t matter. Ask students if they have
ever experienced a moment when “time fell away.”
Encourage students to share with the class.

Develop One by one, he committed to memory the names of racers
Comprehension
who’d visited the shop—Arthur Zimmerman, Willie Windle of
Massachusetts, and Louis “Birdie” Munger, who had recently
opened a racing workshop in town.
As Marshall grew to know Munger, he began spending
more and more time at his shop. He’d follow him to the track,
pleading, “Tell me about the race when . . .”
10 Skill: Cause and Effect 10
Birdie was tickled by Marshall. In fact, the boy reminded
him of a younger version of himself. “You’ve got talent, but
What caused Munger to hire Marshall as his you’ve got to keep working,” Birdie instructed after one of
assistant? (Marshall’s talent and eagerness Marshall’s many wins. Soon Marshall had been hired as his
assistant, running errands and doing chores.
reminded him of a younger version of When Birdie decided to move to Worcester,
himself.) What happened to Marshall as Massachusetts, he invited Marshall along. After a fond farewell
a result of his training with Munger? (He

to his family, Marshall set off with Birdie to begin training. To
anyone who’d listen, he would boast, “I am going to make
started to compete professionally when he Major Marshall Taylor the fastest bicycle rider in the world.”
was eighteen.) Add this cause and effect to Marshall’s talent grew as fast as his popularity. It wasn’t
long before racing fans—although they may not have known
your organizer. the name Marshall Taylor—knew there was a young Negro
causing quite a stir.
Cause Effect
But by the time Marshall turned professional at age
Birdie Munger began Marshall became a eighteen, challenges off the track began to trail him like
to train Marshall. professional cyclist at a shadow. All of the large purses won in races all over the
the age of eighteen. country couldn’t buy him a meal in a restaurant or a room
in a hotel.
Cities like Louisville, St. Louis, and even Indianapolis
wouldn’t permit a black man on their tracks—their entry forms
read, “For White Riders Only.” Still that couldn’t keep Marshall
down. As the only Negro granted membership in the League
of American Wheelmen, he was entitled to compete on any
track he chose.
11 “You’re never going to finish this race!” riders would holler

above the noise of the crowd, or “This race is going to be your
last,” they’d taunt. Working as a group, they’d box him out.
Racing next to him, they’d poke and jab him. They agreed that
if they defeated him, the winner would split the prize money
with the others. But usually there was no prize money to split:
For every trick they tried, Taylor had his own.
238

Connection of Ideas
Tell students that they can better understand a ‡ Look back at the first sentence on page 234. What
complex text by connecting information they have did Mr. Hay and Mr. Willits wonder when they saw
already learned to new information. Remind them how adept Marshall was on a bicycle? (How a
that they know the story is set in the late 1800s and thirteen-year-old black teenager in 1891 came to
early 1900s. be such a crackerjack cyclist.)
T217I UNIT 3 WEEK 4

WEEK 4
11 Author’s Craft: Dramatization

Authors sometimes use dialogue or quotes
to present the events in a story in a more
dramatic or powerful way. Reread the last
paragraph. How does reading the words
that Marshall’s competitors yelled at him
make this scene more powerful? (Reading
the riders’ threats against Marshall makes
the reader feel and really understand how
much they didn’t want Marshall in the race.)
239
230_243_CR14_SA6_U3W4_SEL_118712.indd 239
‡ Now reread the fifth paragraph on page 238. Why Explain to students that when the author says that
would a young black cyclist cause a stir? (Students Marshall was “causing quite a stir” she means that a
should be able to make the connection between lot of people noticed that Marshall was a bike racer
the era and the newness of there being a black and that he was winning races.
athlete competing alongside whites.) ‡ Look at the picture on page 239. Why might people
have noticed Marshall? (He was black and all the
other racers were white.)

Develop Marshall’s style had always been to stay behind the pack.
Comprehension
“Save it for the finish,” he would recite to himself. Wearing his
lucky number 13 armband, he’d keep pace, then ride full speed
in the final yards. But when the competition turned crueler,
he had to adjust his style. As soon as he’d spot a clearing in
the pack, he’d cut through and make his way to the front. And
that’s where he stayed, all the way across the finish line.
12 Skill: Cause and Effect The “Black Whirlwind,” as he was called by the press,
had his own set of rules: “Ride clean and ride fair.” Asked by
What was the result when Marshall won the reporters how he managed to keep calm despite attacks by
other cyclists, Marshall answered, “I simply ride away.”
World Championship title in 1899? (He was
Munger’s prediction years earlier had come true. Major
invited to race in Europe.) Add this cause 12 Marshall Taylor was now the fastest bicycle rider in the world.
and effect to your organizer. After he won the 1899 World Championship title, beating out
the Butler brothers, offers to compete abroad flooded his
Cause Effect home. Promises of money and racing against the world’s best
Marshall won the 1899 He was invited to cyclists were too much to resist.
World Championship. compete in Europe. In 1900 friends and family said good-bye as Marshall
boarded the Kaiser Wilhelm der Grosse, proud to be
representing his country on his first European racing tour.
STOP AND CHECK From the moment he arrived in France, fans swarmed
around him, welcoming “le Nègre Volant,” the Flying Negro.
Summarize Summarize the examples of At every Parisian café, hotel, and track, they followed for
a chance to shake his hand. The press reported his every
discrimination Taylor experienced before he
move, and he was invited into the homes of aristocracy.
left for Europe in 1900. Halfway around the world, Marshall Taylor was finally getting
Student Think Aloud Marshall wasn’t the recognition and respect he had worked for his whole life.
It was not on a starting line but rather at the Café
allowed in certain hotels and restaurants. Esperance that Marshall met the French champion, Edmond
Some tracks tried to keep him from racing, Jacquelin. “Welcome to Paris, Monsieur Taylor!” he greeted,
smiling broadly. And with that, the two became instant friends.
saying that only whites were allowed. His
competitors threatened him, poked and
jabbed him, and banded together to try to
stop him from winning. STOP AND CHECK
Summarize Summarize the examples of

discrimination Taylor experienced before
he left for Europe in 1900.
240

Genre
Remind students that this biography includes facts ‡ Are these quotes most likely fact or fiction? Explain
about Marshall Taylor’s life, as well as fictionalized your answer. (most likely fact; The author must
elements. Point out the quotes in the second have done research and found these quotes in
paragraph on page 240. the newspapers of the time.)
‡ What is “the press”? (newspapers, reporters, the
news media)
‡ Do newspapers print facts or fiction? (facts)
T217K UNIT 3 WEEK 4
WEEK 4
Jacquelin, winner of the 1900 World Championship, French

Championship, and Grand Prix of Paris—the Triple Crown of
racing—was a sharp contrast to the 1899 World Champion. 13 Author’s Craft:
Everyone wondered who would prevail in the next race—the Text Structure
quiet, gentlemanly Taylor or the explosive, larger-than-life
Jacquelin? The way an author structures the text can
Long before Taylor and Jacquelin arrived at Le Parc des
create a feeling of suspense. How does the
Princes velodrome for their race, crowds had gathered, straining
for a glimpse of the two rivals. Shivering against the cold, Taylor author use text structure to create suspense
stood at the starting line dressed in layers to protect himself before the second race between Jacquelin
from the biting wind. Was this the Flying Negro from America
the fans had heard so much about?
and Taylor described at the bottom of page
Meanwhile Jacquelin strode onto the track. 241? Explain your answer to a partner.
“Vive Taylor! Vive Jacquelin!” shouted the crowd as more
(She uses questions that compare the two
fans huddled beyond the gates.
The race was on. cyclists, and states the “crowd held one
When it was over, roars of applause rang out to the beat of collective breath,” all leading up to the
the French national anthem.
“Edmond Jacquelin, the victor in two straight heats,” came
dramatic beginning of the race, “Bang!”)
the announcement.
To schedule a rematch so close to the first race was
unheard of, but the crowds demanded it.
13 “Who will be king?” asked L’Auto Velo. Would it be the
1899 or the 1900 World Champion, America or France, Taylor
or Jacquelin?
As the men took their positions at the start of the first
heat and strapped their feet to their pedals, the crowd held
one collective breath.
Bang!
Jacquelin jumped comfortably into the lead. Marshall
concentrated on erasing all thoughts of their first race from his
mind. He leaned lower over his handlebars, and from high in
the stands fans looked down on the shadow of a figure lying
IA
L STU
CONNEC T TO CONTENT
DI
SOC
almost flat, inching closer and closer to his rival.

ES
STOP AND CHECK

HISTORY, CULTURE, AND CHARACTER
Make Predictions Who will win the
race, Major Taylor or Jacquelin? Base your This biography tells about a time in
prediction on clues from the text. history when an African American athlete
241 did not receive fair treatment in America,
but could in Europe. As students read
on page 238 that American competitors
230_243_CR14_SA6_U3W4_SEL_118712.indd 241
LITERATURE ANTHOLOGY, pp. 240–241 12/13/11 12:53 PM harassed Marshall and did whatever they
could to keep him from winning, the
message they receive about American
culture is that it valued homogeneity
over healthy competition. Europe’s
history as illustrated on page 240, on the
‡ Now look at the final paragraph on page 240. other hand, informs students that the
How would you characterize this quote? Explain. same was not true for that French culture.
(Students may say that this is a fictionalized On page 240, students can also see that
element because it most likely was not recorded history has provided a model of human
in a newspaper or other verifiable source.) character in Marshall, as he reacted to his
detractors by rising above the situation.

Develop
Comprehension
14 Author’s Craft: Imagery
Authors sometimes use descriptive
language to create an image in the reader’s
mind. Reread the first two sentences on
page 243. What image do you see in your
mind? (Students may say they see the two
cyclists riding very close to one another,
so close it is hard to tell who is ahead.)
Paraphrase the first paragraph to make sure
you understand what is happening at this
point in the race. (Marshall and Jacquelin
are neck and neck. They are near the finish
line. One of the riders rides ahead of the
other.)
242

Specific Vocabulary
Review strategies for finding the meaning of an adeptly, or skillfully, move his bike to get ahead
unfamiliar word, such as using context clues, of Jacquelin. Maneuvered must mean “moved
word parts, or a dictionary. Point out the word with skill.”)
maneuvered in the fourth paragraph on page 243. ‡ Substitute the meaning you determined in the
‡ How does the overall meaning of the sentence help sentence to see whether it makes sense.
you figure out the meaning of maneuvered? (The
sentence tells about how Marshall was able to
T217M UNIT 3 WEEK 4

WEEK 4
14 For one brief moment the two became one. Side-by-side

and wheel-by-wheel they sped to the finish. It was only in the
an
final lengths that one seemed to edge ahead. 15 Skill: Cause and Effect
In the blink of an eye, the heat was over. Taylor had come
from behind to cross the finish line first. The crowd roared, yet
What made Americans finally see Marshall
the victor was still to be decided: The winner had to take the as an American rather than as a black
best of three heats.
man? (He beat the French cyclist, Edmond
In the second heat, again Marshall waited for just the
right moment. Jacquelin, in a big race.) Add this cause and
When he noticed a shift in Jacquelin’s closely guarded effect to your organizer.
position, he maneuvered his bike as adeptly as he had in front
of Hay and Willits Bicycle Shop years ago. And once again all Cause Effect
eyes were on little Major Taylor. Marshall had to Marshall did stunts
The wind, which Marshall had wait for his bike while he waited.
once so loved against his face, now to be fixed.
pushed at his back, carrying him well Marshall’s stunts They offered
ahead of his rival and first through impressed Mr. Hay Marshall a job.
the winning tape. and Mr. Willits.
Two races and two straight
15 Mr. Hay got Marshall won his
heats brought American fans to Marshall to race. first bike race.
their feet. While Jacquelin quietly Birdie Munger began Marshall became a
rode off the track, Marshall tied the to train Marshall. professional cyclist at
American flag to his waist. As he rode the age of eighteen.
his victory lap, he heard the familiar Marshall won the 1899 He was invited to
tune of “The Star Spangled Banner,” World Championship. compete in Europe.
and all the world watched the colors
Marshall raced Americans now saw
red, white, and blue billow and fly in against the French Marshall as American,
the wind. champion, Edmond rather than black, and
Jacquelin. cheered when he won.
Essential Question. (One person can affect
the opinions of others by pursuing his or her
ambitions and dreams and by refusing to let
243 negative opinions stop him or her.)
230_243_CR14_SA6_U3W4_SEL_118712.indd 243
Reread the second paragraph on page 243, and

point out the word heat.
‡ Explain that a heat is a single round of a race.
‡ How many heats does one of the cyclists have to
win to be considered the winner of the race? (two)

About the
Author About the Author
and Illustrator
Meet the Author and Lesa Cline-Ransome
Illustrator grew up in Malden, Massachusetts. It was there
that her mother helped her realize her love of
Lesa Cline-Ransome and reading and writing. When she was in middle
James E. Ransome school, Lesa decided she wanted to be a
journalist, but she soon discovered that factual
Have students read the biographies of the writing was not for her. “I wanted to create
author and illustrator. Ask: my own stories,” she said, “or at least be able to
put my own creative spin on the stories I wrote.”
‡ How did Lesa Cline-Ransome’s experience She finally got that opportunity with her first book, Satchel Paige,
as a journalist help her write “Major Taylor: about the famed African American baseball player. “I love finding
Champion Cyclist”? the most interesting parts of a person’s life, piecing them together
and creating a new story for a new group of readers,” says Lesa.
‡ James E. Ransome had training in To write about Marshall Taylor, Lesa put herself in his shoes by
filmmaking and photography. How did this visiting the Massachusetts town where he lived and trained. After
researching and reading everything she could about Marshall, Lesa
training affect his illustrations?
knew she could write about him in a way that felt authentic.
James E. Ransome
Author’s Purpose began drawing and writing books in elementary school. In high
To Inform school, classes in filmmaking and photography helped him

develop his style of illustration and taught him how to tell a story
Remind students that although the main with pictures. James is married to Lesa Cline-Ransome, and the
two have published several books together.
purpose of this biography is to inform
readers about Marshall Taylor’s life, it contains
Lesa and James Ransome, Major Taylor
fictionalized elements meant to engage and Author’s Purpose

entertain. Students may say the dialogue How does the author’s use of dialogue give
makes the biography seem less like a lesson in the story of Marshall Taylor a literary quality
history and more like a story with characters. that not all biographies have?
244
Author’s Craft
Imagery 244_245_CR14_SA6_U3W4_AICC_118712.indd 244 12/13/11 12:39 PM
Discuss the effects of imagery in Major Taylor:

Champion Cyclist.
‡ The authors use descriptive words and
phrases to help readers visualize. Point out
the description of Marshall’s first bicycle on
page 234 (“smooth curved lines of metal”;
“shiny and new”).The description helps
readers see the bike the way Marshall saw it.
‡ Have students find other examples of
imagery, such as “the shadow of a figure
lying almost flat …” (p. 241)
T217O UNIT 3 WEEK 4

WEEK 4
Respond to
Respond to Reading Reading
Summarize Cause Effect
Use important details from Major Taylor: Champion Cyclist to

summarize how Marshall Taylor’s achievements influenced
Summarize
the opinions of those who watched him perform and race. Review with students the information from
Information from your Cause and Effect Chart may help you.
their graphic organizers. Model how to use the
Text Evidence causes and effects to summarize Major Taylor:
1. What details in the text help you to identify Major Taylor: Champion Champion Cyclist.
Cyclist as a biography? Give at least two details from the selection to
support your answer. GENRE
Ana
Analytical
W
Writing W
Write About Reading: Cause and Effect
2. How did Marshall Taylor become a champion cyclist? Identify the cause
H
Have students use their cause-and-effect
and effect relationships that led to his career. CAUSE AND EFFECT organizers to recall events in Marshall’s life.
3. What is the meaning of the word entitled on page 238?
Students should write about what caused
Use context clues to help you figure out the meaning. Marshall to be respected in France and
Then use the meaning in the sentence to see whether eventually by the Americans. Have students
it makes sense. PARAGRAPH CLUES
share their writing with a partner.
4. Write about the racism that Marshall faced during his
career and the effect it had on his performance when
he raced. Include an example from the text to support
your answer. WRITE ABOUT READING
Text Evidence
1. Genre Answer The selection tells the
real-life story of Marshall Taylor, written
by another person. Evidence The author
Make Connections includes facts: 1891 (p. 234), names of
How was Marshall able to affect the opinions of others?
ers?
ESSENTIAL QUESTION
famous racers Marshall met (p. 238), his
1899 World Championship win (p. 240).
Tell about a breakthrough achievement that you think
ink
ink
influenced people in a positive way. How do you think 2. Cause and Effect Answer (See
this changed people’s opinions? TEXT TO WORLD Evidence.) Evidence Marshall was given a
bike, which led to his biking skills (p. 234).
245
Mr. Hay liked the stunts Marshall did while
he waited for his bike to be repaired, so
he offered Marshall a job (p. 232). Mr. Hay
got Marshall to race and Marshall won
(pp. 236–237).
Make Connections 3. Paragraph Clues Answer Entitled means
Essential Question Have partners cite text evidence “given the official right to do something.”
to explain how Marshall affected the opinions of Evidence The clue granted means that
others. Remind students about how the Americans felt Marshall was given something—the right
about him before and after the race against Jacquelin. to compete (p.238).
Partners should discuss their reasoning with the class. Ana
Analytical
W
Writing 4 Write About Reading: Cause and Effect
4.
Text to World After telling about the achievement The author described how riders taunted
that they think influenced people in a positive way, and blocked Marshall in races (page 238),
discuss how that achievement changed opinions. so he took advantage of any gap between
racers and rode ahead to safety (p. 240).

Develop
Comprehension
LEXILE
“Margaret 1040
Bourke-White:
Fearless
Photographer”
Gr e
925 1185
185
1040 “Margaret Bourke-
White: Fearless 1
Photographer”

‡ Whole Class
‡ Small Group
‡ Independent

What makes this text complex? Sentence Structure
Sentence Structure Point out the second sentence in the last paragraph
on page 246. Explain that this sentence is describing
a time frame to explain how long Bourke-White had
been a trailblazer—from the time she started taking
photos to the time she became a photojournalist.
T217Q UNIT 3 WEEK 4

WEEK 4
Margaret Bourke-White with her camera atop

the Chrysler Building in New York City in 1931.
Compare Texts
Students will read an opinion piece about
another trailblazer. Ask students to read the
text closely, using the summarize strategy
to remember important events. As students
reread, have them take notes about how
the events contributed to the subject’s
accomplishments. Students will use the text
evidence they gathered to compare this text
with Major Taylor: Champion Cyclist.

How did living in the early 1900s affect the
attitudes that people had toward Margaret
Bourke-White as a photographer?
Ana
Analytical
A Star Photographer
W
Writing W
Write About Reading Write a response
Her mother gave Margaret her first due both to her technique and her skills 2 using details from the text. (In the early
camera in 1921, when she was 17 years in dealing with people. At first, several 1900s, women weren’t encouraged to
old. Her interest in photography grew people at the company wondered if a
compete with men for certain careers,
as a result of her father’s enthusiasm for woman could stand up to the intense heat
cameras. A few years later, Margaret’s and generally dirty and gritty conditions
especially dangerous ones.)
classmates at Cornell University became inside a steel mill. When Margaret finally
her first admirers when photos she took got permission, the technical problems 2 Ask and Answer Questions
Time Life Pictures/Time & Life Pictures/Getty Images
of the campus appeared in the school began. Black-and-white film at that time
newspaper. A year after graduating, was sensitive to blue light, not the reds What happened to show that Bourke-White
Margaret moved to Cleveland, Ohio and and oranges of hot steel. The pictures could change people’s attitudes? With a
opened a commercial photography studio. came out all black. Margaret solved this
problem by bringing along a new style
partner, paraphrase what happened. (She
One of Margaret’s first clients was the
Otis Steel Company. Her success was of flare (which produces white light) and developed a kind of flash, and her photos
taken inside the factory became famous.)
247
246-249_CR14_SA6_U3W4_PP_118712.indd 247
‡ Why do many photographers today owe thanks Help students understand culmination. Draw a
to Margaret? (She was a trailblazer from the mountain peak on the board. Point to the beginning
beginning of her career, she set the standard of the slope. Say: This is where Margaret Bourke-
for photojournalism, and showed that women White’s career started. Move your hand up to the
could be successful photographers in dangerous peak. Say: This is the culmination of her career.
situations.) ‡ What is another word for culmination? (top,
height) In Spanish, culmination is culminación.
LITERATURE ANTHOLOGY T217R

Develop having assistants hold them to light her

scenes. Her abilities resulted in some of
jumped at the chance and became
the first woman in a new field called
Comprehension the best steel factory pictures of that era,

and these earned her national attention.
The city’s powerful businessmen
photojournalism, in which photographers
reported the news through images.
As Margaret snapped artistic shots
soon began calling on her to take of workplaces, she was able to find
pictures of their mills, factories, and beauty in simple objects. Over time she
3 Ask and Answer Questions buildings. In the steel mills, she wanted adapted her techniques to photograph
to be right next to the melted metal.
Why do you think the author subtitles this people and was adept at catching
The extreme heat sometimes burned expressions and showing hardship. In
biography “Fearless Photographer”? her face and damaged the paint on 1930, she was the first photographer
Ana
Analytical her camera. In her first well-known
W
Writing Write About Reading Use the text on
W from a Western country to be allowed
photographs, Margaret made the into the Soviet Union (now Russia),
pages 248 and 249 to take notes about production of steel look magnificent, where she took pictures of the workers
her many assignments. (She lived through mysterious, and awe-inspiring. Her in what was then a communist country.
many events that could have hurt or killed photos, filled with streams of melted
steel and flying sparks, caught the eye World War II and After 3
her: the heat from the melted metal in of someone who would change her life. When World War II broke out iin
the factories sometimes burned her face, 1939, Margaret became the first female
she was under fire in Italy, and went on a A New Sort of Storytelling war correspondent. This is a journalist
Henry Luce was a powerful and
bombing raid during World War II.) Turn to a Ready for anything, Margaret
important American publisher. In the
partner and share and compare your notes. 1920s and 1930s he started a series
prepares to leave on a bombing
raid with the U.S. Army at the
of magazines that would change height of World War II in 1943.
journalism and the reading habits of

Americans. Luce’s magazine called
Time summarized and interpreted
the week’s news. Life was a picture
magazine of politics, culture and society
that became very popular in the years
Margaret Bourke-White/Time & Life Pictures/Getty Images
before television, and Fortune explored

the economy and the world of business.
Sports Illustrated investigated the teams
and important players of popular sports
such as baseball and football.
In 1929 Henry Luce invited Margaret
to work at Fortune Magazine. She
248
246-249_CR14_SA6_U3W4_PP_118712.indd 248 12/13/11 1:05 PM

Sentence Structure
Have students reread the last sentence on page 249. ‡ What message did she leave for women who
Help them dissect the complex sentence. wanted to make an impact? (“You can.”)
‡ When did Margaret die? (1971)
‡ What did her photographic record of the human
experience include? (the images she took in places
like Russia, India, and the United States)
T217S UNIT 3 WEEK 4

WEEK 4
who covers stories first hand from a war zone. In 1941,

she traveled to the Soviet Union again and was the
only foreign photographer in Moscow when German Make Connections
forces invaded. Taking shelter in the U.S. Embassy, she
then captured much of the fierce battle on camera. Essential Question Have students
As the war continued, Margaret joined the U.S. paraphrase and share information about
Army Air Force in North Africa and then traveled Margaret Bourke-White’s influential
with the U.S. Army in Italy and later Germany. She
repeatedly came under fire in Italy as she traveled
achievements. Suggest students look back
through areas of intense fighting. at the headings to help them identify ways
After the war, Margaret continued to make the in which Bourke-White was influential.
Text to Text Have pairs of students
world’s most complex events understandable. Her
photos reflected stirring social issues of the time. She
photographed South Africans laboring in gold mines In 1936, Margaret had the compare their responses to the Ask and
honor of shooting the first
and civil rights leader Mahatma Gandhi’s nonviolent
cover for Luce’s new Life Answer Questions prompts with what
work in India. magazine. To many, her image
of Fort Peck Dam in Montana
they learned about Marshall Taylor’s life in
A Lasting Influence
represented a strong United
States. It said that Americans
Major Taylor: Champion Cyclist. Each pair
During the 1930s and 1940s, Margaret’s were ready to pull themselves can report back to the class. Have students
out of the Great Depression.
adventurous attitude and perseverance paved the way Margaret soon left Fortune compare how people’s attitudes at the time
for women to take on roles beyond the norm. Rather and joined the staff of Life
than snapping photos of high-society parties as Magazine. about gender and race affected both Taylor
other female photographers had done before her, she and Bourke-White. (In the 1920s, women
marched into steel plants and combat zones. She proved to women weren’t expected to have big careers. In
that they had every right to pursue the careers they wanted.
the early 1900s, African Americans weren’t
Through her work, Margaret became a role model for working
women as well as a strong voice for the accepted as peers to whites.)
poor and powerless. She earned the
Make Connections
respect of powerful businessmen when
How did Margaret Bourke-
women were discouraged from working.
Margaret Bourke-White/Time & Life Pictures/Getty Images
White’s achievements influence

When she died in 1971, she left behind
others? ESSENTIAL QUESTION
not only an amazing photographic
record of the human experience. She Why is it sometimes difficult
also left a message for women all over to break down professional
the world who wanted to make an barriers? TEXT TO TEXT
impact: “You can.”
249
246-249_CR14_SA6_U3W4_PP_118712.indd 249
ELLs may have difficulty with phrases like human

experience and words like impact. Explain that
human experience means the things that people go
through in their lives and impact, in this instance,
means to make a difference. Allow students to
confirm their understanding by responding in their
native language.
LITERATURE ANTHOLOGY T217T

Word Study/Fluency
LESS O
IN I
M
N
20 Prefixes
Mins
Go
Use combined
knowledge of Explain to students that a prefix is a group of letters added to the
all letter-sound beginning of a word. A prefix changes the word’s meaning. Explain
correspondences, that knowing the meaning of the prefix in a word can help you
syllabication patterns, Prefixes
determine the meaning of the entire word.
and morphology
(e.g., roots and Write the word repay on the board. Don’t say the word aloud, Present the
affixes) to read but give students time to examine its parts. Then model how to Lesson
use knowledge of the prefix re- to figure out how to pronounce the
multisyllabic words
in context and out of word, as well as what it means (“to pay back or give back,
context. RF.5.3a as in money”).
Read on-level prose
and poetry orally with 2 Model
rate, and expression Write the following prefixes and their meanings on the board.
on successive Pronounce each prefix and discuss its meaning.
readings. RF5.4b
un- “not,” “opposite” sub- “under” in-, im- “into”
Rate: 130–150 WCPM re- “again” over- “too much” pre- “before”
dis- “not” in-, im-, ir-, il- “not” inter- “between”
mis- “wrongly” non- “not”

of her time.
ACADEMIC
Explain to students that these letter clusters are not always prefixes
LANGUAGE
when they appear at the beginning of words. Display some

• phrasing, rate
208 209

12/14/11 10:15 AM 209 12/14/11 9:42 AM
• Cognates: fraseo, nonexamples, such as uncle, missile, none, subtle, distance, and overt. View “Marian
Anderson:
ritmo Also point out that some prefixes have multiple meanings. Struggles and
Triumphs”
For example, un- can mean “not,” as in unhappy, or “the opposite of,”
as in untie.
3 Guided Practice
Write the following words on the board. Help students underline
Refer to the sound each prefix, define it, and use its meaning to determine the meaning
transfers chart in the of the word. Finish by having students chorally read each word.
Language Transfers
Handbook to identify uninhabited submerge disloyal
sounds that do not remade misinterpret nonstandard
transfer in Spanish, unlovable illogical overextended
Hmong, and Korean.
T218 UNIT 3 WEEK 4

WEEK 4

Monitor and
Write the following prefixes in the first column: re-, pre-, inter-,
Differentiate
un-, sub-, mis-. In the second column, write the following
words: repainted, preteach, interaction, unfaithful, subconscious,
mistrustful. Quick Check
Q
Have students chorally read the prefixes in the first column. Can students decode multisyllabic words
Then have students underline the prefix in each longer word with prefixes? Can students read words
in the second column. Model how to read the word and with appropriate phrasing and rate? Can
determine its meaning. Have students chorally read the words. students read fluently?

pp. T234, T238
ELL Develop
Phrasing and Rate pp. T251, T254
Explain/Model Tell students that strong readers pay close If Yes On Level Apply
attention to the way they phrase words as they read. Explain pp. T240–T241
that phrasing words means grouping them together and then Beyond Level Apply
pausing for a brief moment before reading the next group of pp. T244–T245
words. Tell students that when you read with good phrasing,
you can increase the rate, or speed, at which you read.
Turn to “Marian Anderson: Struggles and Triumphs,” Reading/
Writing Workshop pages 208–211. Model reading aloud the
first two paragraphs of the selection. Focus on reading with
good phrasing and maintaining a strong, steady rate. Aim to
read at a target rate of 130 to 150 words per minute.
Practice/Apply Have students work in pairs to read for one
minute each, focusing on their phrasing. As the first partner in a
pair reads, the other one should use a timer or a watch to keep
track of the time. At the one-minute mark, have the partner
stop the reader and mark in the passage the point at which the
reader stopped. Have the pair count the number of words read.
Then have partners switch roles. The second partner should
now read for one minute, paying attention to phrasing, while
the first partner keeps track of time. Offer feedback as needed.

passages.
p. 138 p. 138 p. 138

Wrap Up the Week

Integrate Ideas
RESEARCH AND INQUIRY Milestones
OBJECTIVES Research Persuasive Techniques

Write routinely over
extended time frames Students will work in groups to complete a short research project about
(time for research, COLLABORATE persuasive techniques used by advertisers and writers. They will present
reflection, and their findings on the Shared Research Board. Discuss the following steps:
revision) and shorter
time frames (a single
sitting or a day or
1 Choose a Topic Have students brainstorm television commercials and
two) for a range of print ads they are familiar with. Encourage them to consider how the
discipline-specific ads shape the thinking of viewers and readers. Have groups narrow
tasks, purposes, and their lists to one or two ads that utilize specific persuasive techniques.
audiences. W.6.10
• Distinguish between
2 Find Resources Discuss with students which online sources are
fact and opinion. appropriate for learning about persuasive advertising and writing
• Analyze persuasive techniques. Students should be sure to check their facts among all
techniques. sources and to clearly distinguish between facts and opinions.
• Understand
persuasive 3 Guided Practice Suggest that students use an Accordion Foldable®
techniques used in
presentations.
to organize and compare the different persuasive techniques
they’re researching. Groups should analyze the techniques and their
effectiveness. Have groups complete Research Process Checklist 3.
ACADEMIC
LANGUAGE
• research, brainstorm,
4 Create the Project: Research Findings Have students work together
resources, persuasive, to plan out how they will present their findings to the class. Remind
fact, opinion them to incorporate in their presentations examples of persuasive
• Cognate: recursos techniques and evidence of how effective or ineffective they are.
Present the Research Findings

Have groups present their findings to the class. Groups should share
the television and/or print ads. If video is not available for a television
ad, suggest that students recreate the ad. Afterward, have groups share
feedback and post their findings on the Shared Research Board.
AP Images
T220 UNIT 3 WEEK 4

WEEK 4
OBJECTIVES
Text to Text
Review the key
ideas expressed Cite Evidence Explain to students that, working in groups, they will use
and demonstrate COLLABORATE the texts they read this week to compare information they have learned
understanding of about how one person can affect the opinions of others. Model how to
compare this information by using examples from the week’s Leveled
through reflection
and paraphrasing. Readers and “Marian Anderson: Struggles and Triumphs,” Reading/
SL.6.1d Writing Workshop pages 208–211. Review class notes and completed
graphic organizers. You may also
wish to model going back into the
text for more information. You can
use an Accordion Foldable® to
record comparisons.
Students should cite at least three
examples from each text that explain
how one person can affect others’ opinions.
Present Information Groups present their findings to the class. Students
should comment on information that is similar and ideas that are different.

Analytical
W
OBJECTIVES
Write an Analysis
Draw evidence
from literary or Cite Evidence Students will write about one of the texts they read this
informational texts week. Students will form an argument by evaluating how well the author
to support analysis, used the cause-and-effect text structure to tell what happened. They will
reflection, and
use text evidence to support their argument.
research. W.6.9
Discuss how to analyze a text by asking how and why questions.
Write arguments
to support claims ‡ Why do you think the author used causes and effects to set up the text?
with clear reasons ‡ How did the cause-and-effect text structure help the author tell about
and relevant
evidence. W.6.1 or explain what happened in this person’s life?
Use Your Turn Practice Book page 139 to read and discuss the student
model. Have students select a text and review its text structure. Have
them write an analysis about how the text structure helps convey ideas
and events. They should include an argument about how well they think
the author used the text structure. Explain that strong argument writing is
supported with clear reasons and uses linking verbs to help connect ideas.
Present Your Ideas Ask partners to share their paragraphs and to discuss
or recommend additional evidence to support the argument.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Voice
Mins
Go
Style and Tone Digital
Expert Model Explain that a writer’s voice is the distinct use of
language that conveys his or her personality. Style and tone are two Expert
p Model
elements that contribute to a writer’s voice. Characteristics of style Marian was not sure what to do. The
dignified woman was troubled by the drama
of the situation. The prejudice barring her
from Constitution Hall existed well beyond
include word choice, sentence length, and use of descriptive language. the concert hall’s walls. Besides, the whole idea
could backfire, and American audiences might
once again reject her. On the other hand, Marian
understood that the concert was not just about
A writer’s tone, or attitude about a subject, may change depending her; it was about helping all African Americans.
Should she lend her voice so that others could
prevail against injustice?
Reading/Writing on the subject: it can be serious and thoughtful or lighthearted and Expert
Workshop Model
informal. A writer’s style may change depending on the purpose for
writing and the audience.
OBJECTIVES
216_217_CR14_SI6_U3W4_WRT_118711.indd 216 12/15/11 8:17 AM
COLLABORATE
Write routinely over Read aloud the expert model from “Marian Anderson: Struggles and Editing Marks
extended time frames Triumphs.” Ask students to listen to the author’s style and tone. Why
(time for research, does the writer avoid informal language such as slang and contractions? Grammar Handbook
reflection, and
Have students talk with partners about the style and tone and what Student Model
revision) and shorter My Father the Firefighter
time frames (a single they reveal about the author’s purpose and intended audience. is
My dad works as a volunteer
Scrrrrreeee!
firefighter in our small town. The siren
sitting or a day or Student Model Remind students that using dialogue and descriptive went off one day, and the firefighters
raced to the address. When they
flames were shooting from Yo
two) for a range of
language can contribute to the style and tone of a piece of writing. Student
discipline-specific Model
tasks, purposes, and Read aloud the student draft “My Father the Firefighter” as students
audiences. W.6.10 follow along. Have them focus on the changes the writer made in his
draft and how they affect style and tone.
Write narratives 216_217_CR14_SI6_U3W4_WRT_118711.indd 217 12/14/11 9:56 AM
to develop real or Invite partners to talk about the draft and the changes that Max made.
imagined experiences COLLABORATE Ask them to suggest places where Max could make the style of his
or events using
writing even more dramatic.
effective technique,
relevant descriptive
details, and well-
structured event
sequences. W.6.3
• Analyze models to
understand style
and tone.
• Add dialogue and
descriptive details to Genre Writing
G
revise writing.
Argument
For full writing process lessons and rubrics, see:
ACADEMIC
LANGUAGE ‡ Book Review, pp. T344–T349
• style, tone, dialogue
• Cognate: diálogo
T222 UNIT 3 WEEK 4

WEEK 4

SCAFFOLD

Write Help students Practice Ask students to Discuss Check for
complete the sentence complete the sentence understanding. Ask:
frames. A detail that frames. Details that show What did Max add when
shows Max’s voice is . Max’s voice include he edited the story? What
He added and . and . The style shows his voice? How do
His writing has a of his writing is . The the changes affect the
style. The tone is . tone is . style? How do the changes
affect the tone?

Writing Every Day: Voice

DAY
DAY DAY
DAY
1 2
Writing Entry: Style and Tone Focus on Style and Tone Writing Entry: Style and Tone
Prewrite Provide students with Use Your Turn Practice Book page Revise Have students revise their
the prompt below. 140 to model style and tone. writing from Day 1 by adding words
Write about a time someone you The sky was dark. The wind blew and elements that convey their
know did something brave. Tell why hard. A tree crashed in the yard, and desired style and tone.
you think it was brave. Choose a tone the lights went out. My little brother Use the Conferencing Routines.
that encourages readers to share the started to cry, but Mom calmly lit Circulate among students and
view presented in your argument. candles and started telling us stories. stop briefly to talk with individuals.
Have partners take notes about Model adjusting style and tone by Provide time for peer review.
people and events they could write adding strong adjectives and verbs. Edit Have students use Grammar
about. Ask them to think about The sky was pitch black—ominous Handbook page 460 in the
the tone of the piece, or attitude and full of weird shapes. The wind Reading/ Writing Workshop to
toward the subject, and how they howled fiercely. check for errors in use of linking
might convey that tone. verbs.
Discuss the strong adjectives and
Draft Have each student select a verbs that affect the tone. Help
person and event to write about. students make revisions that add
Remind students to think about style and tone.
style and tone as they write.
Teacher Conferences
Your opening is strong and Your writing creates a sense of work on a specific assignment,
makes me want to read on. You suspense and danger. It would such as those to the right, and
tell what the person did in a way help if you could add more then meet with you to review
that convinces me of her bravery. descriptive details to further progress.
convey that tone.
T224 UNIT 3 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Style and Tone Writing Entry: Style and Tone Share and Reflect
Prewrite Ask students to search Revise Have students revise Discuss with the class what they
their Writer’s Notebooks for topics the draft writing from Day 3 learned about style and tone to
to write about. Or, provide a by rethinking word choices, communicate voice in a piece
prompt, such as the following: adding descriptive details, of writing. Invite volunteers to
Write about a time when someone you adjusting sentence length, or read and compare draft text with
know did something that changed adding dialogue. As students are text that has been revised. Have
other people’s way of thinking. revising their drafts, hold teacher students discuss the writing by
conferences with individual focusing on how they achieved
students. You may also wish to have a particular style and tone. Allow
their topics, ask them to create
students work with partners to peer time for individuals
a flow chart of the sequence of
conference. to reflect on their own
events they’ll include, and how
Edit Invite students to review writing progress and
some events caused others. Have

the rules for linking verbs on record observations
them also think about the style
Grammar Handbook page 460 in in their Writer’s
and tone they want and how they
the Reading/Writing Workshop and Notebooks.
will convey that style and tone.
Students can use their charts to then edit their drafts for errors.
begin their drafts.
Peer Conferences
Suggested Revisions Focus peer response groups on style and tone.
Provide specific direction to help focus young writers. Provide this checklist to frame discussion.
Focus on a Sentence
sentence to include descriptive words that show your style. ✓ Does the writing convey the writer’s
feelings about the subject?
Focus on a Section
Underline a section that needs revising. Provide suggestions. ✓ Is the style appropriate for the topic
This moment is important. It could be more effective if you used and effective for the purpose?
dialogue to show what the subject of your writing is thinking. ✓ Is the tone appropriate for the subject
Focus on a Revision Strategy and the writer’s purpose?
Underline a section of the writing and ask students to use a ✓ Is the writer’s voice clear and distinct?
specific revision strategy, such as substituting. Substituting more
interesting and precise words for words that are overused and less
descriptive will help create the tone you want.

Grammar: Linking Verbs

DAY
DAY DAY
DAY
1 2
One of the boys in this old picktur Grandma bake the best cookies.
are my father. Can you guessed Grandpas favorite is peanut butter.
FPO which one? (1: bakes; 2: Grandpa’s)
(1: picture; 2: is; 3: guess)
Introduce Linking Verbs Review Linking Verbs

Reading/Writing ‡ A linking verb links the subject Ask students to describe how
Workshop of a sentence with an adjective linking verbs differ from action
or a noun. The girls are athletes. verbs and to provide example
OBJECTIVES sentences using linking verbs.
‡ Forms of be, when they stand
Use verb tense to
convey various times, alone, are always linking verbs.
sequences, states, and She is a gymnast. I am a swimmer. Predicate Nouns and
conditions. L.5.1c They will be runners. Adjectives
Demonstrate ‡ The verbs seem, appear, look, ‡ A sentence is made up of a
command of the taste, and feel can also be linking subject and a predicate. Harry’s
conventions of
verbs. The swimmers look ready. new hat | is bright red.
standard English
capitalization, The crowd appears excited. The ‡ A predicate noun is a noun that
punctuation, and water feels warm. follows a linking verb and tells
spelling when
Have partners discuss linking verbs what the subject is. Harry’s hat
writing. L.6.2 was a gift.
• Recognize linking Handbook. ‡ A predicate adjective is an
verbs. adjective that follows a linking
• Recognize predicate verb and tells what the subject is
nouns and like. The hat looks warm.
adjectives.
• Understand the
TALK ABOUT IT
conventions of titles.
COLLABORATE
Go
USE LINKING VERBS REPLACE THE VERBS
Digital Have partners use linking verbs Have one partner use a form of
to describe people they admire— be as a linking verb in a sentence
people they have either read about made up of a subject and a
Linking
Verbs or know personally. Have students predicate adjective. Have the
listen to be sure the sentences use other partner repeat the sentence,
Grammar linking verbs correctly. substituting a different linking
Activities verb, such as seem, look, or feel.
T226 UNIT 3 WEEK 4

WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Last thursday was cold and windy, Tina write a funny short story about The movie The wizard of Oz is based
but today the skys looks clear and her little borther. She called it “Pete on a book titled “The Wonderful
bright. is a Pest. Wizard of Oz.” (1: Wizard; 2: The
(1: Thursday; 2: skies; 3: look) (1: wrote; 2: brother; 3: Is; 4: Pest.”) Wonderful Wizard of Oz.)
Mechanics and Usage: Titles Proofread Assess

‡ Italicize or underline titles of Have students correct errors in Use the Daily Language Activity and
long works, such as novels, plays, these sentences. Grammar Practice Reproducibles
films, newspapers, magazines, 1. Nicole’s favorite book is “The page 70 for assessment.
artworks, and albums. Use Secret Garden.” (The Secret
quotation marks around titles of Garden or The Secret Garden) Reteach
short works, such as short stories, Use Grammar Practice
2. Tomas titled his essay “Sea
essays, magazine articles, songs, Reproducibles pages 66–69
Turtles are worth Our Concern.”
and poems. and selected pages from the
(1: Are; 2: Worth)
‡ Capitalize all the important Grammar Handbook for additional
3. Ellie got the lead role in the
words in titles, along with the reteaching. Remind students that
play “Our Town.” (Our Town or
first and last words of the title. it is important to use linking verbs
Our Town)
‡ Capitalize linking verbs in titles. correctly as they speak and write.
4. Kevin found a copy of the Thief
As students write, refer them to Check students’ writing for use of
Of Always at the library. (1: The;
Grammar Handbook pages 475 the skill and listen for it in their
2: of )
and 480. speaking. Assign Grammar Revision
Have students check their work Assignments in their Writer’s
using Grammar Handbook Notebooks as needed.
pages 475 and 480.
See Grammar Practice Reproducibles pages 66–70.
PLAY CHARADES BUILD SENTENCES CREATE A TITLE

Have students in small groups each Have one small group write three Have pairs of students take turns
write down three adjectives to subjects and another write three thinking up titles. One tells the
describe a person. Students take adjectives. Have students take partner what the work is—play,
turns choosing an adjective and turns selecting a subject and an novel, essay, poem, song, etc.—and
acting it out. Others express their adjective to combine with a linking tells the title. The other student
guesses using linking verbs. Aaron verb to form a sentence. must write the title correctly on
seems sleepy. scrap paper.
GRAMMAR T227
Spelling: Words with Prefixes

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review frequently misspelled
command of the
conventions of segmenting the words syllable by words. Then read each sentence
standard English syllable. below, repeat the review word, and
capitalization,
Point out that each word is made have students write the word.
punctuation, and
spelling when up of a prefix and a base word. 1. I sent you my new address.
writing. Spell Write unknown, prolong, and 2. My cousin is a famous author.
correctly. L.6.2b outfield on the board and draw a
3. The people voted for their
line between the prefix and base
leader.
word in each: un | known, pro | long,
Spelling Words out | field. Have students trade papers and
superhuman incredible unknown
independent outpost prolong Demonstrate sorting the words by check the spellings.
incomplete enlist enrich prefix: un-, pro-, in-, en-, out-, super-. Challenge Words Remind
supermarket superstar enlarge (Write the words on index cards or students that this week’s words
outstanding outlaw outfield
uncommon proclaim outcry the IWB.) Note the word to which have prefixes added to familiar base
untangle unsightly the prefix is added as each word words. Then read each sentence
Review address, cousin, people is sorted. below, repeat the challenge word,
Challenge indistinct, unequal Then use the Dictation Sentences and have students write the word.
from Day 5. Say the underlined 1. The image is blurry and
Approaching Level
word, read the sentence, and repeat indistinct.
the word. Have students write 2. The two pieces were unequal.
unclear outpost indirect
incomplete enlist enrich
the words and then check their
outstanding prolong superstar papers. Have students write the words in
uncommon outlaw enlarge their word study notebooks.
outfield proclaim incorrect
outcry unhook uneven
superhuman unable
Beyond Level
unbeknownst
independent
incredible
untangle
outlandish
outpost COLLABORATE
WORD SORTS
uncertain indistinct superstar
uncommon entangle outlaw
superhuman encourage protractor
proclaim enclosure outspoken Have students cut apart the Complete the pattern sort using
insincere outfield Spelling Word Cards in the Online the prefixes, pointing out the base
Resource Book and initial the back word to which the prefix has been
of each card. Have them read the added in each word. 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 discuss why they sorted compare and check their sorts.
the words the way they did.
T228 UNIT 3 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Have students copy the words Write these sentences. Have Use the Dictation Sentences for
below into their word study students circle and correct each the posttest. Have students list
notebooks. Say the words aloud misspelled word. Students should misspelled words in their word
and ask students to name the word have access to a print or digital study notebooks. Look for students’
from this week’s word list that has a dictionary to check and fix spelling. use of these words in their writings.
similar meaning. 1. Teenagers often proeclaim
1. protest (outcry) they are endependent. Dictation Sentences
2. unappealing (unsightly) (proclaim; independent) 1. His strength seemed superhuman.
3. unusual (uncommon) 2. It took superhumen effort, but 2. She is an independent thinker.
they did an oustanding job. 3. Your report is incomplete.
4. increase (enlarge)
(superhuman; outstanding) 4. This supermarket has a bakery.
Challenge students to generate 3. I inlist your help to antangle 5. She is an outstanding writer.
words with similar meanings for this mess. (enlist; untangle)
spelling, review, or challenge words. 6. Pandas are uncommon animals.
4. There was a public outcrie
Ask them to discuss their word pairs 7. Please untangle the yarn.
when the supperstar refused to
with a partner and then write them 8. What an incredible story!
appear. (outcry; superstar)
in their word study notebooks.
9. Soldiers waited at the outpost.
Error Correction Remind students
to say a word syllable by syllable 10. Whom did you enlist to help?
when spelling it, listening to the 11. The actress is a superstar.
prefix and base word. After writing 12. Did the sheriff catch the outlaw?
each word part, have them slowly
13. Countries proclaim peace.
reread the word to determine if it
looks and sounds correct. 14. I saw unsightly litter on the beach.
15. The author of the story is
unknown.
See Phonics/Spelling Reproducibles pp. 79–84. 16. We wanted to prolong our visit.
17. Added vitamins enrich this cereal.
18. Will you enlarge the photo?
SPEED SORT BLIND SORT 19. Gary hit the ball into the outfield.
Have partners do a speed sort to Have partners do a blind sort. One
20. There was an outcry of protest.
see who is faster. Then have them person reads each Spelling Word
find words with each prefix in the Card while the other sorts it by its Have students self-correct the tests.
week’s reading. Have them record prefix. Have them take turns until
the words they find in their Day 2 all the words are sorted.Then have
pattern sort in their word study partners hunt for more words with
notebooks. each prefix and record the words in
SPELLING T229
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. Are you more adept at writing forms of this week’s words by
multiple-meaning or playing soccer? adding, changing, or removing
based on grade 6 2. What kinds of neighborhoods
reading and content, might the aristocracy live in? ‡ Draw a T-chart on the board.
choosing flexibly from Write aristocracy in the first
3. How would you accomplish a
a range of strategies. column and aristocracies in the
Use context (e.g., collective task with friends?
second column. Read aloud the
the overall meaning 4. When have you shown
of a sentence or words with students.
perseverance?
paragraph; a word’s ‡ Have students share sentences
position or function 5. How might athletes feel when using each word form.
in a sentence) they prevail over their rivals?
as a clue to the ‡ Students can add to the chart
meaning of a word or 6. Who is a prominent person in doing the same for spectators
phrase. L.6.4a your community? and trailblazer and then share
7. What might spectators wear at sentences using the different
Expand vocabulary
by adding inflectional a football game? forms of the words.
endings and suffixes. 8. Who is someone you consider ‡ Have students copy the chart
to be a trailblazer? into their word study notebooks.
Vocabulary Words
adept prevail
aristocracy prominent
COLLABORATE
collective spectators
vie
perseverance trailblazer Re w
ACADEMIC VOCABULARY CONTEXT CLUES
Discuss important academic words. Remind students they may find
‡ Display biography, discrimination, information about a word’s
and competition. meaning by looking for clues
within a sentence.
Define the words and discuss
Go ‡
their meanings with students. ‡ Write: Carlos never gave up, and
Digital ‡ Write biography and
his perseverance paid off.
biographical. Partners look ‡ Have pairs locate clues in the
up and define words with the sentence that help determine
Vocabulary same root. They ask and answer the meaning of perseverance.
questions using the words. ‡ Have students write sentences
Vocabulary ‡ Repeat with discrimination and with the week’s vocabulary and
Activities competition. context clues. Have partners
identify the context clues.
T230 UNIT 3 WEEK 4
WEEK 4
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. You may see spectators at ‡ Tell them to write sentences that the word (e.g., prevail).
a . show what each word means. ‡ In the second square, students
2. The aristocracy was criticized ‡ Provide the Day 3 write their own definition of the
because . sentence stems 1–6 for students word and any related words,
3. The cyclist was very adept needing extra support. such as synonyms (e.g., win,
at . triumph, endure).
4. That teacher played a
students write something they draw an illustration to help them
prominent part in .
learned about accomplishments recall the word (e.g., someone
5. If we prevail, we should . from this week’s words in their cheering a victory).
6. Our collective goal is to . word study notebooks. For
example, they might write about
Display last week’s vocabulary: write nonexamples, including
how perseverance is a necessary
abundant, impoverished, antonyms (e.g., lose, surrender,
ingredient for accomplishment or
sharecropper, solitude, unearthed, give up).
about the role spectators play in
windswept. Have partners ask and
someone’s success.
answer questions using each of
the words.
CONTEXT CLUES SHADES OF MEANING MORPHOLOGY

Remind students to look for Help students generate words Use the word spectators for
clues in nearby sentences to help related to adept. Draw a T-chart. students to learn other words with
them figure out the meaning of Head one column “Accomplished” the same Latin root.
unfamiliar words. and the other “Not Accomplished.” ‡ Have students look up the root
‡ Display Your Turn Practice ‡ Have partners generate words to of spectators. Write spect “see” in
Book pages 133–134. Read the add to the T-chart. Ask students the center circle of a word web.
second paragraph. Model using to use a thesaurus. Examples Write spectators “watchers” in an
context clues to figure out the include: (Accomplished) expert, outer circle.
meaning of untimely. skilled; (Not Accomplished) ‡ Have them add spect words and
‡ Have students complete incompetent, unskilled. their meanings to the web.
page 137. ‡ Ask students to copy the ‡ Have partners discuss the
‡ Students can confirm meanings completed chart into their word meaning of each word in
in a print or online dictionary. study notebooks. the web.
VOCABULARY T231
Approaching Level
Biography
B ey on d Leveled Reader:
Exp ecta tio n Go
by Jane Kelley
Beyond Expectation Digital

Before Reading
Preview and Predict
Biography
Bey ond
PAIRED
A Fair Deal
Exp ecta tion
READ
‡ Read the Essential Question with students: How can one person by Jane Kelley
Leveled Reader
affect the opinions of others? Leveled
LEXILE 830 ‡ Have students read the title and table of contents and preview the Readers
photographs. Ask them to identify the subject of the biography and

OBJECTIVES predict what they might learn about him.
Determine a central
Review Genre: Biography
particular details; Review that a biography is a nonfiction account of a person’s life written
provide a summary of by another person. Although it is nonfiction, a biography may include
fictionalized elements and elements of suspense that help the reader
judgments. RI.6.2 better understand the subject. Have students identify evidence that
Beyond Expectation is a biography.
Analyze how a
paragraph, chapter,
During Reading
overall structure of a Close Reading
to the development of Note Taking: Ask students to use the graphic organizer in the Your
the ideas. RI.6.5 Turn Practice Book, page 132, while they read the selection.
Read on-level text Pages 2–3 Use details to summarize the Introduction. (Jaime Escalante, Use Graphic
with purpose and Organizer
a math teacher, taught his students that they could pass the difficult AP
understanding.
RF.5.4a
calculus test. All 18 students passed with hard work and determination.)
Pages 4–6 What caused Escalante to leave Bolivia? (His wife told him
Read a biography. that there would be greater opportunities for him and their family in
the United States.) What is the effect of his move? (Escalante worked
ACADEMIC many jobs, learned English, attended college, and became a teacher.)
LANGUAGE Pages 7–8 What do you learn in the sidebar on page 7? (what calculus
• summarize, cause,
effect, biography,
is and why Escalante wanted his students to have this skill) Why is this
subject, suspense information in a sidebar instead of in the main text? (The information is
• Cognates: resumir, related to Escalante’s purpose, but it would interrupt the flow of the
causa, efecto, biography if it were included in the main text.)
biografía, suspenso
T232 UNIT 3 WEEK 4

WEEK 4
Pages 9–10 Tell how you would summarize Escalante’s use of sports to
inspire his students. (He approached their training for this opponent Literature
in the same way a sports coach might.) Use context clues to determine Circles
the meaning of contract. (Setting out the rules and Escalante signed the
contract too tell me that a contract is an agreement on rules between
people.) Thinkmark questions to guide
Pages 11–14 With a partner, paraphrase what the text says about the discussion. You may wish to
the effects of Escalante’s work on others. (Many of his students went to have a whole-class discussion
college and have jobs. He inspired others to start AP programs where on what students learned about
how people can affect the
students might not have the chance to take advanced classes. His story
opinions of others from both
also inspired a movie that many people have enjoyed.) selections in the Leveled Reader.
After Reading
Respond to Reading Level
Ana
Analytical
Up
W Write About Reading Check that students include causes from
W
Writing
Chapter
Ch 2 and effects of Escalante’s efforts on his students.
Fluency: Phrasing and Rate

Model Model reading page 4 with appropriate phrasing and rate.
Next, reread the page aloud and have students read along with you.
PA I R E D R E A D THEN pair them with students who have
students
“A Fair Deal” • echo-read the On Level main selection.
• use self-stick notes to mark features of
Make Connections: Write About It biography in the text.
Before reading, ask students to note that Leveled Reader
“A Fair Deal” is also a biography. Then
discuss the Essential Question. After reading, ask students to make
connections between the ways the subjects of Beyond Expectation A C T Access Complex Text
and “A Fair Deal” affected the opinions of others.
including more complex sentence
F structures and specific information.
Students learn how their ideas affect others by
completing the social studies activity on page 20.

Approaching Level
Word Study/Decoding
TIER
D E CO D E O N E  S Y L L A B L E W O R D S
2
OBJECTIVES Remind students that every syllable has a vowel sound. Point out that
I Do
Know and apply a vowel sound can be short or long. Write well on the board and read it
grade-level phonics aloud. Underline the letter e. Point out that in well, the letter e stands for
and word analysis
skills in decoding /e/, a short-vowel sound. Repeat with real, pointing out that in real the
words. RF.5.3 letters ea stand for /ē/, a long-vowel sound.
Decode one-syllable We Do
Write kind, like, just, load, and rip on the board. Model how to decode the
words. 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.
telling whether they are short or long.
You Do
Add these words to the board: safe, lock, dine, meat, pack, and plug.
Have students read each word aloud and identify its vowel sound. Have
them tell if each vowel sound is short or long. Then point to the words in
random order for students to read chorally. Repeat several times.
TIER
BUILD WORDS WITH PREFIXES
2
OBJECTIVES
I Do
Remind students that prefixes are word parts that can be added to the
Use combined beginning of words. Prefixes change the meaning of words, and they also
knowledge of add a syllable to words. Explain that the prefix un- makes a word mean its
all letter-sound
correspondences, opposite. Display the Word-Building Card for un and read it aloud. Then
syllabication patterns, write the word well on the board and read it aloud. Add the prefix un to
and morphology well and model sounding out the new word, focusing on the syllables.
(e.g., roots and
affixes) to read
We Do
Write the words copy, load, real, view, and ripe on the board. Have students
accurately unfamiliar read the words aloud. Next, display the Word-Building Cards for un and re
multisyllabic words
and review their meanings. Work with students to combine the prefixes
context. RF.5.3a with the words on the board. Then have students read the words chorally:
recopy, unload, reload, unreal, review, unripe.
Build words with
prefixes. You Do
Write the words kind, pack, plug, like, and lock on the board. Have students
work with partners to add the prefixes un- and re- to each word. Have
partners practice reading aloud the words with prefixes.
T234 UNIT 3 WEEK 4

WEEK 4
P R AC T I C E W O R D S W I T H P R E F I X E S
OBJECTIVES
I Do
Remind students prefixes are word parts that can be added to the
Use combined beginning of words. Point out that un- and in- are prefixes that add the
knowledge of meaning “not.” Write the word common on the board and help students
all letter-sound
correspondences,
decode the two-syllable word. Add the prefix un- to common and help
syllabication patterns, students decode the new word, stressing the syllables. Point out that the
and morphology pronunciation of the base word does not change when the prefix
(e.g., roots and is added.
affixes) to read
accurately unfamiliar Write the words secure, clear, even, exact, willing, and different. Model how
multisyllabic words We Do
to decode the first word. Then add the prefix in- and guide students in
context. RF.5.3a decoding the new word, insecure. Repeat with the remainder of the words,
adding un- or in- to form the words unclear, uneven, inexact, unwilling, and
Decode words with indifferent.
prefixes.
You Do
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
Something that I like to make is ____. 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
T236 UNIT 3 WEEK 4

WEEK 4
OBJECTIVES
I Do
Display the adept Visual Vocabulary Card. Ask: Who would be an adept
Acquire and use bike rider, someone just learning to ride or someone with lots of experience?
accurately grade- Explain that adept means “very skilled.” Then identify the correct answer.
appropriate general
academic and Display the card for aristocracy. Ask: Would the aristocracy be rich and
words and phrases;
powerful or poor and struggling? Discuss that the aristocracy are a group of
gather vocabulary people who rank above others, so the answer is rich and powerful.
knowledge when
Display the remaining cards one at a time, asking each question below.
or phrase important ‡ Is a collective effort made by one person or by many people?
to comprehension or
expression. L.6.6 ‡ When you show perseverance, do you stick with it or give up?
‡ When you prevail in a competition, do you win or lose?
‡ Does a prominent movie character have a lot dialogue or just a little?
‡ Do the spectators at a football game sit on the field or in the stands?
‡ Does a trailblazer do something dangerous or do something first?
OBJECTIVES
I Do
Use context (e.g., the Reproducibles pages 133–134. Read aloud the second paragraph. Point
overall meaning of a to the word untimely. Explain to students that they can look for clues in
nearby sentences to figure out the meaning of the word.
function in a sentence) Think Aloud I don’t know the word untimely. I see that untimely comes
as a clue to the
meaning of a word or before the word death. If I read on, I learn that “Clemente died at age 38
phrase. L.6.4a in a tragic plane crash.” This sentence makes me think that untimely must
mean “premature” or “before the natural or appropriate time.”
We Do
Ask students to point to the word barriers in the third paragraph. With
students, discuss how to use clues in nearby sentences to figure out the
meaning of the word. Write the definition of the word.
You Do
Have students use context clues to figure out the meanings of
discrimination and rally on page 133 and heritage and integrity on
page 134.
VOCABULARY T237
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that when reading text aloud, it is important to phrase the
I Do
Read on-level prose words. Phrasing words means grouping them together into meaningful
and poetry orally with chunks and then pausing briefly before reading the next chunk of words.
rate, and expression When you read with good phrasing, you increase your rate, or speed.
on successive Read the first paragraph of the Comprehension and Fluency passage on
readings. RF.5.4b Approaching Reproducibles pages 133–134. Tell students to listen for
your rate and your phrasing, including brief pauses and stops.
We Do
after you, using the same phrasing and rate. Explain that you paused
briefly after each phrase and read at a steady rate that was not too fast.
You Do
passage. Remind them to focus on their phrasing and rate. Listen in and,
TIER
IDENTIFY EVENTS
2
OBJECTIVES
I Do
Analyze how a passage on Approaching Reproducibles pages 133–134. Explain that the
particular sentence, paragraph tells about four events in Roberto Clemente’s life: He was born
paragraph, chapter,
or section fits into the in Puerto Rico; He excelled in sports as a young boy; He focused
overall structure of a on baseball in high school; People learned about his talent. Help students
text and contributes recognize that these events are told in the order in which they happened.
the ideas. RI.6.5
We Do
Read the second paragraph in the passage. Help students identify the
events in this paragraph: Clemente got a baseball contract from the
Identify events. Dodgers; He came to the United States; He was traded to the Pirates; He
played for the Pirates for 18 seasons; He died in a plane crash.
You Do
Have partners read the third paragraph. Have them decide if it tells about
additional events in Clemente’s life or if it gives more information about
events already discussed. Partners share their decisions with the class.
T238 UNIT 3 WEEK 4

WEEK 4
R E V I E W T E X T S T R U C T U R E : C AU S E A N D E F F E C T
OBJECTIVES
I Do
Remind students that biographies often explain how certain events
Analyze how a during a person’s lifetime had an effect on other events. When students
particular sentence, read, they should think about how events are related and decide
paragraph, chapter,
which events caused others to happen. Explain that signal words,
overall structure of a such as because, so, due to, and as a result, can help them identify cause-
text and contributes and-effect relationships.
the ideas. RI.6.5
We Do
Read together the first paragraph of the Comprehension and Fluency
passage on Approaching Reproducibles pages 133–134. Model
Identify cause and identifying the two events (stated in the last two sentences) that have
effect.
a cause-and-effect relationship: He stuck with his favorite sport. (cause)
Soon people knew about his talent. (effect)
You Do
Have students read the rest of the passage. Have them work in pairs to
identify and list causes and effects in the passage. Review their work and
help them explain why or how one event causes the other.

Analyze how a Have students choose a biography for sustained silent reading. Remind
paragraph, chapter,
students that:
or section fits into the ‡ thinking about cause-and-effect relationships will help them
overall structure of a understand how events have an effect on other events.
to the development of ‡ summarizing key events in the person’s life will help them understand
the ideas. RI.6.5 which information is most important.
Determine a central
Read Purposefully
it is conveyed through Have students record on Graphic Organizer 85 causes and effects as they
particular details; read independently. After they finish, they can conduct a Book Talk, each
telling about the book that he or she read.
personal opinions or ‡ Students should share their organizers and answer this question: What
judgments. RI.6.2 events in the person’s lifetime caused other important events to happen?
‡ They should share if there were sections they summarized to better
understand what information about the life was most important.
COMPREHENSION T239
On Level
Biography
Exp ecta tio n Go
by Jane Kelley

Before Reading
Preview and Predict
Biography
Bey ond
PAIRED
A Fair Deal
Exp ecta tion
READ
Leveled Reader

OBJECTIVES predict how the subject might affect the opinions of others.
Determine a central
particular details; Review that a biography is a nonfiction account of a person’s life
provide a summary of written by another person. Although it is nonfiction, a biography may
include fictionalized elements and elements of suspense that help the
judgments. RI.6.2 reader better understand the life of the subject. Have students identify
evidence that Beyond Expectation is a biography.
Analyze how a
paragraph, chapter,
During Reading
Read on-level text Pages 2–3 Describe how the writer incorporates suspense into the end Use Graphic
of the introduction. (The introduction tells me that Escalante’s students
understanding.
RF.5.4a
had to go up against the sponsor of the test but doesn’t tell me what
happened. The suspense makes me want to find out how the students
Read a biography. became successful.)
Pages 4–6 Why did Escalante leave Bolivia despite having little money
ACADEMIC or English skills? (His wife convinced him that there would be greater
LANGUAGE opportunities in the United States.) What was the result? (He had a
• summarize, cause, number of jobs, studied English, and eventually became a teacher.)
effect, biography,
subject, suspense Pages 7–10 Explain how you used context clues to determine the
• Cognates: resumir, meaning of inspire in the last paragraph on page 8. (Escalante wanted
causa, efecto, to inspire students. He thought they might “work harder” if they were
biografía, suspenso reminded that athletes work hard so they would become “more than
spectators.” Inspire means “to motivate or encourage.”)
T240 UNIT 3 WEEK 4

WEEK 4
Pages 11–13 What purpose does the sidebar on page 11 serve? (The
sidebar tells about how Escalante improved his students’ diets. The Literature
information is not directly related to his experiences teaching calculus Circles
but is about how he helped kids and is more appropriate for a sidebar.)
Page 14 Summarize the effects Escalante’s actions had on others. literature circle using the
(Escalante’s work inspired writers and filmmakers to share his story and Thinkmark questions to guide
motivated schools to start their own AP programs for students who the discussion. You may wish to
might not otherwise have taken advanced classes. Even after his death, have a whole-class discussion
he was praised for his ability to motivate students to succeed despite on what students learned about
challenges they might face.)
After Reading
Level
Respond to Reading
Up
Evidence Questions on page 15. Biography
Ana
Analytical
Be yon d
W
Writing
Ex pectation
by Jane Kelley
causes that led to Escalante’s responses to the principal and the effects
Biography
of the methods Escalante used to motivate his students. Be yon d

Ex pectation
by Jane Kelley
Fluency: Phrasing and Rate P

PAIRED
PAI
READ
REA
RE AD A Fair Deal
De

Next, reread the page aloud and have students read along with you. PAIRED
A Fair Deal
READ
Biogra
B iograp
phy
hy
Compare Texts Bee y ond
BBey answered the questions
Read about a woman who convinced workers they
Exxp
EExp
could fight for fair pay.
PA I R E D R E A D A Fa ir Dea l
x pe
xpe
p ec
eecta
c tion
by JJan
a n e Kel ley
Immigrant workers at a pecan factory in Texas in 1938
earned their living shelling the nuts by hand. The dust from
the shells often made them sick. They were paid only five cents
students
a pound for the shelled pecans and even less if the kernels
were broken.
Then the company cut the workers’ pay to three cents a
pound. The workers earned barely enough to survive. They
“A Fair Deal”
didn’t know what to do. Many planned to just keep working,
• partner-read the Beyond Level main

but others wanted to fight the decision to cut their pay. They
turned for help to the woman known as La Pasionaria de Texas,
“the passionate woman of Texas.” Though she was only 22,
Emma Tenayuca had already made a name for herself. She was
always willing to speak up for people in trouble.
selection.
Tenayuca was born in San Antonio in December 1916.
As a teenager during the Great Depression, she listened to the
men in the town square talking about politics and complaining
about conditions. She also found inspiration in the books
she read and learned the power of voicing her beliefs about
PAIRED

workers’ rights.
READ A Fair Deal
• pause to identify key events and

Foodcollection
16
&9B&5B/5B*B8:
/ 2
LQGG
Before reading, ask students to note that summarize them in their own words.
Leveled Reader
“A Fair Deal” is also a biography. Then • determine causes and their effects, noting
discuss the Essential Question. After reading, ask students to make how an effect can also be a cause.
connections between the ways the subjects of Beyond Expectation and
“A Fair Deal” affected the opinions of others.
The Beyond Level challenges students
F by including more complex sentence
Students learn how their ideas affect others by structures and specific vocabulary.
ON LEVEL T241
On Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the key selection words adept,
I Do
Acquire and use aristocracy, collective, prevail, prominent, and spectators. Point to each word,
accurately grade- read it aloud, and have students chorally repeat it.
appropriate general
academic and Ask: Would an adept soccer player most likely have been playing the game for
words and phrases;
a long or short amount of time? Help students recall that adept means “very
gather vocabulary skilled,” so someone who is adept would have been playing for a long time.
knowledge when
Have pairs choose the correct answer and explain their choice.
or phrase important ‡ Would the aristocracy live a life of poverty or privilege?
to comprehension or
expression. L.6.6 ‡ Does a collective agreement involve many people or just two people?
‡ If you wanted to prevail in a situation, would you try hard or give up?
‡ If something is prominent, is it easily overlooked or easily noticed?
‡ Do spectators watch a football game or play in a football game?
OBJECTIVES
I Do
Remind students that they often can define an unknown word by using
Use context (e.g., the context clues in nearby sentences. Use the Comprehension and Fluency
overall meaning of a passage on Your Turn Practice Book pages 133–134 to model.
a word’s position or Think Aloud I want to know what untimely means. When I read the next
as a clue to the
sentence, I learn that Clemente was only 38 when he died. That’s a young
meaning of a word or age to die, so I think untimely means “before the natural or proper time.”
phrase. L.6.4a
We Do
Have students read the next paragraph, where they encounter barriers.
Have them figure out the definition by looking for context clues in nearby
sentences. Point out clues, such as “had been played mostly by white men”
and “paved the way for other Latinos.”
You Do
Have students use context clues to determine the meanings of the words
discrimination on page 133 and heritage and integrity on page 134, as they
read the rest of the passage.
T242 UNIT 3 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
I Do
Remind students that biographies are often organized in a way that
Analyze how a shows how some events influence other events or cause them to happen.
particular sentence, Thinking about cause and effect will help students understand the
paragraph, chapter,
relationship between events and ideas in a text.
text and contributes We Do
Have a volunteer read the first page of the Comprehension and Fluency
to the development of passage on Your Turn Practice Book pages 133–134. Direct students
the ideas. RI.6.5 to the third paragraph and have them identify the events that caused
Clemente to be “an American success story.” Using this sentence frame can
help them identify those events: Clemente was an American success story
because ___.
You Do
Have partners identify cause-and-effect relationships as they read the rest
of the passage.

Analyze how a Have students choose a biography for sustained silent reading.
paragraph, chapter, ‡ Before they read, have students preview the book, reading the title and
or section fits into the viewing any photographs or illustrations.
text and contributes ‡ As students read, remind them to think about cause and effect and to
to the development of summarize key events to help them understand which information is
the ideas. RI.6.5 most important.
Determine a central
Read Purposefully
it is conveyed through Encourage students to read books about the lives of people who
particular details; overcame different kinds of obstacles to achieve their goals.
the text distinct from ‡ As students read, have them fill in causes and effects on Graphic
personal opinions or Organizer 85.
judgments. RI.6.2
Beyond Level
Biography
Exp ecta tio n Go
by Jane Kelley

Before Reading
Preview and Predict
Biography
Bey ond
PAIRED
A Fair Deal
Exp ecta tion
READ
Leveled Reader

OBJECTIVES predict how the subject might have affected the opinions of others.
Determine a central
particular details; Review that a biography is a nonfiction account of a person’s life
provide a summary of written by another person. Although it is nonfiction, a biography may
include fictionalized elements and elements of suspense that help the
judgments. RI.6.2 reader better understand the life of the subject. Have students identify
evidence that Beyond Expectation is a biography.
Analyze how a
paragraph, chapter,
During Reading
Read on-level text Pages 2–3 How does the introduction provide you with a purpose for Use Graphic
reading? (It sets an exciting scene with students and Escalante waiting
understanding.
RF.5.4a
for the test results and suggests that they had more to overcome with
the testing service, making me want to read on to find out what led up
Read a biography. to this scene and what happened after.)
Pages 4–6 Turn to a partner and discuss what caused Escalante to leave
ACADEMIC Bolivia. (His wife convinced him that there were more opportunities for
LANGUAGE him and his family in the United States.) From what you read, paraphrase
• summarize, cause, the effect of moving to the United States on Escalante. (He had little
effect, biography,
money and spoke no English when he came to the United States. He
subject, suspense
worked at many jobs, learned English, and attended college to first
• Cognates: resumir,
causa, efecto, become a technician and then to become a teacher.)
biografía, suspenso
T244 UNIT 3 WEEK 4

WEEK 4
Pages 7–10 Why was treating math as if it were a sport a successful way
to inspire students to study math and prepare for the calculus test? (The Literature
students liked sports and could relate to prominent athletes. When Circles
Escalante turned the test into an opponent, he created a goal for math
athletes to work toward and turned them into a team. Students also
better understood math concepts when sports examples were used.) Thinkmark questions to guide
Pages 11–14 How can you use context in the second paragraph on the discussion. You may wish to
page 11 to determine the meaning of principles? (The text says that have a whole-class discussion
principles are something Escalante “kept to” and mentions a rule with on what students learned about
the word “allowed.” This leads me to think that principles must be
important personal rules or beliefs.) selections in the Leveled Reader.
After Reading
Respond to Reading
Ana
Analytical
W Write About Reading Check that students identify how Escalante
W
Writing
inspired
i i his students and the effects his actions had on his students.

Gifted and Talented
to analyze the risks Jaime
Biogra
B iograp
phy
hy
Escalante and Emma Tenayuca
Compare Texts
Read about a woman who convinced workers
BBey
Be
e y ond took in order to accomplish a
EExxpe
Exp goal and stand up for what they
they could fight for fair pay.
PA I R E D R E A D A Fa ir Dea l
x pe
p ec
eecta
c tion
by JJan
a n e Kel ley
Immigrant workers at a pecan factory in Texas in 1938
earned their living shelling the nuts by hand. The dust from the
shells often made them sick. They were paid only five cents a
believed in. Have them create a
pound for the shelled pecans and less if the kernels were broken.
Then the company cut the workers’ pay to three cents a
pound. The workers earned barely enough to survive. They
didn’t know what to do. Many planned to just keep working,
two-column chart and list the
“A Fair Deal”
but others wanted to fight the decision to cut their pay. They
turned for help to the woman known as La Pasionaria de Texas,
“the passionate woman of Texas.” Though she was only 22,
Emma Tenayuca had already made a name for herself. She was
always willing to speak up for people in trouble.
risks each person took. Then have
Tenayuca was born in San Antonio in December 1916.
As a teenager during the Depression, she listened to the men
in the town square talking about politics and complaining
about conditions. She also found inspiration in the books
she read and learned the power of voicing her beliefs about
students write about whether
or not they think the outcomes
workers’ rights.
Make Connections: Write About It PAIRED

READ A Fair Deal
Foodcollection
16
Before reading, students should note

&9B&5B/5B*B8:
/ %
LQGG
in each case made the risks

Leveled Reader worthwhile. Remind them to use
that “A Fair Deal” is a biography. Then
discuss the Essential Question. After reading, ask students to make evidence from the text to support
connections between the ways the subjects of Beyond Expectation and their opinions.
“A Fair Deal” affected the opinions of others.

F
S
Students learn how their ideas affect others by
BEYOND LEVEL T245

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the words
Model
Acquire and use perseverance and trailblazer. Write social studies-related sentences on the
accurately grade- board using the words.
appropriate general
academic and Write the words scholarship and certification on the board and discuss
domain-specific
words and phrases;
the meanings with students. Then help students write sentences using
knowledge when
Have students work in pairs to review the meanings of the words prevail
or phrase important and adept. Then have partners write sentences using the words.
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Read aloud the third paragraph of the Comprehension and Fluency
sentence or paragraph; Think Aloud I’m not sure what dominated means. I can tell from the
a word’s position or sentence that white men dominated the sport. As I read on, I learn that
as a clue to the
other Latinos had a chance to compete. I think dominated must mean
meaning of a word or “controlled.”
phrase. L.6.4a With students, read the fourth paragraph in the passage. Help them figure
out the meaning of discrimination.
Apply
Have pairs of students read the rest of the passage. Ask them to use
context clues to determine the meanings of heritage, powerhouse, and
integrity on page 134.
Gifted and Synthesize Have partners discuss what they’ve learned by exploring and
Talented
answering this week’s Essential Question. Then have them use the words
perseverance and trailblazer to write a response to the question as it relates
to Roberto Clemente and the Comprehension and Fluency passage.
T246 UNIT 3 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
Model
Remind students that biographies often explain how events during a
Analyze how a person’s lifetime had an effect on other events. Thinking about cause
particular sentence, and effect as they read and trying to understand how certain events
paragraph, chapter,
influence other events will help students see how information and ideas
overall structure of a are connected.
to the development of Have students read the first page of the Comprehension and Fluency
the ideas. RI.6.5 passage on Beyond Reproducibles pages 133–134. Ask open-ended
questions to facilitate discussion, such as Which events caused Clemente
to become a major league baseball player? Students should support their
responses with text evidence.
Apply
Have students note causes and effects as they read the rest of the passage
independently and fill in Graphic Organizer 85. Then have partners use
their organizers to write a summary of the life of Roberto Clemente.

Analyze how a Have students choose a biography for sustained silent reading.
paragraph, chapter, ‡ As students read, have them fill in Graphic Organizer 85.
‡ Remind them to summarize key events as they read to help
text and contributes them understand which information about the person’s life
to the development of is most important .
the ideas. RI.6.5
Read Purposefully
Determine a central
idea of a text and how Encourage students to keep a reading journal. Ask them to read different
it is conveyed through biographies that show what it takes to overcome obstacles and change
particular details; people’s attitudes.
the text distinct from ‡ Students can write summaries of the books in their journals.
‡ Ask students to share their reactions to the books with classmates.
judgments. RI.6.2
Talented
relate to the Weekly Concept of milestones. Have students compare
the barriers and challenges that the subjects of their biographies had
to overcome and how they influenced the opinions of others with the
experiences of Marshall Taylor in Major Taylor.
Shared Read Go
Marian Anderson: Struggles Digital
and Triumphs
Before Reading
of her time.

Build Background
208 209
208_211_CR14_SI6_U3W4_MR_118711.indd
208 211 CR14 SI6 U3W4 MR 118711 indd 208 12/14/11
208_211_CR14_SI6_U3W4_MR_118711.indd
10:15
211 CR14
AM SI6 U3W4 MR 118711 indd 209 12/14/11 9:42 AM
Reading/Writing View
Workshop Read the Essential Question: How can one person affect the opinions of “Marian
Anderson:
others? Struggles
OBJECTIVES ‡ Explain the meaning of the Essential Question, including the and
Triumphs”
Determine a central vocabulary in the question: When someone affects the opinions of
others, that person does something that causes people to think about an
particular details; issue or a situation in a particular way.
provide a summary of ‡ Model an answer: A boy noticed a lot of litter in the park across from
his house. There was too much for one person to pick up so he talked
judgments. RI.6.2 to his class at school about how fun the park would be if the park was
clean. Over the weekend, students from his class met in the park and
Determine the
meaning of words together they picked up all of the trash. Now the entire community
and phrases as they believes it is important to keep the park litter free.
are used in a text,
‡ Ask students a question that ties the Essential Question to their own
including figurative,
connotative, background knowledge: How has someone in your life affected how
and technical you thought about something? Did they change your opinion? Turn to a
meanings. RI.6.4 partner and explain. Call on several pairs.
LANGUAGE During Reading

OBJECTIVE
Recognize cause-and- Interactive Question-Response
effect relationships in
a text. ‡ Ask questions that help students understand the meaning of the text
after each paragraph.
ACADEMIC ‡ Reinforce the meanings of key vocabulary.
LANGUAGE ‡ Ask students questions that require them to use key vocabulary.
• cause, effect, context,
summarize ‡ Reinforce strategies and skills of the week by modeling.
• Cognates: causa,
efecto, contexto,
resumir
T248 UNIT 3 WEEK 4

WEEK 4
Page 209 Change Did Not Come Easily

What event caused Eleanor Roosevelt to resign from
A Voice of Great Promise the DAR and led to Marian singing at the Lincoln
Paragraph 1 Memorial? (Marian’s manager, Sol Hurok, wanted
Reread the last two sentences together. What was her to sing at Constitution Hall, but he was told no
Marian Anderson’s dream? (to become a singer) dates were available although they continued to
book white singers.)
Paragraphs 1–2 Page 211
Explain and Model the Strategy Summarizing
the text can help you remember key events. Paragraph 1
Remember the purpose of this biography is to tell Have students choral read the last three sentences
how Anderson became a great singer. Help students in the paragraph with you, emphasizing the
summarize the key events in these paragraphs. dilemma Marian faced and the conversational
(Anderson couldn’t attend music school because style of the writing.
of her race. She received money to study with a
famous voice teacher. She won a contest and sang Paragraph 3
with the New York Philharmonic orchestra.)
Explain and Model Context Clues Show Work with a partner to find context clues
how rejection is defined by what happened in in nearby sentences that help you figure out the
paragraph one, which shows that the meaning of meaning of the word acknowledgment. (The
rejection is “being turned away” or “being denied context clues “invited Marian to sing” in the
something.” previous sentence and “applauded” in the next
sentence help me think acknowledgment means
Page 210 something like “recognition” or “honor.”)
To Europe—And Back Again Paragraph 4

Have students echo read the last sentence in
Paragraphs 1–2
the final paragraph after you, emphasizing
Explain and Model Cause and Effect I know
the triumphant quality of the conclusion. How
from the preceding paragraphs that Marian’s
did Marian Anderson shatter racial barriers? (by
unsuccessful performance in New York caused her
continuing to sing despite racism)
to go to Europe to try to pursue a career there. I learn
from this paragraph that having Sol Hurok become
her manager helped to cause her to come back to After Reading
the United States.
Make Connections
Paragraph 3 ‡ Review the Essential Question.
Turn to a partner and talk about what it ‡ Have students complete ELL Reproducibles
must have felt like to sing in a concert hall but not be pages 133–135.
able to eat in certain restaurants or check into many
of the hotels.


Biography
Exp ecta tio n Go
by Jane Kelley

Before Reading
Preview
Biography
Bey ond
PAIRED
A Fair Deal
Exp ecta tion
READ
‡ Read the Essential Question: How can one person affect the opinions by Jane Kelley
Leveled Reader
of others? Leveled
LEXILE 820 ‡ Refer to Being the First: How can reaching a milestone affect the Readers
thoughts and actions of those who witness it?

OBJECTIVES
‡ Preview Beyond Expectation and “A Fair Deal.” Our purpose for reading
Determine a central
idea of a text and how is to see how a person’s accomplishments can have an affect on others.
particular details; Vocabulary
Use the Visual Vocabulary Cards to preteach the ELL vocabulary:
personal opinions or aptitude, expectations, inspire. Use the routine found on the cards. Point
judgments. RI.6.2 out the cognates: aptitud, expectativas, inspirar.
Analyze how a
paragraph, chapter,
During Reading
or section fits into the Interactive Question-Response
text and contributes Note Taking: Have students use the graphic organizer on ELL
to the development of Reproducibles page 132. Use the questions below after each page is
the ideas. RI.6.5 read with students. Use the glossary definitions to define vocabulary in Use Graphic
Read on-level prose context and visuals to help students understand key vocabulary. Organizer
accuracy, appropriate Pages 2–3 Read the first page of the introduction chorally. Mr.
rate, and expression Escalante had high expectations, or hopes, for his students. What was the
on successive expectation he had for his students? (to pass the AP calculus exam)
readings. RF.5.4b
Pages 4–6 Do you think the fact that Mr. Escalante’s parents were
teachers had an effect on him becoming a teacher? What helped Mr.
ACADEMIC Escalante when he moved to the United States? (ganas/the desire to
LANGUAGE succeed)
• summarize, cause,
effect, biography Pages 7–10 Reread the text and discuss the following questions with
• Cognates: resumir, a partner: Why did Mr. Escalante think students were not doing well? (No
causa, efecto, one expected them to prevail or succeed.) Why did Mr. Escalante think
biografía
success in calculus was important for his students? (If they succeeded in
calculus, they could succeed in other things in life.)
T250 UNIT 3 WEEK 4

WEEK 4
Pages 8–11 Point out the sidebar on page 11. Explain that nutrition
is the process of using food to be healthy. What cause and effect Literature
relationship discussed here helps you understand why Mr. Escalante cared Circles
about what his students ate? (poor nutrition causes poor performance)
Pages 12–14 Summarize the text on these pages to help you answer literature circle using the
the following questions: Why were students upset with the ETS? (The Thinkmark questions to guide
ETS thought the students had cheated.) What happened when student the discussion. You may wish to
retook the test? (They passed again.) What effect did Mr. Escalante’s have a whole-class discussion
success have? (it inspired articles, books, a movie, and other schools to on what students learned about
offer Advanced Placement classes)
After Reading
Level
Respond to Reading Revisit the Essential Question. Ask partners to
answer the Text Evidence Questions on page 15. Support students as
Up
necessary and review all responses as a group.
Ana
Analytical
W W
Write About Reading Check that students understand the
Writing
causes that led to Escalante’s responses to the principal and the effects
of the methods Escalante used to motivate his students.

PA I R E D R E A D THEN pair them with students who have
proficiently read the On Level and have ELL
students
“A Fair Deal” • echo-read the On Level main selection
with their partners.
Make Connections: Write About It • list words with which they have difficulty.
Leveled Reader
Before reading, ask students to note that • discuss these words with their partners.
“A Fair Deal” is also a biography. Then discuss the Essential Question.
After reading, ask students to make connections between the ways the
subjects of Beyond Expectation and “A Fair Deal” affected the opinions

of others.
The On Level challenges students with

F complex sentence structures and
S
Students can extend their knowledge of how ideas can specific information to connect ideas.
affect other’s opinions by completing the social studies

Vocabulary
OBJECTIVE Preteach vocabulary from “Marian Anderson: Struggles and Triumphs,”

I Do
Acquire and use following the Vocabulary Routine found on the Visual Vocabulary Cards
accurately grade- for the words adept, aristocracy, collective, perseverance, prevail, prominent,
appropriate general
academic and spectators, and trailblazer.
domain-specific
After completing the Vocabulary Routine for each word, point to the
gather vocabulary word on the Visual Vocabulary Card and read the word with students. Ask
knowledge when students to repeat the word.
considering a word
or phrase important
You Do
Have students work with a partner to write their own definition for two or
to comprehension or more words.
expression. L.6.6
LANGUAGE Provide students the Ask students to write a Challenge students to
OBJECTIVE sentence frame: The definition and a sentence write a definition and a
Use vocabulary words. meaning of ___ is ___. for four words. sentence for every word.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary. The words can be reviewed over a
I Do
Acquire and use few days. Read each word aloud, pointing to it on the Visual Vocabulary
accurately grade- Card, and have students repeat. Use the Routine on the back of each card.
appropriate general
academic and Play “I’m Thinking . . .” giving clues for one of the words. Clues may be
words and phrases;
related words or antonyms, for example, I’m thinking of a word that means
gather vocabulary the opposite of dark. Have students name the word and use it in a sentence.
knowledge when
Have small groups continue the game. Group members take turns giving
or phrase important clues for one of the words and the other members must guess the word.
to comprehension or The student who guesses correctly uses the word in a sentence.
expression. L6.6
LANGUAGE Help students say and Have students write Ask students to write a
OBJECTIVE define each correctly a sentence using the definition and a sentence
Use vocabulary words. guessed word. correctly guessed word. for each guessed word.
T252 UNIT 3 WEEK 4

WEEK 4
OBJECTIVES Read aloud the second paragraph of the Comprehension and Fluency
I Do
Use context (e.g., the passage on ELL Reproducibles page 133, while students follow along.
overall meaning of a Point to the word untimely. Tell students that they can use context clues in
the same or nearby sentences to help them figure out the word’s meaning.
as a clue to the
Think Aloud I’m not sure what untimely means, but I see a context
meaning of a word or clue in the sentence. When I read that Roberto Clemente died “at age 38
phrase. L.6.4a in a tragic plane crash,” I realize that he died young, before his time. So,
untimely must mean “before the natural time.”
LANGUAGE Have students point to the word discrimination in the next paragraph.
OBJECTIVE We Do
Use context clues.
Help them find the context clues for the word in a subsequent sentence:
“laws that separated blacks and whites.” Write the definition on the board.
You Do
Using context clues, have partners write a definition for rally in the first
paragraph on page 134.

Help students locate the Ask students to read aloud Have students explain
context clues. Have them the context clues on the how the context clues
use this frame for writing: page, as well as their helped them define the
Rally means ___. definition for the word. word.
OBJECTIVES
I Do
List academic vocabulary and high-frequency words from “Marian
Acquire and use Anderson: Struggles and Triumphs”: lacking, prejudice, resigned; and
accurately grade- Beyond Expecation: complex, examination, frustrated. Define each word for
appropriate general
academic and
students: Lacking means “to be needing” or “missing something.”
domain-specific
We Do
Model using the words for students in a sentence: Emma was not lacking
words and phrases;
gather vocabulary any books, her shelves were filled. Some critics found her performance to be
knowledge when “lacking.” Then provide a sentence frame and complete it with students:
considering a word The small house was lacking .
or phrase important
to comprehension or
You Do
Have pairs make up their own sentence frames to complete with the class.
expression. L.6.6
LANGUAGE Help students 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.
and high-frequency words.
VOCABULARY T253

Writing/Spelling
W R I T I N G T R A I T: V O I C E
OBJECTIVES Explain that the way a writer presents information creates a style and tone.
I Do
Produce clear Information can, for example, be presented with dialogue or descriptive
and coherent language (style) and seriously or humorously (tone). Style and tone helps
writing in which
the development, to engage the reader. Read the Expert Model passage aloud as students
organization, and follow along. Note the conversational style and tone.
style are appropriate
to task, purpose, and We Do
Reread the third paragraph from “Marian Anderson: Struggles and
audience. W.6.4 Triumphs” as students follow along. Discuss with students how the use of
Maintain consistency dialogue in this paragraph contributes to the style and tone of the text.
in style and tone.
L.6.3b You Do
Have pairs write a paragraph about something that happened in their life.
Have them use dialogue in their writing to create a conversational style
and tone. Edit each pair’s writing. Then ask students to revise.
LANGUAGE
Write with an
individual style and Have students copy the Have students revise, Have students revise to
tone. edited paragraph. adding elements that enhance style and tone
enhance tone and style. and edit for errors.
SPELL WORDS WITH PREFIXES
OBJECTIVES Read aloud the Spelling Words on page T228, stressing the prefix and then
I Do
Demonstrate the base word. Point out that each word is made up of a prefix attached to
command of the a word that can stand on its own.
conventions of
punctuation, and
sentence, read the underlined word slowly, separating the word parts.
spelling when writing. Have students repeat after you and write the word.
You Do
LANGUAGE
Spell words with
prefixes. Have students copy the After students have Have students create ways
correctly spelled words corrected their words, to remember the spellings
and say the words aloud. have pairs quiz each other. of a few of the words.
T254 UNIT 3 WEEK 4

WEEK 4
Grammar
LINKING VERBS
OBJECTIVES Remind students that linking verbs link the subject of a sentence with
I Do
Demonstrate an adjective or a noun. Write on the board: Bicycles are a thrifty means of
command of the transportation. Read the sentence aloud and explain that bicycles is the
conventions of
standard English
subject of the sentence; a thrifty means of transportation is a noun phrase
grammar and usage that describes bicycles. Underline are and tell students that are is the
when writing or linking verb that connects the two.
speaking. L.6.1
We Do
Write the sentence frames below on the board. Explain that each sentence
is missing a linking verb. Ask students to suggest a linking verb to
LANGUAGE
OBJECTIVE complete each sentence. Remind students that forms of be, including is,
Write sentences with are, was, and were are the most common linking verbs, but seem, appear,
linking verbs. look, taste, and feel are also linking verbs.
Grades K-6
Those pillows too soft.
Language This hamburger delicious.

Transfers
Handbook
My little brother unhappy and disappointed.
That math test very hard.
Language Transfers
You Do
Brainstorm sentence subjects with students. Then have students think of
Handbook
an adjective or a noun phrase to describe each subject. Have partners add
Speakers of Cantonese, a linking verb and write the complete sentence.
Haitian Creole, Hmong,
and Vietnamese may Beginning Intermediate Advanced/High
have difficulties with
linking verbs. Reinforce Have students copy their Ask students to rewrite Have students write
the need for a linking sentences and underline one of the sentences sentences in which the
verb between subject the linking verb in each replacing a form of be with linking verb is a form of
and an adjective or one. Read sentences aloud a different linking verb. be and then rewrite them
noun. for students to repeat. using another linking verb
in its place.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Text Structure: Cause and Context Clues: Paragraph Writing About Text RI.6.3,
Effect RI.6.3, RI.6.5 Clues L.6.4a RI.6.5, W.6.9b
Grade 6
Assessment Includes
Weekly
Grades 1-6
Fluency
following schedule:
State Standards
T256 UNIT 3
WEEK 4
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 76–78 on Cause and Effect
multiple-choice items from the Tier 2 Comprehension Intervention
COMPREHENSION
Students answer 0–6 . . . assign Lesson 142 on Using Paragraph

VOCABULARY multiple-choice items Context Clues from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 76–78 on Cause and Effect
“3” on the constructed and/or Write About Reading Lesson 200 from
WRITING responses . . . the Tier 2 Comprehension Intervention Online
PDFs.

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
TEACH MODEL
TEACH AND MODEL

advocates Shared Read “Is Your City Green?” 222–229
commonplace Genre Informational
Lexile 1060L
designate
initial
insulation
invasive Comprehension Strategy ..................... Ask and Answer Questions, T274–T275
irrational Comprehension Skill .............................. Main Idea and Key Details, T276–T277
Genre ............................................................. Expository Text, T278–T279
optimal
Vocabulary Strategy ............................... Synonyms and Antonyms, T280–T281
Writing Traits .............................................. Ideas, T286–T287
Grammar Handbook............................... Irregular Verbs, T290–T291
Go
Digital
T258 UNIT 3 WEEK 5

A GREENER FUTURE
Essential Question
What steps can people take to
promote a healthier environment?
WEEK 5
APPLY WITHAPPLY
CLOSE READING
Complex Text
PAIRED
READ
Stewards of the Environment, 250–253 “Modern Transit for an Ancient City,”
Genre Informational Article 254–255
Genre Persuasive Article
Lexile 990L
Lexile 1070L
Differentiated Text


Stick Insects: Hidden Worlds:
Masters of Defense Looking Through
Genre a Scientist's
Microscope
Expository Text
Genre

TEACH AND MANAGE
How You Teach

A Greener Future “Is Your City Green?” Stewards of the
Minilessons Environment
Ask and Answer Questions, Main Idea “Modern Transit for an
and Key Details, Expository, Synonyms Ancient City”
and Antonyms, Writing Traits
Reading/Writing Literature
Workshop Anthology
Reading/Writing Workshop 222–231 250–255
218–219


Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Main Idea and Key Details -ion and -tion
Fluency
Writing Science
Opposing Claims and Changes to Air, Water, and
Counterarguments Resources Affect Living
Organisms
Independent
Practice Go Digital


pp. 143–145
Comprehension
Genre, p. 146
Phonics/Word Study
Phonics, p. 148
Grammar
Spelling/Word Sorts
Listening Library
16 Unit 3 • Week 5 • A Greener Future Contracts
Goo On
O nl
nl
Le
Le
ev
vel Activities
Leveled Wr
Writer's Workspace
Digitall

WEEK 5
Leveled Readers Develop a Research Plan, T284

Informationa
l
Text Connections
Weekly ent
Article
A WORLDRRLD Compare A Greener Future,

l l
Informationa Informationa
Assessm
Article Article
A WORLD TEO
OF WAAW
l
Informationa
Article
OF WATER OF WATWERORLD T285

OF WATER
una
by Carly Sch
Core
the Common
una una Assessing dards
by Carly Sch by Carly Sch State Stan
by Carly Sch
una Write About Reading TE
PRINT TEMPLA
Ana
Analytical
W
W
PAIRED
READ
Taking Actio
n Weekly Assessment
PAIRED
READ
Taking Actio
n PAI ED
AIRED
PAIRE
REA
R D
EAD
D Taking Actio
n
PAIRED Taking Actio

n
169–180
READ


5
( More
15 Activities
on back
Ideas: Arguments
Interactions on Earth
WRITING
Read Jaci’s case for recycling. Does she
present both sides of the argument?
SCIENCEE
The water cycle is an ongoing interaction between Revise the piece. Add at least two
Earth’s hydrosphere and atmosphere. opposing claims and counterarguments. COLLABORATE
COLLABORATE Use the Internet to learn about
the water cycle. What are its phases?

a
Whe s someone carrying
se
Whenn I see
G
.
Write the steps you could take to
tic bottle of w ater, I get really mad
wat
conduct an experiment that shows
the processes of evaporation and
plasstic
9
Some people say wat
er bottles are conv
ld stop buying them.
enient,
12 condensation. Use only a clear

plastic jar with lid, sand, a
but I think people shou
Trucks give off a lot
of pollution when they
sunny spot, and water.
You need
20
Minutes carry bottled water Main Idea and Key Details
M
bottles are not recycled
to stores. Most plastic
. They end up in You need
20
Minutes
Context Clues
› or as garbage in the streets or ocea
n.
›
READING
Predict how long it will take Internet or science land fills le pen or pencil
water in a metal bott
to demonstrate the two references People should put tap
tic bottled water. This paper ›
PHONICS/W0RD STUDY
To find
water the
cycle meaning
phases. Howof an unfamiliar word, look instead of buying plas
in nearby
would sentences
you measure
paper, pens or
andfor synonyms or antonyms
pencils
› will help keep our plan
et clean. Choose an informational text you have
of theyour
record word, words that signal a cause-and-effect
results? read recently. Reread it to find answers to
relationship, or comparisons being made between any questions you may still have about it.
the word and a idea that is familiar to you. 5
Go
G oD
Digital!
COLLABORATE Use text features, such as
Along the coast, and COLLABORATE Read the passage at left. Copy 15 headings, to identify how the text is
Go
G oD
Digital!
ig i t a l ! www.connected.mcgraw-hill.com • Research and Inquiry • Grade 6
divided into sections. Then, for each
set among modern, upscale any words that are unfamiliar to you. 005_CR14_NA_ACW_6_119294.indd 5A
section, use a Main Idea and Key 3/19/12 5:16 PM
businesses, are ramshackle Name of Text: Details chart to help you identify
015_CR14_NA_ACS_6_119294.indd 15A
and outdated buildings Use the strategies described above 3/19/12 9:08 AM
the main idea of each section.
that were once factories. to help you find the meanings of the Section Main Idea 25
Minutes
Some of them have been unfamiliar words. Describe in writing On a two-column chart like You need
renovated to become how you used the context clues. the one shown, make a list
residences. As a result,
20
Minutes of all the sections in the text. › informational text
many interiors have been Choose a difficult passage from You need Then write the main idea of
each section. Discuss how
› paper,
or pen
pencils
renewed, while the exteriors a selection you recently read. › reading selection the main ideas are related.
remain pieces of history. Follow the same procedure as
you did for the passage at left. › paper, pencil, pen
9
Go
G oD
Digital!
12
Go
G oD
Digital!
009_CR14_NA_ACR_6_119294.indd 9A 3/19/12 8:47 AM
012_CR14_NA_ACP_6_119294.indd 12A 3/19/12 5:34 PM

Write to Sources
and Research
Main Idea and Key Details, T276–T277
Analyze to Inform/Explain, T285
Comparing Texts, T297, T305,
T309, T315
Main Idea and Key
Predictive Writing, T281A Details, p. 253
Main Idea and Key

Details, pp. 143–145
Go Genre, p. 146
Digital
Analyze to Inform,
Leveled Readers p. 149
Whiteboard Main Idea and Key Your Turn Practice Book
Details

28
Go
Argument Essay, T350–T355
Go
Digital
Argument: Argument Essay
h Edition
di i Argument Essay, Card 28 Multimedia Presentations

WEEK 5
Writing Trait: Ideas
Arguments, T286–T287
Ideas: Arguments,
pp. 230–231
Go Ideas:
Digital Ideas: Arguments,
Arguments,
Card 5 p. 150
Interactive

Go
Digital
Grammar
Irregular Verbs, T290–T291 Irregular Verbs
Spelling
Suffixes -ion and -tion, T292–
T293
S
Suffixes -ion
Go aand -tion
Digital
Interactive

READING
Build Background A Greener Future, T266– Comprehension
T267 • Strategy: Ask and Answer Questions, T274–T275
Teach, Listening Comprehension Interactive Read
• Skill: Main Idea and Keyy Details, TT276–T277
A
Writing
W
Model Aloud: “Away with E-Waste!” T268–T269 • Genre: Expository Text, T278–T279
Whole Group
Comprehension
and • Preview Genre: Expository Text, T278–T279
Vocabulary Strategy: Synonyms and
Apply • Preview Strategy: Ask and Answer Questions, T274–
T275 Antonyms, T280–T281
Close Reading of Complex Text “Is Your City
Green?” 222–225
Leveled Reader A World of Water, T296–T297 Leveled Reader A World of Water,

Word Study/Decoding
/Decod Decode Words With T296–T297
Approaching
TIER
Suffixes, T2988 2 Vocabulary
TIER
Vocabulary T300 0 2
Level • Review High-Frequency Words, T300
0 2
TIER
Comprehension TIER
• Identify Related Words, T301 2 2

• Identify Key Details, T302
• Review Main Idea and Details, T303
Leveled Reader A World of Water, T304–T305 Leveled Reader A World of Water, T304–T305
Small Group
On Level Vocabulary Review Vocabulary Words, T306 Comprehension Review Main Idea and Key
Details, T307
Leveled Reader A World of Water, T308–T309 Leveled Reader A World of Water, T308–T309
Beyond Vocabulary Review Domain-Specific Words, Comprehension Review Main Idea and Key
Level T310 Details, T311
Shared Read “Is Your City Green?” T312–T313 Leveled Reader A World of Water, T314–T315
English Word Study/Decoding Decode Words With Vocabulary Review Vocabulary, T316
Suffixes, T298
Language Vocabulary
Writing Writing Trait: Opposing Claims and
Counterarguments, T318
Learners • Preteach Vocabulary, T316
Grammar Irregular Verbs, T319
LANGUAGE ARTS Writing Process: Argument Essay, T350–T355

Writing • Writing Trait: Ideas/Claims and Counterarguments, • Writing Trait: Ideas/Claims and Counterarguments,
Whole Group
T286–T287 T286–T287
Grammar Grammar Irregular Verbs, T290 Grammar Irregular Verbs, T290
Spelling Adding-ion and -tion, T292 Spelling Adding-ion and -tion, T292
Build Vocabulary • Academic Vocabulary, T294 • Review Context Clues, T294
T262 UNIT 3 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Word Study/Decoding Suffixes -ion and Fluency Rate and Accuracy, T283 Integrate Ideas
-tion, T282–T283 • Research and Inquiry, T284
Integrate Ideas
Close Reading Stewards of
the Environment, 250–253 Close Reading “Modern Transit for an
Ancient City”, 254–255
Literature Informational
Article
Anthology A WORLD
OF WATER
rly Schu na
by Carly
PAIRED Taking Action

READ
Leveled Reader A World of Water, T296–T297 Leveled Reader Paired Read: “Taking Action,” Leveled Reader Literature Circle, T297
Word Study/Decoding
Decodi Build Words with -ion T297 Comprehension Self-Selected Reading,
TIER
and -tion, T282
2 2 Word Study/Decoding Practice Words with T303
Fluency Rate and Accuracy, T302
2 2
TIER
-ion and -tion, T299
Vocabulary Synonyms and Antonyms, T301
Vocabulary Synonyms and Antonyms, T306 T305 Comprehension Self-Selected Reading,
T307
Vocabulary T309 Comprehension
• Synonyms and Antonyms, T310 Gifted and • Self-Selected Reading, T311
• Synthesize, T310 Talented • Independent Study: A Greener Future, T311
Word Study/Decoding Build Words with -ion T315
and -tion, T282 Vocabulary Additional Vocabulary, T317
Vocabulary Synonyms and Antonyms, T317 Word Study/Decoding Practice Words with
Spelling Words with -ion and -tion, T318 -ion and -tion, T299
LANGUAGE ARTS
• Writing Trait: Ideas/Claims and Counterarguments, • Writing Trait: Ideas/Claims and Counterarguments, • Writing Trait: Ideas/Claims and Counterarguments,
T286–T287 T286–T287 T286–T287
Grammar Mechanics and Usage, T291 Grammar Irregular Verbs, T291 Grammar Irregular Verbs, T291
Spelling Adding-ion and -tion, T293 Spelling Adding-ion and -tion, T293 Spelling Adding-ion and -tion, T293
• Synonyms and Antonyms, 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.

Purpose Information T273
Genre Sidebars T279
"Is Your City Green?"

Lexile 1060L

Specific Vocabulary
Context Clues and Word Parts T281A
Roots T281C
Genre Argument T281E
Stewards of the Environment Lexile 990L
"Modern Transit for an Ancient City" Lexile 1070L

SCAFFOLD
support Workshop "Is Your City A World of Water
Green?" T312–T313 T314–T315
THEN scaffold instruction using the small "Taking Action" T315
group suggestions.

WEEK 5
instruction focus.
more complex text.
Quick Check
onal
Informati
Article
A WORLEDR
Comprehension Strategy Ask and Answer OF WAT
una
by Carly Sch
Questions T275
Comprehension Skill Main Idea and Key
Details T277 Beyond PAIRED
READ
Taking Actio
n
Genre Expository Text T279

30
T305
Vocabulary Strategy Synonyms and
Antonyms T281 Informati
Article
onal
A WORLEDR
Word Study/Fluency Words with -ion and -tion, OF WAT
Rate and Accuracy T283 by Carly Sch
una
onal
Informati
Article
A WORLD
onal
Informati
Approaching Level
Article
If No Reteach T296–T303
OF WATER On Level A WORLEDR
OF WAT
n
PAIRED Taking Actio
READ
una
ELL
by Carly Sch
Develop T312–T319
30
by Carly Sch
una
If Yes On Level Review T304–T307

ing
Approach
Beyond Level ELL
n
Taking Actio
Extend T308–T311 PAIRED

READ
T297 T315
T 315 PAIRED
READ
Taking Actio
n
30

30

Additional Vocabulary T317 Synonyms and Writing Trait: Spelling Grammar

available impose Antonyms Opposing Claims -ion and Irregular
ensure resources T317 and Counter- -tion T318 Verbs T319
harvesting viruses arguments
T318


LESS O
IN I
M
N
10 Build Background
Mins
Go
What steps can people take to promote a healthier environment?
Writing Workshop.
Discuss the photograph of the solar panels and wind turbines. Focus on
the clean and natural setting for these energy-producing devices.
Workshop ‡ Solar panels and wind turbines do not produce smog and other Concept
types of pollution created by other energy sources. As a result, these
OBJECTIVES devices are optimal ways to keep the environment healthy while
Interpret information creating electricity.
media and formats
‡ Getting electricity while being able to preserve and enjoy a cleaner
Watch Video
(e.g., visually, environment could make us all advocates of solar and wind farms.
and explain how it
contributes to a topic, Talk About It
Ask: Why do advocates of solar and wind farms promote their use? What
study. SL.6.2
COLLABORATE are the optimal conditions in which to build a solar farm or a wind farm?
Why? Have students discuss in pairs or groups.
range of collaborative
discussions (one-on- ‡ Model using the graphic organizer to generate words and
one, in groups, and phrases related to promoting clean energy sources. Add students’
teacher-led) with
contributions. Use Graphic
diverse partners on
Organizer
grade 6 topics, texts, ‡ Have students complete the organizer, generating additional related
and issues, building words and phrases. Have partners continue the discussion by sharing
what they have learned about changes to energy production.
clearly. Pose and
respond to specific
questions with Collaborative Conversations
by making comments
Add New Ideas As students engage in partner, small-group, and
topic, text, or issue whole-class discussions, remind them to
under discussion. ‡ stay on topic. If the discussion gives them a new idea, they can
SL.6.1c
write it down to discuss another time.
Build background ‡ connect their own ideas to things their peers have said.
knowledge on clean ‡ look for ways to connect their personal experiences or prior
energy sources.
knowledge to the conversation.
T266 UNIT 3 WEEK 5

WEEK 5

SCAFFOLD
Use Visuals Point to the Describe Have students Discuss Ask students
solar panels. These panels describe the photograph. to explain how the
use energy from the sun to Ask: What do the turbines photograph shows the
Promoting
make electricity. Repeat need to make electricity? promotion of a healthier Clean Energy
for the wind turbines. Is What do the panels need? environment. What are
the area near the panels Elicit that solar and the panels and turbines
and turbines dirty or clean? wind farms use the sun creating? What is the area
Why are these good ways and wind to produce around a solar or wind
to make electricity? Repeat electricity without farm like? Elaborate on
students’ responses, creating a polluted students’ responses.
clarifying as needed. environment.

LESS O
IN I
M
N
Mins
Go
OBJECTIVES Connect to Concept: A Greener Future Digital
Tell students that there are ways to recycle a variety of materials,
media and formats including electronics. Let students know that you will be reading aloud
(e.g., visually, a passage that explains how electronic products can be recycled so
quantitatively, orally) their materials can be reused.
and explain how it
text, or issue under Preview Genre: Expository Text View Photos
study. SL.6.2 Explain that the text you will read aloud is expository text. Discuss
Cite textual evidence features of expository text:
to support analysis
‡ provides facts about a topic and may provide reasons why people
explicitly as well as have made certain choices
inferences drawn from ‡ may use flowcharts, sidebars, and other graphics to illustrate facts
the text. RI.6.1
• Listen for a purpose.

Preview Comprehension Strategy:
• Identify
Ask and Answer Questions
characteristics of Point out that active readers often pause to ask themselves questions
expository text. about information that was unclear. Readers can reread text or read on
to look for answers to their questions. Asking and answering questions
ACADEMIC can improve readers’ understanding of the text.
LANGUAGE
Use the Think Alouds on page T269 to model the strategy.
• expository text, ask
and answer questions
• Cognate: texto Respond to Reading
expositivo Think Aloud Clouds Display Think Aloud Master 1: I wonder . . . to
reinforce how to use the ask and answer questions strategy to help
understand content.
© Th M G Hill C i I
Model Think
Alouds
Aloud that let them know it is expository text. Ask them to think about Genre Features
other texts that you have read or that they have read independently
that were expository text.
from “Away with E-Waste!” in their own words. Organizer
T268 UNIT 3 WEEK 5

WEEK 5
Away with E-Waste!

Every day many of us use several electronic You can bring other products, including cell phones
products—at home, at school, and at work. In and computers, to a commercial recycler. Before
fact, the average American household owns 24 you do, make sure the recycler is certified by an
electronic products. This includes cell phones, independent agency. Also, make sure you remove
computers, printers, DVD players, and high-tech all personal data from your cell phone or your
televisions. What happens when these devices computer’s hard drive. This way someone else
break down or become outdated by newer can’t access your personal information and use
technology? Most people toss them in the trash. it illegally. 2
This has made “e-waste” the fastest growing sector
Reusing the Old
of the waste stream and an increasing problem.
Not all electronic products are ready to be recycled.
Not only does e-waste take up limited space in You might have a perfectly good computer that
landfills, but it is also a threat to human health and you have replaced with a newer one. Many
the environment. Many electronic products contain charitable organizations would be grateful to get
materials, such as heavy metals, mercury, and your old computer. Your family could even get a
toxic particles in plastic casings, that are hazardous tax deduction for the donation. 3
when disposed. 1
Recycling, refurbishing, and donating are
The Need to Recycle important ways to cut down the e-waste stream.
Recycling is often the best way to cut down on Half of all states have passed laws regulating
e-waste. Some manufacturers and stores will take the disposal and recycling of e-waste. By acting
back and recycle the products they make or sell responsibly, we can all do our part to promote
for free. Some stores and companies will even pay a healthier environment and ensure a better
you to bring in products such as used printer ink future for our planet.
cartridges, which they can refurbish and resell.
Ariel Skelley/Blend Images/
Getty Images
2 Think Aloud The text says that

1 Think Aloud I read that recycling is a good way to cut
e-waste is a threat to down on e-waste. This makes
the environment. I ask me wonder if there are other
myself: How can e-waste ways to reduce e-waste besides
be reduced? I’ll read on to recycling. I’ll read on to find out
find the answer.
3 Think Aloud It seems

many groups are involved in
reducing e-waste. I ask myself:
What can my family and I do
to help reduce e-waste? If I
can’t answer this question, I’ll
reread.

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: Something that is invasive spreads even though it is unwelcome.
OBJECTIVES Example: Certain vines from foreign countries are considered invasive because
they grow too quickly and cover up native plants.
Acquire and use invasive
accurately grade- Ask: How might noise feel invasive?
appropriate general
academic and
domain specific Use Visual
gather vocabulary ‡ advocates Advocates are people who strongly support or
knowledge when
considering a word
defend a cause.
or phrase important ‡ commonplace Something that is commonplace is ordinary
to comprehension or or unremarkable.
expression. L.6.6
‡ designate When you designate a person for a task, you
choose him or her to accomplish the task.
Cognate: designar
‡ initial An initial idea, action, or object is the first one.
Cognate: inicial
‡ insulation Insulation is material that prevents heat and cold
from escaping or entering something.
‡ irrational Irrational thoughts and behaviors are not based
on reasonable thinking.
Cognate: irracional
‡ optimal Optimal means “best or most appropriate.”
Cognate: óptimo(a)
Talk About It
Have students work with a partner to review each photograph and
COLLABORATE discuss the definition of each word. Then ask students to choose three
words and write questions for their partners to answer.
T270 UNIT 3 WEEK 5

WEEK 5

SCAFFOLD
Use Visuals Point to the Describe Help Discuss Ask students to
photograph for invasive. students describe discuss the photograph
Say: When something is what is happening with a partner, using the
invasive, it takes over even in the photograph. word invasive. Ask: What
though you don’t want it Review the meaning are some other examples
to. Elicit that another way and pronunciation for of invasive things? What
to describe something invasive. Ask: Who can makes them invasive?
invasive is unwelcome or give me another example Circulate and elicit details
intruding. Ask: Can a smell of something that is from partners.
be invasive? Elaborate on invasive? Have partners
students’ responses. discuss how something
can be invasive. Clarify
responses.
p. 141 p. 141 p. 141
VOCABULARY T271
IS YOUR CITY
GREEN?
T
hese days, people are trying
Clean Energy
to be better stewards, or
It is commonplace in the green
caretakers, of Earth by living
city to use sources of energy that are
in a “green” way. Advocates of
renewable and cause no pollution.
living in greener communities
Solar panels convert the Sun’s
believe the advantages far outweigh
energy into electric power. Huge
any drawbacks. They think it
turbines generate electricity by
is irrational to delay solving
harvesting the wind’s energy on
environmental problems. They say
nearby wind farms. Even rivers are
we can use ideas and technologies
harnessed to produce electricity,
(t) Jacqui Hurst/Garden Picture Library/Getty Images;
available right now to create the city

and geothermal energy from deep
of the future today.
within Earth is used to heat homes.
Buildings with Green Roofs What you won’t find in this city
are gas stations on every corner.
(b) Ingram Publishing
Modern buildings in the green

city of the future are designed Tax breaks encourage people to
to save water and energy. use clean energy. And government
Outdated buildings of the past agencies impose fees on the sale of
Essential Question were not. Rooftops covered with fossil fuels to discourage their use.
What steps can people take to grass and other living plants
promote a healthier environment? The roof of a barge in London, provide insulation that keeps
Read about different “green” England, is insulated by several buildings cooler. These roofs can also
kinds of plants growing on it. collect, filter, and reuse rainwater
solutions in the city of the future.
that would otherwise be wasted.
Brand X Pictures
Turbines harvest the wind’s energy.
222 223
222_225_CR14_SI6_U3W5_MR_118711.indd 222 3/10/12 READING/WRITING WORKSHOP, pp. 222–223

222_225_CR14_SI6_U3W5_MR_118711.indd
1:22 PM 223 2/13/12 8:52 AM
Shared Read
Connect to Concept: Do you think everyone is in favor of taking action
A Greener Future now? Model citing evidence to answer.
Explain that “Is Your City Green?” By mentioning advocates, the author suggests that
provides information about how the some people are not advocates. Advocates believe
green city of the future will promote the advantages of taking action outweigh the
Reading/Writing
Workshop a healtier environment. Read “Is Your drawbacks. Readers might infer that people who
City Green?” with students, noting are not advocates believe the drawbacks of green
the highlighted vocabulary words. communities too great for immediate action.
Reread Paragraph 2: Model how to paraphrase
Close Reading information from “Buildings with Green Roofs.”
Reread Paragraph 1: Tell students that you Roofs covered with plants will save energy by
are going to take a closer look at the first keeping buildings cooler. They will save water by
paragraph. Reread the introduction together. collecting, filtering, and reusing rainwater.
Ask: Advocates of green communities believe it is
irrational to delay solving environmental problems.
T272 UNIT 3 WEEK 5

WEEK 5
Moving Right Along they provide the optimal habitat

for local insects, birds, and other
Most people in the green city of HOW TO MAKE COMPOST
the future designate mass transit animals. Native plants that are Cooking up some rich compost is easy when you follow these steps.
as their preferred method of travel. well adapted to the local climate
“Green” (Wet) Material
Since passengers who have chosen also require less water. Alien, (nitrogen-rich)
to ride trains are not driving their or imported, plants are quickly • grass; garden trimmings
cars, less fuel is burned. Any private identified and removed. Otherwise, • food scraps: fruits and
vegetables (no meat,
cars still in use are hybrid or plug-in they may become invasive and
bones, dairy products, or
electric vehicles. Hybrid cars run overwhelm local species. grease)
• coffee grounds and
+ + + +
on both fuel and batteries. Some Residents recognize that a filters; tea bags
electric cars do not use gas at all. process called composting helps • egg shells
Instead, owners plug their cars into reduce the amount of solid waste
“Brown” (Dry) Material
standard electrical outlets to charge that is sent to landfills. It also (carbon-rich)
the batteries. increases the richness of local soil. • autumn leaves COMPOST
In the green city, many cars, People mix food scraps and yard • straw
Karen Minot
• sawdust
trucks, and buses burn fuels made waste with water and air in large
• shredded newspapers
from renewable sources rather than bins. Helpful bacteria and fungi then
oil. For example, a biofuel called break down this pile of “garbage”
ethanol is made from corn and sugar into an eco-friendly and economical
cane crops. Biodiesel is made from fertilizer that improves the health of
soybean oil, animal fat, or city parks and backyards.
I believe that all new houses should be “green” roofing systems. The combined
even cooking grease! “passive” homes. This means they would benefits of lower energy costs and less
(i) Steven Vidler/Eurasia Press/Corbis; (bkgd) Ingram Publishing
be built with materials and systems that pollution from fossil fuels are reason
reduce energy use. Most people think it’s enough to build more passive homes.
Open Spaces too expensive to do this. Actually, the
savings over several years on the cost
Citizens of the green city
of electricity and carbon-based heating Make Connections
understand that protecting fuels soon exceed the higher initial cost Talk about the “green” solutions
native species is key to of the energy-saving features. Some
families are concerned that “thermal that people can put into practice
conserving natural spaces.
mass” floors used to retain heat in winterr today. ESSENTIAL QUESTION
Because native plants are are too unattractive. Or they may think
original to the ecosystem, that keeping plants alive on the roof is Describe some of the steps you
too difficult. But these objections don’t
currently take to protect the
An electric car is plugged take into account a growing number
of flooring styles and easy-to-maintain environment. TEXT TO SELF
into a recharging station.
224 225
222_225_CR14_SI6_U3W5_MR_118711.indd 224 READING/WRITING WORKSHOP, pp. 224–225 2/9/12

222_225_CR14_SI6_U3W5_MR_118711.indd
3:49 PM 225 3/14/12 10:38 AM

ESSENTIAL QUESTION
Encourage students to refer to text evidence Purpose
as they talk about available ways for creating
Explain that this expository text gives
healthier environments in green cities. Ask
information but also conveys a view on how
students to discuss characteristics of a greener,
the city of the future can use technology
healthier lifestyle.
and ideas available today. Point out how the
author uses time references to make a point.
Continue Close Reading
‡ What verb tense does the author mostly use?
Use the following lessons for focused rereadings.
Give some examples. (present tense; are
‡ Ask and Answer Questions, pp. T274–T275 designed; provide; can collect)
‡ Main Idea and Key Details, pp. T276–T277 ‡ What view might the verb tense convey? (It
‡ Expository Text, pp. T278–T279 helps readers understand that the the city
‡ Synonyms and Antonyms, pp. T280–T281 of the future can exist today.)
SHARED READ T273

LESS O
IN I
M
N
Mins
Go
1 Explain Digital
Remind students that when they read expository text, they should
ask and answer questions about the information presented. IS YOUR CITY
GREEN?
Active readers ask questions about a text before , during, and after T
Clean Energy

they read.

Brand X Pictures
222 223
When they approach a text, students can ask: What is this

222_225_CR14_SI6_U3W5_MR_118711.indd
222 225 CR14 SI6 U3W5 MR 118711 indd 222 3/10/12
222_225_CR14_SI6_U3W5_MR_118711.indd
225
1:22 CR14
PM SI6 U3W5 MR 118711 indd 223 2/13/12 8:52 AM
Reading/Writing ‡ Present the

Workshop selection about? or What might these headings mean? Then they Lesson
read to answer their questions.
OBJECTIVES
‡ As they read on, students pause to ask: What key details are in this
to support analysis section? Rereading can help them answer their questions.
of what the text says ‡ After they read, students can review by asking: What were the
main ideas in this selection? Point out that asking and answering
the text. RI.6.1 questions as they read expository text makes students more
engaged readers. It aids their comprehension, or understanding,
Cite specific textual
evidence to support of the text and helps them remember information.
analysis of science and
technical texts. 2 Model Close Reading: Text Evidence
RST.6.1
Model how asking and answering questions can help you
Ask and answer understand why buildings should have green roofs. Reread
questions to increase “Buildings with Green Roofs” on page 223 of “Is Your City Green?”
understanding.

ACADEMIC
LANGUAGE Have partners work together to reread the section “Clean Energy” on
• expository text COLLABORATE page 223. Ask: What does the author mean by the term clean energy?
• Cognates: texto Direct them to identify information in the section that helps them
expositivo answer the question. Then have partners ask and answer other
questions about “Is Your City Green?” and discuss what they learned.
T274 UNIT 3 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Do students ask questions before,
during, and after reading expository
text? Do they read on or reread to find
answers?

ELL Develop p. T313

SCAFFOLD
Identify Help students Comprehend Help Explain Have students
reread the section students reread the reread “Buildings with
“Buildings with Green section “Buildings with Green Roofs” on page 223.
Roofs” on page 223. Point Green Roofs” on page 223. Elicit from them why the
out and define the words Ask: What makes the roofs information in this section
outdated, insulation, green? (grass and plants) is complicated. Ask: What
collect, filter, and reuse. Why else can we call the does it mean to be “green”?
Work with students to roofs “green”? (They save In what ways are the roofs
substitute difficult words water and energy.) Point green in color? How else
with more familiar ones. out that green has several are they green? Turn to a
meanings. partner and explain.
pp. 143–144 pp. 143–144 pp. 143–144

Comprehension Skill
LESS O
IN I
M
N
10 Main Idea and Key Details
Mins
Go
1 Explain Digital
Remind students that the main idea is the most important point an
author makes in a section or piece of writing. Most often main ideas IS YOUR CITY
are not directly stated, so readers need to use details in the text to
GREEN?
T
Clean Energy
infer the most important idea in a passage.



Brand X Pictures
To identify the main idea, students should review the
222 223
‡
222_225_CR14_SI6_U3W5_MR_118711.indd
222 225 CR14 SI6 U3W5 MR 118711 indd 222 3/10/12
222_225_CR14_SI6_U3W5_MR_118711.indd
225
1:22 CR14
PM SI6 U3W5 MR 118711 indd 223 2/13/12 8:52 AM

Workshop information the author presents. They should determine which Lesson
details are most important for understanding the topic.
OBJECTIVES ‡ Next, students should consider what idea the key details have in
Determine a central common. They can ask: What do all these details tell about? What
larger thought connects these pieces of information?
particular details;
provide a summary of 2 Model Close Reading: Text Evidence
personal opinions or Reread the section “Moving Right Along” on page 224 and list details
judgments. RI.6.2 in the graphic organizer. Then model connecting the details to
Cite specific textual determine the main idea of the section.
evidence to support
Ana
analysis of science Writing
W
and technical texts. notes from the graphic organizer to write a summary of the section
RST.6.1 “Moving Right Along.”
Identify important 3 Guided Practice of Close Reading

information.
Have pairs complete a graphic organizer for the section “Open
Spaces” on page 224, going back into the text to find key details.
ACADEMIC COLLABORATE
LANGUAGE Remind students to make connections among the details. Discuss

• main idea, details students’ connections before having them determine the main idea
• Cognate: detalles of the section.
Ana
Analytical Write About Reading: Summary Ask pairs to work together
Writing
W
to write a summary of “Open Spaces.” Call on pairs to share their
SKILLS TRACE summaries with the class.
MAIN IDEA AND
KEY DETAILS
Introduce U1W3
Review U1W4, U1W6,
U3W5, U4W6, U6W1, U6W3
Assess U1, U3, U6
T276 UNIT 3 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
As students complete the organizer
for each section, do they identify key
details? Can they connect key details to
determine the main idea?

ELL Develop p. T313

SCAFFOLD
Understand Reread Discuss Reread the Explain Have students
the section “Moving section “Moving Right present the main idea
Right Along.” After key Along.” Ask: How do and key details in the
sentences, ask: What is people in a green city get section “Moving Right
this sentence about? Do around? (mass transit) Along.” Then have them
people in a green city use How are private vehicles explain to a partner how
cars? Do private cars run powered? (with fuel and they identified the main
on gas? Do vehicles use electricity) Have partners idea by using key details.
good fuels? Help students describe the main idea Encourage them to use
describe the main idea. and details. The main vocabulary words where
The main idea is . idea is . The details appropriate.
are .
pp. 143–145 pp. 143–145 pp. 143–145

Genre: Informational Article

LESS O
IN I
M
N
10 Expository Text
Mins
Go
1 Explain Digital
Share with students the following key characteristics of expository
text. IS YOUR CITY
GREEN?
Expository text in informational articles provides factual T

Clean Energy
‡

information. Expository topics usually focus on real people,


Brand X Pictures
places, things, and events.
222 223
222_225_CR14_SI6_U3W5_MR_118711.indd
222 225 CR14 SI6 U3W5 MR 118711 indd 222 3/10/12
222_225_CR14_SI6_U3W5_MR_118711.indd
225
1:22 CR14
PM SI6 U3W5 MR 118711 indd 223 2/13/12 8:52 AM

Workshop ‡ Expository text often includes text features such as headings, Lesson
photographs with captions, maps, and diagrams. Text features
OBJECTIVES provide visual representations of facts included in the text, or
Cite textual evidence they may provide additional information that helps readers
to support analysis
understand the topic.
explicitly as well as ‡ Flowcharts, one type of diagram, show the steps in a process.
inferences drawn from Sidebars, another type of text feature, may present information
the text. RI.6.1
related to the main text but not essential to the topic.
Integrate information
presented in different
media or formats 2 Model Close Reading: Text Evidence
(e.g., visually,
Model how to learn important information by explaining the text
quantitatively) as
well as in words to features on page 225 of “Is Your City Green?”
develop a coherent ‡ Flowcharts Point out the two sections of the flowchart that are
understanding of a
connected by arrows. Ask: How do the steps presented in the text
topic or issue. RI.6.7
boxes explain the process of composting?
Recognize ‡ Sidebars Read aloud the sidebar beneath the flowchart. Ask:
characteristics and Why do you think the author included this information?
text features of
expository text.
ACADEMIC Have students work with partners to identify two text features in
LANGUAGE COLLABORATE “Is Your City Green?” Partners should discuss how the information
• expository text, graph, added to their understanding of the topic. Then have partners share
table, flowchart,
what they learned with the class.
heading, caption,
• Cognates: texto
expositivo, gráfico,
tabla
T278 UNIT 3 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Are students able to identify two text
features in “Is Your City Green?” Can
they describe what they learned from
each feature?

ELL Develop p. T315

Genre
Students may have difficulty understanding
how text features such as sidebars relate to
an informational text as a whole.
‡ What is the topic of the sidebar? (passive
homes, which are built in order to have
less impact on the environment.)
‡ How does the sidebar relate to the selection
topic? (It expresses a viewpoint about
environmentally conscious living and
describes the kind of home that one might
find in a green city.) APPROACHING BEYOND ELL
p. 146 p. 146 p. 146
GENRE T279
Vocabulary Strategy
LESS O
IN I
M
N
10 Synonyms and Antonyms
Mins
Go
1 Explain Digital
Explain to students that synonyms are words that have the same
or nearly the same meaning. Antonyms are words that have the IS YOUR CITY
opposite or nearly the opposite meaning. Students can use the

GREEN?
T
Clean Energy
relationships between synonyms and antonyms as well as the



shades of meaning attached to a synonym or antonym to better

Brand X Pictures
222 223
222_225_CR14_SI6_U3W5_MR_118711.indd
222 225 CR14 SI6 U3W5 MR 118711 indd 222 3/10/12
222_225_CR14_SI6_U3W5_MR_118711.indd
225
1:22 CR14
PM SI6 U3W5 MR 118711 indd 223 2/13/12 8:52 AM
Reading/Writing
Workshop understand the meaning of a word used in context. Present the
Lesson
‡ To explore the use of synonyms or antonyms in a text, students
OBJECTIVES first must determine whether the author is making a comparison
Use the relationship (for synonyms) or a contrast (for antonyms).
between particular
words (e.g., cause/
‡ Students then consider how the meaning of the word they know
effect, part/whole, is similar to the word in the comparison (for synonyms) or how it
item/category) to opposes the meaning of the word in the contrast (for antonyms).
better understand
each of the
words. L.6.5b
Verify the preliminary Model finding an antonym in the first paragraph of “Is Your City
determination of the Green?” to determine the meaning of drawbacks.
meaning of a word
or phrase (e.g., by
checking the inferred
meaning in context or Have students work in pairs to figure out the meanings of modern,
in a dictionary). L.6.4d
COLLABORATE harvesting, and alien in “Is Your City Green?” Encourage partners to
go back into the text, looking for a comparison or contrast that will
ACADEMIC help them determine each word’s meaning.
LANGUAGE
• synonym, antonym
• Cognates: sinónimo, Use Reference Sources
antónimo
Print Dictionary and Online Thesaurus Have students verify
their definitions for modern, harvesting, and alien in a print
dictionary. Ask them to review other parts of each word’s entry,
SKILLS TRACE particularly its pronunciation and part of speech. Then ask them
to find synonyms and antonyms for the words in an online
SYNONYMS AND
ANTONYMS thesaurus. Have partners discuss shades of meaning among
the synonyms. Ask: What attitude, or tone, do synomyms of the
Introduce U3 W5
selection words suggest?
Review U3W5, U4W2
Assess U3
T280 UNIT 3 WEEK 5

WEEK 5
Monitor and
Differentiate
Quick Check
Can students identify and use
synonyms and antonyms to determine
the meanings of modern, harvesting,
and alien?

ELL Develop p. T317

SCAFFOLD
Recognize Read aloud Discuss Point out and Explain Point out
the sentences in which define the words modern, the words modern,
modern, harvesting, harvesting, and alien harvesting, and alien and
and alien appear, and for students. Discuss ask students to define
define each word. Help the comparisons and them. Have partners
students recognize that contrasts that provide explain comparisons
a nearby comparison or clues to the words’ and contrasts that
contrast is a clue to the meanings. Also elicit from helped them determine
word’s definition. Provide students how cognates the meanings. Call on
the following cognate: (modern/moderna) helped volunteers to suggest
modern/moderno. their understanding. additional synonyms and
antonyms for each word.
p. 147 p. 147 p. 147

Develop
Comprehension
LEXILE
Stewards 990
of the
Environment
Gr e
925 1185
185
990 Stewards of the
Literature Anthology Environment

‡ Whole Class
‡ Small Group
‡ Independent
Predictive Writing
photographs, captions, and flowchart, and
write their predictions about what this
informational article will be about.
A C T Access
ccess Complex
omplex Text
ex t
What makes this text complex? Specific Vocabulary
Specific Vocabulary Review strategies for finding the meaning of an
unfamiliar word, such as using context clues,
word parts, or a dictionary. Point out the word
conservation in the first paragraph on page 251.
‡ What context clue tells you about the meaning of
conservation? (protection)
T281A UNIT 3 WEEK 5

WEEK 5
Cleaner Rivers
How can using a different As a boy growing up in the Quad
approach help solve different Cities in Illinois, you might say that the ESSENTIAL QUESTION
Mississippi River was Chad Pregracke’s
problems? backyard. He grew up just a few feet Ask students to read aloud the Essential
from the legendary waterway. While Question. Have students discuss what
I
n an address to Congress in 1905 attending high school and college, Chad
President Theodore Roosevelt said, worked as a commercial fisherman.
information they expect to learn.
“Conservation means development as During the summers, he was also a
much as it does protection. I recognize barge hand on the Mississippi and Note Taking:
the right and duty of this generation to Illinois rivers. It was during this period
develop and use the natural resources that Chad began to notice their
of our land. But I do not recognize deteriorating condition. This was due to As students read the selection, have them
the right to waste them, or to rob, by the accumulation of rubbish and litter on
wasteful use, the generations that come the shorelines. In the spring of 1997, he
use the graphic organizer on Your Turn
after us.” Many of Theodore Roosevelt’s set out to make a difference, one river at Practice Book page 142 to record main
initial achievements as president were a time, one piece of garbage at a time.
me. ideas and key details.
in the area of conservation. Roosevelt Chad’s first thought was to try 1
used his authority to protect wildlife and get government agencies to do
and public lands by creating the U.S. something about the situation. However,
1 Strategy: Ask and
Forest Service. He also established bird they failed to step up. At 23, he founded Answer Questions
reservations, 150 National Forests, and his own organization to do the job.
five National Parks. Since 1997, Living Lands & Waters Generate a question of your own about
It has been over 100 years since has succeeded in removing 6 million Chad Pregracke’s organization. Work with a
Roosevelt made this statement before pounds of trash from some of America’s
Congress. The fight for conservation
partner to find the answer. You might ask,
greatest rivers. With the help of more
and a cleaner environment, however, than 60,000 volunteers and advocates,
“Why did Chad found his organization?”
goes on. Here are some ways a variety including a number of corporations, (Government agencies failed to step up.)
of people have chosen to earn the title Chad’s organization has helped clean up
“Steward of the Earth.” the Mississippi, Illinois, Ohio, Missouri,
and Potomac Rivers.
STOP AND CHECK
Chad Pregracke poses with some of the rubbish
he has collected along America’s waterways. Ask and Answer Question In what way
Small Houses, Big Message did Chad Pregracke honor the statements
STOP AND CHECK
Except for a temporary dip in
Ask and Answer Questions the 1980s when the economy was in Theodore Roosevelt made in 1905? (Chad
In what way did Chad Pregracke recession, the trend in new American Pregracke worked to give people back the
honor the statements Theodore homes has been big, bigger, and bigger
rivers whose shorelines had been wasted by
Roosevelt made in 1905? still. Small was an unfamiliar concept.
the accumulation of trash.)
251
250_253_CR14_SA6_U3W5_SEL_118712.indd 251
‡ What does conservation mean? (“the protection of ‡ What are bird reservations? (areas set aside as
something, to keep it from being wasted”) places for birds to live)
Point out the term bird reservations at the end of the
same paragraph. Ask: Encourage students to notice cognates on page 251
to help them understand the text: conservation/
‡ What root word do you recognize in the word
conservación; accumulation/acumulación; protect/
reservations, and what does it mean? (reserve; “to
proteger; condition/condición.
set aside”)

Develop Smaller houses are becoming

more and more popular.
Comprehension
and energy use. The
growing group of
people who reject
the “bigger is better”
concept want to take
2 Skill: Main Idea and Key Details positive steps to

minimize and reduce
Teacher Think Aloud To find the main That may be changing, however, since the their negative and invasive impact on
size of new houses has been declining the planet.
idea of the section “Students Get an rather than increasing since 2007. The
Environmental Education” I can figure out economy once again plays a big role. But Students Get an
what the key details have in common. there are other factors as well, including
g EEnvironmental Education
Prompt students to apply the strategy. Have
concern for the environment.
2 In 2007, students at the Boston Latin
A bigger house means not only School (BLS) in Boston, Massachusetts,
S
students add the details and the main idea more wood and other materials for founded Youth CAN, the Youth
construction and insulation. It also
to their organizers. means more energy to manufacture and
Climate Action Network. Youth CAN is
committed to doing something about
Student Think Aloud All of the key details transport the materials. More plumbing, climate change. The network includes
describe Youth CAN, an environmental wiring, paint, and woodwork increases dedicated member groups from other
maintenance costs, and more and bigger
protection group. The main idea of this
schools. It also has enthusiastic partner
rooms means additional energy is organizations. These include the
section is Youth CAN brings together many needed for heating, cooling, and lighting. National Wildlife Federation and the
concerned people and groups in order to The overall change in house size has New England Aquarium.
not been huge. In 2006, the median
teach people about climate change and size of new single-family homes under
The group has developed a web
page with links to resources for
sustainability. construction peaked at 2,268 square feet. educators. It also holds a Global Climate
By 2009 it was down to 2,100 square Change Summit every year. The summit
3 Genre: Text Features feet. But for some, 2,100 square feet
is still irrational and way too big. A
features speakers, workshops, and films.
(l) Lee Ergulec/Flickr/Getty Images; (r) Julie Dermansky/Corbis
It is developing a statewide plan for

What does the flowchart illustrate? (the new movement claims than an optimal educating students about sustainability.
size for a house is not just smaller, but
step-by-step process of starting a recycling tiny. Houses under 1,000 square feet,
According to the U.S. Environmental
Protection Agency, “Sustainability
program) What should be done before and even under 100 square feet, are creates and maintains the conditions
letting people know about the program? becoming more commonplace. Costs are under which humans and nature can
much lower, beginning with construction
(Build a team and figure out a budget.) and extending to maintenance, taxes,
exist in productive harmony.”
252

Specific Vocabulary
Help students understand the meaning of the word ‡ How do the meanings of those words help you
median on page 252. understand median? (They relate to being in
‡ What word part does median share with medium the middle, so median must mean “middle” or
and mediocre? (the root med ) “average.”)
T281C UNIT 3 WEEK 5

WEEK 5
How to Start a Recycling

Program at School Return to Predictions
3
A recycling prog
of the simplest
ram is one Essential Question. (To promote a healthier
ways a
school can “go
green,”
environment, people can build smaller
and students ca houses, pick up litter, and learn about
n
take the lead in
creating one. climate change.)
Build a team. Designate someone

Respond to Reading
to act as a leader 1. Genre Answer The selection not
Many people are “going green” only provides factual details but also
with recycling programs.
Figure out how to pay for the includes captioned photographs and
program, from the school budget
or another source.
a flowchart. Evidence On page 252,
Respond to Reading the caption points out the smallness of
1. Identify the text features that the new house, and the photographs
Let people know about the
program.
help you identify “Stewards of the give a visual contrast. The flowchart on
Environment” as an informational
article. GENRE
page 253 explains the steps in starting a
Choose bins and containers
recycling program at school.
2. Use key details from the text to
and label them clearly. 2. Main Idea and Key Details
identify the main idea of this
article. MAIN IDEA AND KEY DETAILS Answer There are many ways to solve
Place bins and containers 3. What is the meaning of minimize environmental problems. Evidence Key
Tetra Images/Corbis
where they will be easy to use. on page 252? Use a synonym for
details: A young person started an
the word in the paragraph to help
you. SYNONYMS AND ANTONYMS organization to clean trash along rivers;
Set goals and keep records
of how much is recycled. 4. How can the actions of someone
there is a trend toward building smaller
like Chad Pregracke inspire other houses that require less energy and fewer
people? TEXT TO WORLD materials; a student group teaches about
Celebrate success!
253 climate change.
3. Synonyms and Antonyms Answer
Minimize means “make smaller.” Evidence
The expression bigger is better is said to
be rejected, or opposed, by people who
want to minimize one’s environmental
impact. A synonym for minimize is
diminish.
4. Text to World Such actions can inspire
‡ Demonstrate the meaning of the word median. other people because they show that
Draw on the board five squares of varying sizes, average people can make a difference
from largest to smallest. Point to the middle-sized when it comes to cleaning up our planet.
square. Explain that in terms of size, the square is
in the middle, or the median size. Point out that
median is a cognate: medio.

Develop
Comprehension
LEXILE
“Modern 1070
Transit for an
Ancient City”
Gr e
925 1185
185
1070
070
Literature Anthology “Modern Transit for an Ancient City”

‡ Whole Class
‡ Small Group
‡ Independent
Compare Texts
Students will read an expository text about
accomplishments that have helped the
environment. Ask students to do a close
reading, noting key details that help them
determine the main idea. Students will use the
text evidence that they gathered to compare
this text with “Stewards of the Environment.”
A C T Access
ccess Complex
omplex Text
ex t
Genre Explain to students that expository text sometimes
presents two sides of an issue or argument.
‡ According to the text, how do most people in big
cities feel about mass transit? (They are advocates
of it.)
‡ Why are the artifacts under the modern streets of
Athens important? (The artifacts are priceless and
T281E UNIT 3 WEEK 5
WEEK 5
At the Syntagma Station, metro

riders can view remains of a sculpture
foundry, a cemetery, a baths complex,
an aqueduct, and a road. 1 Ask and Answer Questions
That’s why the expansion and How has the city of Athens changed
upgrading of the subway system because of new laws and the mass transit
in Athens was so important.
Officials estimated that the two
system that was built in preparation for
new metro lines would reduce the Olympics?
automobile trips to the center of
Athens by 250,000 daily. Measures were
What the Archaeologists With a partner, paraphrase the details in the
and Engineers Found text that support your answer. (Athens was
taken to make all forms of mass transit
Under the streets of modern Athens
more attractive, including upgrading bus
lay priceless artifacts and structures
filled with smog and pollution from cars
service and banning private cars in the
from as far back as the Late Bronze until a law in 1994 regulated car emissions.
commercial district. 1
After Athens wass awarded
award the 2004
Age. Engineers planned to dig the The new mass transit system also has
subway very deep, tunneling under the
Olympics, the initial celebration gave
archaeological treasures. Still, it wasn’t
reduced the number of car trips in the city.)
way to action. Public-sector agencies
possible to avoid them all, and this led
and private business had to work
Make Connections
some people to feel that the subway
together to complete construction of
should not have been built.
the two new metro lines in an optimal
Construction revealed buildings,,
amount of time. In the process, they
jewelry, and pottery from the ancient Essential Question Have students
met the special challenges that only a
city with ancient antiquities faces. Their
past. Sometimes the historical items compare ideas about how mass transit
were moved to new locations to be
response was to turn subway stations promotes a healthier environment.
preserved. In other cases, work went on
into stunning archaeological showcases
for Greece’s past glory.
around them. Some Metro stations were Text to Text Discuss how the steps that
designed to become mini-museums. students have been reading about work
As it turned out, updating the city
of Athens for the future revealed the
together to help the environment. Have
glories of its past. How cool is that? partners report to the class. (The steps
work together to promote a healthier
Make Connections
Albert Moldvay/National Geographic/Getty Images
environment by reducing pollution, waste,

In what ways does mass transit promote a healthier environment?
ESSENTIAL QUESTION and the use of fossil fuels, as well as by
How do each of the steps people have taken—recycling, promoting
making the planet cleaner and its people
mass transit, cleaning up waterways and fighting global warming— more aware of ways to help it thrive.)
work together to promote a healthier environment? TEXT TO TEXT
255
254_255_CR14_SA6_U3W5_PP_118712.indd 255
of historical importance.) Were engineers able to Encourage students to notice cognates in order to
avoid all of them? (no) better understand the two viewpoints expressed in
‡ How did some people feel about what the engineers the text: artifacts/artefactos; engineers/ingenieros;
were doing in Athens, despite being in favor of archaeological/arqueológico. Ask if anyone can find
mass transit? (They opposed the building of the another cognate. (glory/gloria)
Athens subway because of potential damage to
antiquities buried underground.)

Word Study/Fluency
LESS O
IN I
M
N
20 Suffixes -ion and -tion
Mins
Go
Use combined
knowledge of Explain that a suffix is a word part that can be added to the end
all letter-sound of a base word, changing the word’s meaning and part of speech.
correspondences, Common suffixes include -able, -ful, -ism, and -ly. Suffixes -ion
syllabication patterns, and -tion
and morphology Introduce the suffixes -ion and -tion, explaining that they mean “the
(e.g., roots and act, state, or result of.” Explain that these suffixes change the base
Present the
affixes) to read word from a verb to a noun. For example, in the word construction, Lesson
the suffix -ion changes the verb construct to a noun meaning “the act
multisyllabic words
in context and out of or result of constructing.” In the word examination, the suffix -tion
context. RF.5.3a changes the verb examine to a noun meaning “the act of examining.”
Use context to Point out that in examination, the final e in examine changes to a
confirm or self-correct before adding the suffix -tion. In some other verbs that end in e,
word recognition the e is dropped before adding the suffix -ion (for example, when
and understanding,
motivate becomes motivation).
rereading as
necessary. RF.5.4c
2 Model
Rate: 130–150 WCPM
Write connection on the board, underline the -ion suffix, and model
blending the word. Then write the following words on the board.
ACADEMIC
illustration separation relation inspiration
LANGUAGE
accuracy, rate decoration action mobilization confusion
IS YOUR CITY
expression representation organization vegetation GREEN?
T
Clean Energy

Have students underline the -ion or -tion suffix in each word. Then

Brand X Pictures
model how to read each word.
222 223
222_225_CR14_SI6_U3W5_MR_118711.indd
222 225 CR14 SI6 U3W5 MR 118711 indd 222 3/10/12
222_225_CR14_SI6_U3W5_MR_118711.indd
225
1:22 CR14
PM SI6 U3W5 MR 118711 indd 223 2/13/12 8:52 AM
View “Is Your

Refer to the sound City Green?”
transfers chart in the 3 Guided Practice
Language Transfers
Have students chorally read the words listed above. Help them sort
sounds that do not the words by -ion and -tion. Discuss any spelling changes that occur
transfer in Spanish, when the suffix is added. Then point to the words in random order
Cantonese, Vietnamese, and have students again read them chorally.
Hmong, and Korean.
T282 UNIT 3 WEEK 5

WEEK 5

Monitor and
Transition to Longer Words Help students transition from
reading simple words to more complex -ion and -tion words.
Differentiate
Draw a T-chart on the board. In the first column, write the verbs
add, attract, compete, describe, explode, suggest, adopt, celebrate,
comprehend, investigate, pollute, and terminate. In the second Quick Check
Q
column, write the nouns addition, attraction, competition,
Can students decode multisyllabic
description, explosion, suggestion, adoption, celebration,
words with the suffixes -ion and
comprehension, investigation, pollution, and termination.
-tion? Can students read fluently, at a
Have students read each verb in the first column. Next, model consistent rate, and with accuracy?
how to read the longer noun form in the second column,
pointing out any spelling changes. Finally, point to words in
random order and have students chorally read the words.
pp. T298, T302
ELL Develop
pp. T315, T318
pp. T304–T305
Beyond Level Apply
Rate and Accuracy pp. T308–T309
Explain/Model Tell students that reading at a consistent,
moderate rate without making errors is one way for a reader
to communicate a text clearly. Good readers skim ahead to
anticipate upcoming words and to prepare to read them
steadily and accurately.
Turn to “Is Your City Green?” on Reading/Writing Workshop ONLEVEL PRACTICE BOOK p. 148
pages 222–225. Model reading aloud the first three
paragraphs with a consistent rate and with accuracy.
Practice/Apply Ask students to work in pairs. Have one
student read the text aloud for one minute as the other
student tracks the time and any errors made. At the one-
minute mark, students should count how many words their
partners read without error. They should also review any errors
their partners made while reading. Students should then
switch roles. Encourage students to try to read at a rate of
130 to 150 words per minute. Offer feedback as needed.

passages.
p. 148 p. 148 p. 148

Wrap Up the Week

Integrate Ideas
IENCE
RESEARCH AND INQUI RY

SC
A Greener Future
OBJECTIVES Develop a Research Plan

Gather relevant
information from Explain that students will work in small groups to complete a short
multiple print and COLLABORATE research project about an environmental issue. They will then develop a
digital sources, research plan that includes various media, present the plan, and explain
using search tems how to evaluate the media they included. Discuss the following steps:
effectively; assess
the credibility and
accuracy of each 1 Choose a Topic Have groups begin by discussing environmental
source; and quote or issues they read about this week. Groups should generate a focus
paraphrase the data question that will guide their research. After considering general
and conclusions of
issues, groups should decide on a narrow topic, such as energy, climate
others while avoiding
plagiarism and change, or city planning.
following a standard
format for citation. 2 Find Resources Review how to locate and assess reliable online and
WHST.6.8 print resources. Discuss with students how to evaluate which sources
are credible and most valuable for their research plan.
• Use digital tools to
locate information.
• Evaluate media.
3 Guided Practice Have groups take notes on a three-column chart,
• Develop a research listing the type of resource, notes about the source’s credibility, and
plan. topic information. Remind students to quote or paraphrase facts.
ACADEMIC
4 Create the Project: Research Plan Encourage students to
LANGUAGE think about how they would conduct a report on their chosen
• research, credible, environmental issue. Then have groups create their research plans,
resources using only the most useful and credible resources. Remind students to
• Cognate: recursos include various media and to explain how to evaluate that media. Have
groups complete Research Process Checklist 3.
Henglein and Steets/Cultura/Getty Images
Present the Research Plan

Have groups present their research plan to another group. Afterward, have
groups share feedback and post their plans on the Shared Research Board.
T284 UNIT 3 WEEK 5

WEEK 5
OBJECTIVES Text to Text

to support analysis Cite Evidence Explain to students that they will work in groups and use
of what the text says COLLABORATE all of the texts they read this week to compare information about what
explicitly as well as steps people can take to promote a healthier environment. Model how
inferences drawn from to compare this information by using examples from “Is Your City Green?”
the text. RI.6.1
Reading/Writing Workshop pages 222–225, and the week’s Leveled
Come to discussions Readers. Review class notes and
prepared, having
read or studied
completed graphic organizers. You
required material; may also wish to model going back
explicitly draw on into the text for more information.
that preparation by Use an Accordion Foldable® to
referring to evidence
record comparisons. Groups should
on the topic, text, or
issue to probe and then draw conclusions about the
reflect on ideas under steps people can take to promote a
discussion. SL.6.1a healthier environment.
Students should cite at least three examples from each text.
Encourage discussion, asking students to comment on information that is
similar and ideas that are different.

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

Draw evidence from
informational texts Cite Evidence Explain that students will write about one of the texts that
to support analysis, they read this week. Using text evidence, they will analyze how words and
reflection, and phrases the author chose to use helped convey his or her overall message.
research. WHST.6.9
Discuss how to analyze a text by asking how and why questions.
Write informative/
explanatory texts ‡ Why do you think the author chose to write about this topic?
to examine a topic ‡ How do specific words and technical terms get the message across?
and convey ideas,
concepts, and Use Your Turn Practice Book page 149 to read and discuss the student
information through model. Have students select a text and review the author’s word choices.
the selection, Have them write an analysis that explains how the words and phrases the
organization, and
author chose helped get his or her overall message across to the reader.
analysis of relevant
content. W.6.2 Remind students that good explanatory writing develops the topic with
concrete quotations and examples and uses irregular verbs correctly.
COLLABORATE how the evidence that they cited supports their ideas.

Readers to Writers
LESS O
IN I
M
N
10 Writing Traits: Ideas
Mins
Go
Opposing Claims and Counterarguments Digital
FPO Expert Model Explain that when presenting an argument or making a
claim writers often include a viewpoint that opposes their own. Writers
Expert
Expe
Ex p rt Mod
pe M
Model
odel
el
then respond to the opposing claim by offering a counterargument s
that points out the weaknesses of the opposing claim, thus

strengthening their own arguments and reasons. Writers present
Reading/Writing both sides of an argument to explain misconceptions and compare or Expert
Workshop Model
contrast ideas.
OBJECTIVES Read aloud the expert model “Your House Should Be More Passive!” 230_231_CR14_SI6_U3W5_WRT_118711.indd 230 2/10/12 11:18 AM
Write arguments COLLABORATE from the selection “Is Your City Green?” Ask students to listen for claims
to support claims that oppose the author’s argument and for counterarguments that Editing Marks
with clear reasons point out weaknesses in the opposing claim. Have students talk with
and relevant
partners to identify claims, opposing claims, and counterarguments. Grammar Handbook
evidence. W.6.1 Student Model
Plug In The Buses!

After reading about electric cars,
Introduce claim(s) Student Model Remind students that including opposing claims knew
I had known that green buses should
also be used. It would be better if
about a topic or drove
and counterarguments supports the viewpoint they write about. Read fewer people drived their own cars.
But imagine how much cleaner the air Yo
issue, acknowledge
and distinguish the aloud the student draft “Plug In The Buses!” As students follow along, Student
Model
claim(s) from alternate have them focus on the revisions the writer made to include opposing
or opposing claims, claims and counterarguments.
and organize the
reasons and evidence Invite partners to discuss how Kyra’s revisions include opposing claims 230_231_CR14_SI6_U3W5_WRT_118711.indd 231 2/13/12 8:55 AM
logically WHST.6.1a COLLABORATE and counterarguments. Ask them to suggest other ways she could
strengthen her argument.
• Analyze how writers
present differing
points of view within
an argument
• Add opposing
claims and
counterarguments
to revise writing
ACADEMIC Genre Writing

G
LANGUAGE
• argument, Argument
opposing claim, For full writing process lessons and rubrics, see:
counterargument
• Cognate: argumento ‡ Book Review, pp. T344–T349
T286 UNIT 3 WEEK 5

WEEK 5

SCAFFOLD

Write Help students Describe Ask students Discuss Check for
complete the sentence to complete the sentence understanding. Ask: What
frames. The author’s view frames. Encourage argument does the writer
is that buses should . students to provide present? What opposing
She thinks some details. The author’s view claim does she include?
people might disagree is . One opposing What weakness does she
because . She claim she presents point out when presenting
thinks their viewpoint is is . She thinks a counterargument?
unsound because . this claim is unsound
because .

Writing Every Day: Ideas

DAY
DAY DAY
DAY
1 2
Writing Entry: Focus on Opposing Claims Writing Entry:
Opposing Claims and and Counterarguments Opposing Claims and
Counterarguments Use Your Turn Practice Book page Counterarguments
Prewrite Provide this prompt. 150 to model opposing claims. Revise Have students revise
Make the case for trying out a new Everyone should avoid using plastic their writing from Day 1 by
eco-friendly process or product. bags in stores. We should all own a including opposing claims and
Strengthen your argument by reusable shopping bag. This will keep counterarguments.
challenging opposing claims and plastic out of our landfills. Use the Conferencing Routines.
offering counterarguments. Model adding an opposing claim. Circulate among students and
Have partners list eco-friendly stop briefly to talk with individuals.
We should all own a reusable
processes or products they could Provide time for peer review.
shopping bag. This may seem like
write about. Then have them list a hassle, but using cloth bags is Edit Have students use Grammar
arguments for and against using affordable and convenient. Handbook page 461 in the
each process or product. Reading/Writing Workshop to
Discuss how the opposing claim
Draft Have each student select check for errors in irregular verbs.
connects to the counterargument.
a topic. Remind students to Guide students to strengthen
include opposing claims and arguments in the model.
counterarguments in their drafts.
Teacher Routines
The reasons and evidence You included several valid work on a specific assignment,
supporting your argument are reasons to support your such as those to the right, and
organized logically, making argument. You could further then meet with you to review
your points easy to follow. You strengthen your argument by progress.
use a style and tone that is anticipating opposing claims
appropriately formal. and addressing those with a
solid counterargument.
T288 UNIT 3 WEEK 5

WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
Writing Entry: Writing Entry: Share and Reflect
Opposing Claims and Opposing Claims and Discuss what the class learned
Counterarguments Counterarguments about opposing claims and
Prewrite Have students search Revise Have students revise counterarguments that refute
their Writer’s Notebooks for topics. the draft writing from Day 3 by opposing claims. Invite volunteers
Or provide a prompt such as the adding opposing claims and to read and compare draft text
following: counterarguments to strengthen with revised text. Have students
Advance an argument about why it their own arguments. As students discuss the writing by focusing on
is important to help create a cleaner are revising their drafts, hold how counterarguments point out
environment. Describe things you teacher conferences with individual weaknesses in opposing claims.
and others can do. Include opposing students. You may also wish to have Allow time for individuals to reflect
claims and counterarguments. students work with partners to peer on their own writing progress
conference. and record
Edit Invite students to review observations in
their topics, have them create a
the rules for irregular verbs on their Writer’s
two-column chart with arguments
Notebooks.
Brian Smmers/First Light/Corbis
for and against their suggestions. Grammar Handbook page 461 in

Arguments against the suggestions the Reading/Writing Workshop and
are opposing claims. Students can then edit their drafts for errors.
use their charts to begin writing.
Peer Conferences
Suggested Revisions Focus peer response groups on including
Provide specific direction to help focus young writers. opposing claims and counterarguments.
Provide this checklist to frame discussion.
Focus on a Sentence
Read the draft and target one sentence for revision. Revise this
sentence to better support your argument with evidence.
Focus on a Section
✓ Does the writing convey a clear, well-
supported argument?
suggestions. This argument is well supported. Consider including ✓ Do opposing claims challenge the
an opposing argument that readers may be thinking about. argument presented?
Focus on a Revision Strategy ✓ Are counterarguments used effectively

to address and refute opposing claims?
Underline a section of the writing and ask students to use a
revision strategy, such as adding. Add an opposing claim your
reader might recognize, and then argue convincingly against it.

Grammar: Irregular Verbs

DAY
DAY DAY
DAY
1 2
She beginned to research the Poets Mom and I had each winned a
identity. Were it Walt Whitman. game we then watched the movie
FPO (1: began; 2: poet’s; 3: Was; “basketball hero.” (1: won; 2: game.;
4: Whitman?) 3: We; 4: “Basketball Hero.”)
Irregular Verbs Review Irregular Verbs

Reading/Writing ‡ The past tense and past Review irregular verbs. Have
Workshop participle of a regular verb is students provide the past tense and
formed by adding -ed: walk, past participles of the following
OBJECTIVES walked, have walked. irregular verbs: do (did, done); drive
Recognize variations (drove, driven); hide (hid, hidden).
from standard English ‡ When forming the past tense
in their own and and past participle for some
others’ writing and irregular verbs, a vowel is Special Spellings
speaking, and identify changed: begin, began, have ‡ Some irregular verbs have
and use strategies to
improve expression begun; ring, rang, have rung. special spellings when used with
in conventional ‡ The past tense and past the helping verbs have, has, or
language. L.6.1e participle of other irregular had. I tore my sleeve. I had torn my
Form and use verbs are formed by changes sleeve. He will freeze the fish. He
regular and irregular in spelling: go, went, have gone; has frozen the fish.
verbs. L.3.1d speak, spoke, have spoken.
• Distinguish forms of Have partners discuss irregular
irregular verbs. verbs using page 461 of the
• Punctuate Grammar Handbook.
contractions that use
verbs.
COLLABORATE
TALK ABOUT IT
Go
Digital USE IRREGULAR VERBS
Ask pairs to use irregular verbs to
LISTEN FOR ERRORS
Have small groups write sentences
discuss why a healthy environment that use irregular verbs incorrectly.
is important. At the end of each Have each group read a sentence
Irregular
Verbs sentence, pairs can verify that the with an incorrect irregular verb.
correct verb form was used. Have Award a point to the first team
Grammar them include irregular verbs that who corrects the mistake by
Activities change a letter as well as those substituting the proper verb form.
with significant spelling changes.
T290 UNIT 3 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
We taked a brake after the first half I shouldve caught that mistake. If I couldnt make it to the meeting.
of practice. We will leave at 5:00 but I have, I wouldno’t have wrote the Latisha my best friend, are their
first we will run sprints. answer wrong. (1: should’ve; yesterday. (1: couldn’t; 2: Latisha,;
(1: took 2: break; 3: 5:00, but) 2: had; 3: wouldn’t; 4: written) 3: was; 4: there)

Contractions with Helping Have students correct errors in Use the Daily Language Activity and
and Irregular Verbs these sentences. Grammar Practice Reproducibles
‡ A contraction is one word made 1. Kasey buyed a new pair of page 75 for assessment.
from two. To form a contraction, shoes for school this year.
replace one or more letters in a (bought) Reteach
word with an apostrophe. Use Grammar Practice
2. Sam’s shirt shrinked in the
‡ A contraction can be formed wash. (shrank) Reproducibles pages 71–74
with a pronoun and a helping and selected pages from the
3. Wendy has leaved her sweater
verb. We have bought a new car. Grammar Handbook for additional
at the restaurant. (left)
We’ve bought a new car. reteaching. Remind students that it
4. Mr. Morris teached us about is important to use irregular verbs
‡ A contraction can be formed
the American Revolution last properly as they speak and write.
with a pronoun and the present
week. (taught)
tense form of an irregular verb. Check students’ writing for use of
I am the contest winner. I’m the Have students check their work the skill and listen for it in their
contest winner. using Grammar Handbook speaking. Assign Grammar Revision
As students write, refer them to page 461. Assignments in their Writer’s
Grammar Handbook pages 461 Notebooks as needed.
and 477.
CORRECT THE SENTENCES PLACE THE VERB IN TIME ED AND HAVE ED WITH
Have partners each write three Prepare a list of irregular verbs IRREGULAR VERBS
sentences incorrectly, using the in their present tense forms. Have groups incorrectly write
present, past, and past participle In groups, students take turns sentences with -ed or have -ed
forms of an irregular verb. Pairs changing the verb to its past tense endings on irregular verbs. (We
exchange sentences and make and past participle form. Then seeked a new way to solve the
corrections. Then they check they use each form correctly in a problem and finded it.) Different
one another’s work and read the sentence. groups read the sentences aloud
corrected sentences aloud. and recommend corrections.
GRAMMAR T291
Spelling: Suffixes -ion and -tion

DAY
DAY DAY
DAY
1 2
Demonstrate
Read the spelling words aloud, Review words with prefixes. Then
command of the
conventions of drawing attention to the vowel read each sentence below, repeat
standard English sound or emphasis changes to the the review word, and have students
capitalization, base word when the suffix -ion or write the word.
punctuation, and -tion is added.
spelling when 1. Work on your incomplete
writing. Spell Model how to spell the word model.
correctly. L.6.2b inspiration. Segment the word by 2. Take your position in the
syllables. Point out that when the outfield.
ending -tion is added to inspire, the
Spelling Words 3. Stop at the supermarket
final e is dropped and an a is added.
inspire instruct illustrate for eggs.
inspiration instruction illustration Demonstrate sorting spelling word
connect consult hesitate pairs by pattern under the headings Have students trade papers and
connection consultation hesitation Adding -ion, Adding -tion, e-drop + check the spellings.
observe separate react
observation separation reaction -ion, and e-drop + -tion. Each word Challenge Words Review this
represent pair should include the base word week’s -ion and -tion spelling
representation and the base word plus the suffix. patterns. Then read each sentence
Review incomplete, outfield, Point out that the base words below, repeat the challenge word,
supermarket ending with e dropped the e before and have students write the word.
Challenge evaporate, evaporation adding the suffix. 1. Water will evaporate into
Differentiated Spelling Then use the Dictation Sentences the air.
Approaching Level from Day 5. Say the underlined 2. Evaporation is a scientific
inspire instruct correct word, read the sentence, and repeat process.
inspiration instruction correction the word. Have students write the
connect educate express words and then check their papers. Have students write the words in
connection education expression their word study notebooks.
react locate act
reaction location action
observe
observation
COLLABORATE
WORD SORTS
Beyond Level
inspire illustrate irritate
inspiration illustration irritation
consult exhaust separate Have students cut apart the Complete the pattern sort using
consultation exhaustion separation Spelling Word Cards in the Online the suffix headings, pointing out
confirm evaporate connect Resource Book and initial the back the different spelling patterns in
confirmation evaporation connection
represent
of each card. Have them read the the base words when -ion and
representation words aloud with a partner. Then -tion are added. Have students use
have partners do an open sort. Spelling Word Cards to do their
Have them discuss why they sorted own pattern sort. A partner can
the words the way they did. compare and check their sorts.
T292 UNIT 3 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
analogies below into their word Have students circle and correct the posttest. Have students list
study notebooks. Say the sentences each misspelled word. Make sure misspelled words in their word
aloud and ask students to fill in the students have access to a print study notebooks. Look for students’
blanks with a spelling word. or digital dictionary to check and use of these words in their writings.
1. Frighten is to monsters as correct their spelling.
is to heroes. (inspire) 1. I was able to make the electric Dictation Sentences
2. Letter is to pen as is to connectation after some 1. What might inspire you to write?
paintbrush. (illustration) instructation. (connection; 2. Nature is the artist’s inspiration.
instruction) 3. Did you connect the dots?
3. Transportation is to ferryboat as
is to bridge. (connection) 2. Her reactation to my 4. This phone connection is bad.
observeation was surprise.
Challenge students to generate (reaction; observation) 5. Astronomers observe the sky.
other comparisons for spelling, 6. Wild animals avoid observation.
3. After some hesitateion, I
review, or challenge words. Ask 7. Pins on the map represent cities.
decided to go into his office
them to use the above format to
for a consultion. (hesitation; 8. We need representation in town.
write the comparisons in their
consultation) 9. Teachers instruct students.
word study notebooks and trade
notebooks with a partner to 4. The drawings ilustrate just how 10. She gave instruction in first aid.
complete them. much inspireation the artist
felt. (illustrate; inspiration) 11. They will consult with a doctor.
12. The consultation lasted an hour.
Error Correction Have students
13. Let’s separate the boys and girls.
segment the word syllable by
syllable to spell it, leaving the last 14. There’s a separation in the road.
syllable for the common -tion 15. How will you illustrate the story?
spelling. 16. One illustration was a cartoon.
See Phonics/Spelling Reproducibles pp. 85–90. 17. Never hesitate to ask questions.
18. She said yes without hesitation.
19. Babies react to noise by crying.
20. One reaction to danger is to run.
Have partners do a speed sort to Have partners do a blind sort,
see who is faster. Then have them taking turns to read each Spelling Have students self-correct the tests.
find words with the -ion or -tion Word Card while the partner sorts
suffixes in the week’s reading. Have it under its heading. Then have
them record the words they find partners use their word cards to
in their Day 2 pattern sort in their play Spelling Fish, matching pairs
word study notebooks. by spelling pattern.
SPELLING T293
Build Vocabulary
DAY
DAY DAY
DAY
1 2
Determine or
clarify the meaning
of unknown and 1. Name some advocates for forms of this week’s words by
multiple-meaning environmental causes. adding, changing, or removing
based on grade 6 2. What is commonplace today
reading and content, that was rare 100 years ago? ‡ Draw a four-column chart on
choosing flexibly from the board. Write designate in the
3. Which sports team would
a range of strategies. second column. Ask students
Use context (e.g., you designate as best in your
to add the inflectional endings
the overall meaning state?
of a sentence or -s, -ed, and -ing to the word
4. What was your initial reaction and write each new word in a
position or function to beginning sixth grade? separate column. Read aloud the
in a sentence) 5. How might adding insulation words with students.
as a clue to the
meaning of a word or
affect someone’s heating bill? ‡ Have students share sentences
phrase. L.6.4a 6. How might an invasive plant using each form of designate.
affect a garden? ‡ Have students copy the chart
Expand vocabulary
by adding inflectional 7. What is a fear that seems into their word study notebooks.
endings and suffixes. irrational to you?
8. Where is the optimal place to
watch a parade in your town?
Vocabulary Words
advocates insulation
commonplace invasive
COLLABORATE
designate irrational
vie
Re w
initial optimal ACADEMIC VOCABULARY CONTEXT CLUES
Discuss important academic words. ‡ Remind students to look for
‡ Display erosion, climate, and clues in nearby sentences to
recycling. figure out the meaning of
unfamiliar words.
Define the words and discuss
Go ‡
their meanings with students. ‡ Write on the board: The initial
Digital ‡ Write climate and climates on
earthquake destroyed much of
the building. Its force was much
the board. Have partners look
stronger than those that came in
up and define other related
later aftershocks.
Vocabulary words with the same root.
Have partners ask and answer ‡ Have pairs locate clues that help
questions using the words. determine the meaning of initial.
Vocabulary
Activities ‡ Repeat with erosion and ‡ Have students write a definition
recycling. in their word study notebooks.
T294 UNIT 3 WEEK 5
WEEK 5
DAY
DAY DAY
DAY DAY
DAY
3 4 5
1. The invasive spread of has ‡ Tell them to write sentences that the word (e.g., designate).
damaged the environment. show what each word means. ‡ In the second square, students
2. My initial reaction to making ‡ Provide the Day 3 write their own definition of the
the basketball team was . sentence stems 1–6 for students word and any related words,
3. I will be glad when is no needing extra support. such as synonyms (e.g., choose,
longer commonplace at school. select, appoint, assign).
4. The person we designate as
students write something they draw a simple illustration that
leader should be able to .
learned about promoting a will help them remember the
5. Her irrational fear of healthier environment in their word word (e.g., a finger pointing).
caused her to . study notebooks. For example, they
6. Adding more insulation in the might write about the importance
walls will help you . of becoming advocates for a cleaner
antonyms for the word (e.g.,
environment so that using energy
Display last week’s vocabulary: refuse, ignore).
wisely becomes commonplace.
adept, aristocracy, collective, prevail, Have students discuss their square.
prominent, spectators. Pairs ask and
answer questions with each word.
SYNONYMS AND ANTONYMS SHADES OF MEANING MORPHOLOGY

Remind students that familiar Help students generate words Use the word insulation to learn
synonyms and antonyms can help related to commonplace. Write other words with the same root.
them understand unfamiliar words. commonplace on the board, ‡ Draw a word web and write
‡ Display Your Turn Practice followed by four blank lines, and insulation in an outer circle.
Book pages 143–144. Read ending with the word rare.
‡ Have students look up the origin
the third and fourth sentences. ‡ Have partners generate words in a print or online etymology
Model using the synonym to fill in the blanks, working dictionary. Write the root and
protected and the antonym down the synonym scale from its meaning in the center circle.
overharvested to determine the commonplace and then up the (Latin: insula, meaning island)
meaning of conserved. Have antonym scale to rare (ordinary,
‡ Have students add words
students complete page 147. average, infrequent, unusual).
with the same root to the web
‡ Students can confirm meanings ‡ Ask students to copy the scale (insular, insulate) and copy it into
in a print or online dictionary. into their word study notebooks. their word study notebooks.
VOCABULARY T295
Approaching Level
Informational
Article
A WORLD
OF WATER
Leveled Reader: Go
by Carly Schuna
A World of Water Digital
Before Reading
Informational
Preview and Predict

Article
A WORLD
PAIRED
Taking Action OF WATER
READ
‡ Read the Essential Question with students: What steps can people by Carly Schuna
Leveled Reader
take to promote a healthier environment? Leveled
LEXILE 740 ‡ Have students read the title and the introduction of A World of Readers
Water. Then have them preview the table of contents, photographs,

OBJECTIVES sidebars, map, and flowchart, and predict what they might learn
about water in the selection.
to support analysis
explicitly as well as Review Genre: Expository Text
inferences drawn from Review with students that expository text in informational articles
the text. RI.6.1
provides factual information to explain a topic, concept, or process. It
Determine a central often uses technical terms to describe complex ideas, and it presents
information both in text and in graphic features such as diagrams,
particular details; flowcharts, and maps. Have students identify evidence that A World of
provide a summary of Water is expository text.
judgments. RI.6.2 During Reading
Read on-level text Close Reading
with purpose and
understanding. Note Taking: Ask students to use the graphic organizer in Your Turn
RF.5.4a Practice Book page 142 while they read the selection. Use Graphic
Organizer
Pages 2–3 Paraphrase why the author says the shortage of water is one
Read expository text.
of the biggest problems in the world today. (Clean, safe water is hard to
find. Supplying water to places that don’t have it isn’t easy.)
ACADEMIC
LANGUAGE
Pages 4–5 Read the heading on page 4. What word in the text is an
• expository text, antonym for dirty? (clean) What do details on these pages have in
questions, main idea, common? (tell about problems with dirty water) What is the main idea?
details (Dirty water causes illness and death.)
• Cognates: texto
expositivo, detalles
Pages 6–9 What idea is supported by the details about Ryan Hreljac?
(Anyone can help make clean water available to people who need it.)
How are the details on page 8 connected? (They describe water problems
and solutions in Mexico and the southwest United States.) What is the
main idea? (People who live in areas with few bodies of water and little
rainfall must look elsewhere for their water.)
T296 UNIT 3 WEEK 5
WEEK 5
Pages 10–11 Ask a partner a question such as “How can people drink
the polluted water from the Colorado River?” (The water is treated.) Literature
Pages 12–13 What do the details on page 13 have in common? (They Circles
tell about ways people can help the water supply.) Ask students to conduct a
Pages 14–17 Discuss with a partner what the flowchart shows. (It shows literature circle using the
the steps in the water cycle and the cyclical nature of the process.) Thinkmark questions to guide
Paraphrase a detail on page 17 that supports the main idea that it may be the discussion. You may wish to
have a whole-class discussion
easier to supply clean water in the future. (An invention that can collect
water from the atmosphere is being tested.) about the topic of environmental
issues around the world in both
After Reading selections of the Leveled Reader.
Respond to Reading
Evidence Questions on page 18. Level
Up
Informational
Article
Ana
Analytical
W Write About Reading Check that students cite text evidence in
W
Writing
A WORLD
h i answer and clearly delineate the factors that contribute to water
their OF WATER
by Carly Schuna
shortages from the responses to those factors. Informational
Article
A WORLD
Fluency: Rate and Accuracy OF WATER
by Carly Schuna
PAIRED
PAIRE
PAI
P IRED
Taking Action
READ
EA
ADD
Model Model reading page 8 with a steady rate and accuracy. Next,
reread the page aloud and have students read along with you.
Apply Have students practice reading with a partner. PAIRED
READ Taking Action
Inform
In
nformation
ationa
tional
all

A
Articl e
Compare Texts
Read an article arguing that it’s up to ordinary
A WORLD fluently and answered the questions
OF WATER
citizens, not politicians, to help the environment.
PA I R E D R E A D
TAKING ACTION by Car
Caarly
ly Schuna
Many people believe that we need government
regulations to keep the planet healthy. Some laws do
help. However, personal actions are more effective than
official rules.
students
“Taking Action”
Energy conservation can be better managed by
people than by regulations. Currently there are no laws
to make American citizens limit their use of resources.
People are not told to turn their lights off or to take
• partner-read the On Level main selection.

brief showers. Instead people make their own choices
about using resources.
Make Connections: Write About It 19

PAIRED
READ Taking Action
• use self-stick notes to mark passages for
rereading.
&9B&5B/5B*B8:
/ $
LQGG
Before reading, explain that “Taking Leveled Reader

Action” is a persuasive text intended to • underline details that support main ideas.
convince readers to agree with the author. Then discuss the Essential
Question. After reading, ask students to discuss details in A World of
Water that might support the argument made in “Taking Action.”
FOCUS ON SCIENCE
S
Students can extend their knowledge of the difficulties more domain-specific vocabulary and
involved in purifying dirty water by completing the complex sentence structures.
science activity on page 24.

Approaching Level
Word Study/Decoding
TIER
D E CO D E W O R D S W I T H S U F F I X E S
2
OBJECTIVES Explain that a suffix is a word part added to the end of a base word, which
I Do
Use combined changes the base word’s meaning. Write dream on the board. Then write
knowledge of dreams. Underline the letter s and point out that it is a suffix. Model how to
all letter-sound
correspondences, decode the words dream and dreams and how to pronounce the suffix -s.
Write dreaming, dreamed, fixes, worked, hopeful, and loudly on the board.
(e.g., roots and Model how to decode the first word. Then help students decode the other
affixes) to read words. Have them identify each base word and suffix.
multisyllabic words
You Do
Add these words to the board: points, pointed, pointing, careful, sadly. Have
in context and out of students read each word aloud and identify its base word and suffix. Then
context. RF.5.3a point to the words in random order for students to read chorally. Repeat
several times.
Decode words with
suffixes.
TIER
BUILD WORDS WITH SUFFIXES ION AND TION
2
OBJECTIVES
I Do
Remind students that a suffix is a word part that is added to the end of a
Use combined base word, which changes the base word’s meaning. Explain that students
knowledge of will be building words with the suffixes -ion and -tion. Point out that these
all letter-sound
correspondences, suffixes mean “the act, state, or result of.”
Write the following words and suffixes on the board: correct, react, connect,
(e.g., roots and donate, declare, -ion, -tion. Have students chorally read each word and
affixes) to read suffix. Repeat at varying speeds and in random order. Next, work with
accurately unfamiliar students to combine the words and suffixes to form words with -ion
multisyllabic words
and -tion. Have students chorally read the words: correction, reaction,
context. RF.5.3a connection, donation, declaration. Discuss any spelling changes.
You Do
Add to the board other words that students can add the suffixes -ion and
Build words with
suffixes -ion and -tion. -tion to, such as locate, reject, attract, determine, and suggest. Have students
work with partners to build new words by combining the words and the
suffixes. Then have partners share the words they built and compile a
class list.
T298 UNIT 3 WEEK 5

WEEK 5
P R AC T I C E W O R D S W I T H S U F F I X E S  I O N A N D  T I O N
OBJECTIVES Remind students that the suffixes -ion and -tion are added to the end of
I Do
Use combined base words and that they mean “the act, state, or result of.” Explain that
knowledge of these suffixes change a verb into a noun. Write the word instruct on the
all letter-sound
correspondences,
board and read it aloud, explaining that it means “to teach or inform.”
syllabication patterns, Then write the word instruction and read it aloud, explaining that it means
and morphology “the act of teaching.” Point out that when adding the suffix -ion to some
(e.g., roots and base words that end in e, the final e is dropped before adding -ion, as in
affixes) to read
promote and promotion. When adding the suffix -tion to some base words
multisyllabic words ending in e, the final e changes to a before adding -tion, as in observe and
in context and out of observation.
context. RF.5.3a
We Do
Write the words education, connection, confusion, reservation, vacation, and
Decode words with completion on the board. Model how to decode the first word; then guide
suffixes -ion and -tion. students as they decode the remaining words. Help them first identify the
suffix at the end of each word. This will help them to read the multisyllabic
words. Then help students identify the base words and discuss any
spelling changes that occur when the suffix is added to the bast word.
You Do
chorally read.

Approaching Level
Vocabulary
TIER
2
OBJECTIVES Choose review words from High-Frequency Word Cards 81–120. Display
I Do
Acquire and use one word at a time, following the routine:
accurately grade-
academic and
gather vocabulary
knowledge when You Do
or phrase important read the words. Provide opportunities for students to use the words in
to comprehension or
speaking and writing. For example, provide sentence starters such as I
expression. L.6.6
want to . Ask students to write each word in their Writer’s Notebook.
Review high-frequency
words.
TIER
2
OBJECTIVES
I Do
appropriate general
words and phrases;
knowledge when
expression. L.6.6
T300 UNIT 3 WEEK 5

WEEK 5
I D E N T I F Y R E L AT E D W O R D S
OBJECTIVES
I Do
Display the invasive Visual Vocabulary Card and say aloud the word set
Acquire and use invasive, creeping, contained, enveloping. Point out that the word contained
accurately grade- does not belong and discuss why.
appropriate general
academic and Display the initial vocabulary card. Say aloud the word set initial, first, last,
words and phrases;
beginning. With students, discuss the word that does not belong and why.
gather vocabulary
You Do
Using these word sets, display the remaining cards one at a time, saying
knowledge when
considering a word aloud the word set. Ask students to identify the word that doesn’t belong.
or phrase important ‡ advocates, supporters, believers, opponents
to comprehension or
expression. L.6.6 ‡ optimal, best, worst, finest
‡ designate, terminate, appoint, name
‡ irrational, impractical, logical, unreasonable
‡ commonplace, ordinary, unremarkable, rare
‡ insulation, padding, opening, filling
S Y N O N YM S A N D A N TO N YM S
OBJECTIVES
I Do
Use the relationship Reproducibles pages 143–144. Read aloud the first paragraph. Point to
between particular the word conserved. Explain to students that they can use the relationships
words (e.g., cause/
between synonyms and antonyms to figure out the meaning of the word.
effect, part/whole,
item/category) to Think Aloud I don’t know the word conserved, but protected in the next
better understand
each of the sentence seems to have a similar meaning. The text says “instead of being
words. L.6.5b protected, many trees have been cut and burned.” The word instead helps
me know the author is making a contrast. This makes me think that “cut
and burned” means the opposite of conserved. From the relationship of
these words, I can better understand what conserved means.
We Do
Ask students to point to the word dire. With students, look for a synonym
or antonym in the text to figure out the meaning of the word. Write the
definition of the word.
You Do
Have students find the meanings of destroyed on page 143 and dwindling
on page 144, using synonyms and antonyms from the passage.
VOCABULARY T301
Approaching Level
Comprehension
TIER
F LU E N C Y
2
OBJECTIVES Explain that reading with accuracy and at an appropriate rate can take
I Do
Use context to practice. When readers come across unfamiliar words, they should look
confirm or self-correct at the words and sentences nearby to gain understanding from context,
word recognition
and understanding, and they should reread if necessary. Model reading at an appropriate rate
rereading as and with accuracy the first paragraph of the Comprehension and Fluency
necessary. RF.5.4c passage on Approaching Reproducibles pages 143–144.
Read fluently at an We Do
appropriate rate and after you, using the same rate. Model using context to self-correct a word,
with accuracy. and reread the word.
You Do
passage. Remind them to focus on their rate and accuracy. Listen in and,
TIER
I D E N T I F Y I M P O R TA N T D E TA I L S
2
OBJECTIVES
I Do
Write this paragraph on the board: Many think deserts are empty, but they
Determine a central are full of life! Sand is everywhere. Cacti and Joshua trees grow. Lizards and
it is conveyed through snakes slither across large areas. Point out that the topic is living things
particular details; in the desert. Explain that the third and fourth sentences are important
provide a summary of details because they tell about the topic. The second sentence is not an
the text distinct from important detail because it does not tell about the topic.
judgments. RI.6.2 Read aloud page 143 of the Comprehension and Fluency passage in
We Do
Approaching Reproducibles. Ask: What is the passage mainly about?
Identify important
details.
Point out that solving the problem of deforestation in Africa by planting
trees is the topic. Then ask: What facts tell you about the topic? Explain that
these are the important details. Help students identify how the details are
connected. Discuss why these details are important.
You Do
Have students read the rest of the passage. As they read, they should write
down the important details. Review students’ notes with them and ask
them to think about why the details are important.
T302 UNIT 3 WEEK 5

WEEK 5
R E V I E W M A I N I D E A A N D K E Y D E TA I L S
OBJECTIVES
I Do
Remind students that the main idea of a passage is the most important
Determine a central idea that an author writes about. Then explain that the main idea
idea of a text and how is supported by key details, or supporting facts. Point out that each
particular details;
paragraph in a passage has a main idea, as well as the whole passage.
the text distinct from We Do
personal opinions or on Approaching Reproducibles page 143. Model identifying the key
judgments. RI.6.2 details in the first paragraph. Then help students identify what all the
key details have in common, and explain that that is the main idea of the
Identify the main idea paragraph. Repeat with the remaining paragraphs on page 143.
and important details
in a passage. Have students read the rest of the passage. Ask them to identify the key
You Do
details and the main idea in each of the remaining paragraphs. Then have
them discuss how all of the details are related and what the main idea of
the whole passage is.

Determine a central Have students choose an expository book for sustained silent reading.
it is conveyed through Remind students that:
particular details; ‡ identifying key details and determining what they have in common will
provide a summary of help them identify the main idea of the book.
personal opinions or ‡ asking and answering questions before, during, and after reading will
judgments. RI.6.2 help them better comprehend the book.
Cite textual evidence Read Purposefully
to support analysis
of what the text says Have students record on Graphic Organizer 141 the main idea and key
explicitly as well as details, as they read independently. After they finish, they can conduct a
inferences drawn from Book Talk, each telling about the book that he or she read.
the text. RI.6.1
‡ Students should share their organizers and answer this question: What
Ask and answer was the most important thing you learned from this book?
questions to increase
comprehension. ‡ They should also tell the group whether they asked and answered
questions at different points as they read in order to better comprehend
what they were reading.
COMPREHENSION T303
On Level
Informational
Article
A WORLD
OF WATER
Leveled Reader: Go
by Carly Schuna
Before Reading
Informational
Preview and Predict

Article
A WORLD
PAIRED
READ
Leveled Reader

to support analysis
the text. RI.6.1
with purpose and
RF.5.4a Practice Book, page 142, while they read the selection.
Pages 2–3 Ask yourself a question, such as “Why is water such an Use Graphic
Read expository text. Organizer
important issue?” (Water is a limited resource and difficult for many
people to obtain. Supplies of water around the world must be managed
ACADEMIC so that clean, safe water is available for everyone.)
LANGUAGE
• expository text, Pages 4–7 How can the word clean help you define contaminated? (The
questions, main idea, paragraph states that less than half the population has clean water. The
details opposite of clean is dirty. Contaminated must mean “dirty.”)
• Cognates: texto
Pages 8–11 How are the details on page 8 connected? (They describe
why Mexico and the southwest United States have a water shortage.)
What main idea do they support? (People who live in areas with few
bodies of water and climates with little rainfall must look elsewhere for
their supply.)
T304 UNIT 3 WEEK 5

WEEK 5
Pages 12–15 Turn to a partner and discuss how the flowchart on page
14 helps you understand how the water cycle works. (The flowchart Literature
displays the specific steps in the water cycle and the order in which Circles
they happen and demonstrates the cyclical nature of the process.)
Pages 16–17 Name a detail on page 17 that supports the main idea literature circle using the
that it may be easier to supply people with clean water in the future. Thinkmark questions to guide the
(Researchers are testing an invention that can collect water from the discussion. You may wish to have
atmosphere.) a whole-class discussion about
what students learned about the
topic of environmental issues
After Reading around the world from both
Respond to Reading
Ana
Analytical
W
Writing
Level
their
Up
Informational
Article
shortages from the responses to those factors. A WORLD

OF WATER
by Carly Schuna
Informational
Fluency: Rate and Accuracy Article
A WORLD
Model Model reading page 8 with a steady rate and accuracy. Next, OF WATER
by Carly Schuna
reread the page aloud and have students read along with you. PAIRED
PAIRE
PAI
P IRED
READ
REA
EAD
ADD Taking Action
Actio

PAIRED
Taking Action
READ
Inform
In
nformation
ationa
onal
all
A
Articl e
Compare Texts
Read an article that argues it’s up to ordinary citizens,
A WORLD
OF WATER IF students read the On Level fluently and
not politicians, to help the environment.
PA I R E D R E A D
Caarly Schuna answered the questions
Many people believe that we need government
regulations to keep the planet in good shape. While some
laws do help meet that goal, personal actions can be more
effective than official rules.
Energy conservation can be better managed by people
“Taking Action” making personal choices than by passing new laws. There
are regulations that control how corporations use resources.
However, there are no laws to make American citizens limit
their use of resources. They aren’t told to turn their light
switches off for a certain period of time each day or to take
brief showers. Instead people make their own choices about
using resources.
students
Make Connections: Write About It • partner read the Beyond Level main
PAIRED
READ
R Taking Action
19
&9B&5B/5B*B8:
selection.
/ 2
LQGG

Action” is a persuasive text intended to • list main ideas and details throughout the
convince readers to agree with the author. Then discuss the Essential selection.
Question. After reading, ask students to discuss details in A World of • note questions they have about the text.

FOCUS ON SCIENCE
F The Beyond Level challenges students
S
Students can extend their knowledge of the difficulties with more domain-specific words and
of purifying contaminated drinking water by completing complex sentence structures.
the science activity on page 24.
ON LEVEL T305
On Level
Vocabulary
I Do
Acquire and use commonplace, designate, initial, insulation, invasive, and irrational. 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 makes an item commonplace?
gather vocabulary ‡ How would you decide whom to designate as a leader for a science
knowledge when
considering a word project?
or phrase important ‡ What is your initial reaction to great news?
to comprehension or
expression. L.6.6
You Do
Have pairs respond to these questions and explain their answers.
‡ What does insulation do?
‡ What are the characteristics of an invasive plant?
‡ What would be an irrational reaction to getting a good grade on a test?
OBJECTIVES
I Do
Remind students that they can often use the relationships between
Use the relationship synonyms and antonyms to help them understand unfamiliar words. Use
between particular the Comprehension and Fluency passage on Your Turn Practice Book
words (e.g., cause/
effect, part/whole, pages 143–144 to model.
item/category) to
better understand
Think Aloud I want to know what dire means. In the next sentence, the
each of the author refers to the “grim effects of deforestation.” The last sentence of the
words. L.6.5b paragraph mentions “a positive reversal of deforestation.” The relationship
between the words dire, grim, and positive reversal makes me think that
dire must mean “bleak or horrible,” or the opposite of positive.
We Do
Have students read until they encounter dwindling. Have them figure out
the definition by looking at its antonym, increase, and its synonym, shrink.
You Do
Have students use synonyms and antonyms to determine the meaning of
the word reversing as they read the rest of the selection.
T306 UNIT 3 WEEK 5

WEEK 5
Comprehension
OBJECTIVES
I Do
Remind students that when they look for a passage’s main idea, they are
Determine a central looking for the most important point an author makes. Identifying key
idea of a text and how details and determining how they are connected and what they have in
particular details;
common will help students identify the main idea.
the text distinct from We Do
Have a volunteer read the first page of the Comprehension and Fluency
personal opinions or passage on Your Turn Practice Book pages 143–144. Direct students
judgments. RI.6.2 to the first paragraph and have them identify important details. Then
ask them to explain how the details are connected, or what they have in
common, and to determine the main idea of the paragraph.
You Do
Have partners continue to read the passage, identifying important details
and finding the main idea of each paragraph or section. Then have them
explain how identifying what the key details had in common helped them
to determine the main idea of each paragraph and the whole passage.

Determine a central ‡ Have students choose an expository book for sustained silent reading.
it is conveyed through ‡ Before they read, have students preview the book, reading the title,
particular details; viewing the photographs, and asking questions to help set a purpose
provide a summary of for reading.
personal opinions or ‡ As students read, remind them to think about how key details are
judgments. RI.6.2 related in order to better understand the main idea.
to support analysis
Read Purposefully
of what the text says Encourage students to read different books in order to learn about a
explicitly as well as variety of subjects.
the text. RI.6.1 ‡ As students read, have them fill in on Graphic Organizer 141 details that
help them determine the main idea of the text.
Ask and answer
questions to increase
comprehension. ‡ Ask students to share their reactions to the book with classmates.
Beyond Level
Informational
Article
A WORLD
OF WATER
Leveled Reader: Go
by Carly Schuna
Before Reading
Informational
Preview and Predict

Article
A WORLD
PAIRED
READ
Leveled Reader

to support analysis
the text. RI.6.1
with purpose and
RF.5.4a Practice Book page 142 while they read the selection.
Pages 2–3 What pressing environmental issue does the author write Use Graphic
Read expository text. Organizer
about? (Water is a limited resource that is difficult for many people to
obtain. Supplies must be managed so that clean, safe water is available
ACADEMIC for everyone.)
LANGUAGE
• expository text, Pages 4–7 How can you use what you know about synoynms and
questions, main idea, antonyms to define contaminated? (The word unsafe is also used to
details describe the water that is contaminated. The text also mentions things
• Cognates: texto found in the water. Contaminated must mean “dirty.”)
Pages 8–11 How are the details on page 8 connected? (They describe
water problems and solutions in Mexico and the southwest United
States.) What is the main idea? (People in areas with few bodies of water
and climates with little rainfall must look elsewhere for their supply.)
T308 UNIT 3 WEEK 5

WEEK 5
Pages 12–17 Discuss with a partner the purpose of the flowchart on

page 14. (The flowchart visually displays the steps in the water cycle in Literature
sequence and demonstrates the cyclical nature of the process.) Why Circles
might fertilizers and pesticides be harmful to the water supply? (They can
seep underground and contaminate groundwater.) Paraphrase a detail
on page 17 that supports the main idea on that page. What is the main Thinkmark questions to guide
idea? (Researchers are testing an invention that can collect water from the discussion. You may wish to
the atmosphere. It may be easier to supply people with clean water in have a whole-class discussion
the future.) about what students learned
about the topic of environmental
issues around the world from
After Reading both selections in the Leveled
Reader.
Respond to Reading
Ana
Analytical
W
Writing
their
shortages from the responses to those factors.

Model Model reading page 12 with a steady rate and accuracy. Next,
reread the page aloud and have students read along with you.
Gifted and Talented
Inform
In
A
nformation
Articl e
ationa
tional
all
to create an ad campaign urging
Compare Texts
Read an article arguing that it’s up to ordinary citizens,
A WORLD people to take steps to protect the
OF WATER
not politicians, to help the environment.
PA I R E D R E A D water supply. Have students work

Caarly Schuna
Many people believe that government regulations are
needed to keep the planet in good shape. While some laws
in small groups to create billboard
do help achieve that goal, personal actions can prove more
effective than official rules.
Energy conservation, for instance, can be more images and copy, television
“Taking Action”
effectively managed by people making personal choices
than by passing new laws. There are regulations in place
to control how corporations use resources. However, there
are no equivalent laws to make American citizens limit their
use of resources. They aren’t told to turn their lights off for
a certain period of time each day or to take brief showers.
commercial storyboards, and
Instead people make their own choices about using
resources. This means that each person has the ability to
make a difference by taking personal responsibility.
PAIRED
magazine print ads outlining the
Make Connections: Write About It &9B&5B/5B*B8:
/ %
19
READ Taking Action
problem and the steps toward a

LQGG

solution. Groups can share their
Action” is a persuasive text intended to campaigns with the class.
convince readers to agree with the author. Then discuss the Essential
FOCUS ON SCIENCE
F
S
Students can extend their knowledge of the difficulties
involved in making the environment healthier by
completing the science activity on page 24.
BEYOND LEVEL T309

Beyond Level
Vocabulary
Model
Acquire and use optimal and invasive. Write science-related sentences on the board using
accurately grade- the words.
appropriate general
academic and Write the words access and scarce on the board and discuss the
domain-specific
words and phrases;
meanings with students. Then help students write sentences using
knowledge when
Have partners review the meanings of the words designate and advocates.
or phrase important Then have them write sentences using the words.
to comprehension or
expression. L.6.6
OBJECTIVES
Model
Use the relationship passage on Beyond Reproducibles pages 143–144.
between particular
words (e.g., cause/ Think Aloud I’m not sure what conserved means. The next sentence says,
effect, part/whole, “Instead of being protected, many trees have been overharvested.” I see
item/category) to
better understand
that the author is contrasting protected and overharvested. The author talks
each of the about regions of Africa that have not been conserved, so protected must
words. L.6.5b be a synonym for conserved. This helps me understand that conserved
means “kept safe.”
Help students figure out the meaning of dire in the same paragraph.
Apply
Have partners read the rest of the passage. Ask them to use synonymns
and antonyms to determine the meanings of ruin and dwindling.
Gifted and Synthesize Have partners discuss what they’ve learned by exploring and
Talented
answering this week’s Essential Question. Then have them use the words
optimal and advocates to write a response to the question as it relates to
the Comprehension and Fluency passage.
T310 UNIT 3 WEEK 5

WEEK 5
Comprehension
OBJECTIVES
Model
Remind students that when they identify the main idea, they are finding
Determine a central the author’s main point in a passage. Explain that looking for key details,
idea of a text and how or supporting facts, and determining what they have in common will
particular details;
help them better understand the main idea. Point out that paragraphs,
provide a summary of sections, and whole passages each have main ideas, and that some
the text distinct from sentences contain more than one detail.
judgments. RI.6.2 Have students read the first page of the Comprehension and Fluency
passage on Beyond Reproducibles pages 143–144. Ask questions to
facilitate discussion, such as What is one detail that tells how deforestation is
harmful in Africa? How might planting trees help? Students should support
their responses with text evidence.
Apply
Have students note details as they independently fill in Graphic Organizer
141. Then have partners use their organizers to describe what the details
have in common and what the author’s main idea is.

Determine a central Have students choose an expository book for sustained silent reading.
it is conveyed through ‡ As students read, have them fill in Graphic Organizer 141.
particular details;
‡ Remind them to use ask and answer questions 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
to support analysis books in order to learn about a variety of subjects.
of what the text says ‡ Students can write summaries of the books in their journals.
inferences drawn from ‡ Ask students to share their reactions to the books with classmates.
the text. RI.6.1
Talented
Ask and answer relate to the Weekly Concept of a greener future. Have students
questions to increase compare the accomplishments made by people in their books with the
comprehension. accomplishments of the people in the texts they read this week.
Shared Read Go
“Is Your City Green?” Digital
Before Reading
Build Background
IS YOUR CITY
GREEN?
T
Clean Energy
Read the Essential Question: What steps can people take to promote


Brand X Pictures
a healthier environment?
222 223
Reading/Writing
222_225_CR14_SI6_U3W5_MR_118711.indd
222 225 CR14 SI6 U3W5 MR 118711 indd 222 3/10/12
222_225_CR14_SI6_U3W5_MR_118711.indd
225
1:22 CR14
PM SI6 U3W5 MR 118711 indd 223 2/13/12 8:52 AM
Workshop View “Is Your

‡ Explain the meaning of the Essential Question, including the City Green?”
vocabulary in the question: To promote something means to
OBJECTIVES encourage it to happen. The environment is the natural world
around you.
to support analysis
of what the text says ‡ Model an answer: One step that people can take to promote a
explicitly as well as healthier environment is to support solar and wind farms. This would
make it possible to gather energy from renewable sources, instead of
the text. RI.6.1
from burning fossil fuels which can produce harmful emissions.
Determine a central
idea of a text and how ‡ Ask students a question that ties the Essential Question to their own
it is conveyed through background knowledge: What steps do you take to promote a healthier
particular details; environment? Turn to a partner and explain. Call on several pairs.
personal opinions or During Reading
judgments. RI.6.2
Interactive Question-Response
LANGUAGE ‡ Ask questions that help students understand the meaning of the text
OBJECTIVE after each paragraph.
Identify the main idea ‡ Reinforce the meanings of key vocabulary.
and key details in a
passage. ‡ Ask students questions that require them to use key vocabulary.
ACADEMIC
LANGUAGE
• main idea, details,
antonym, synonym
• Cognates: detalles,
antónimo, sinónimo
T312 UNIT 3 WEEK 5

WEEK 5
Page 223 Open Spaces

Paragraph 1
Explain and Model the Strategy Before I begin Explain and Model Synonyms and Antonyms
reading, I preview the selection. As I look at the Show how alien is contrasted with native
selection, I see a picture of turbines and a flowchart (antonym) and compared to imported (synonym).
on “How to Make Compost.” I ask “How are the wind Use these clues, to show that the meaning of alien
turbines and the compost connected in this article?” is “not original to the region or country.”
I can find the answer as I read. Have students form
their own questions about what they will read to Page 225
help them set a purpose for reading.
How to Make Compost
Buildings with Green Roofs
According to the flowchart, what do you need to
Explain and Model Main Idea and Key Details do two to four weeks after placing the layers of
One way to determine the main idea of a paragraph “green” and “brown” materials and adding water?
is to identify what the details have in common. I see (You need to turn and stir the pile, and add
that the details in the paragraph are about green more layers.) About how long does it take to make
roofs. The main idea must be that green roofs on compost? (about two months)
modern buildings help save water and energy.
According to the box next to the flowchart, are apple
Clean Energy peels “green” material or “brown” material? (green
materials)
How are wind farms and solar panels used in a green
city? (They are used as a source of electricity.) Your House Should Be More Passive!
Why are they good sources of energy in Explain that the author believes all new
a green city? (They are renewable and cause no homes should be energy-efficient, “passive”
pollution.) homes. Ask students to name details in the
paragraph that support the author’s argument.
Page 224
Moving Right Along After Reading

Why do people in the green city use mass transit? Make Connections
(Mass transit saves fuel.) According to the article, Review the Essential Question.
how will cars be different? (They will be hybrid
or electric. They will also burn fuels made from
renewable resources.) ‡ Have students complete ELL Reproducibles
pages 143–145.


Informational
Article
A WORLD
OF WATER
Leveled Reader: Go
by Carly Schuna
Before Reading
Informational
Preview
Article
A WORLD
PAIRED
READ
‡ Read the Essential Question: What steps can people take to promote a by Carly Schuna
Leveled Reader
healthier environment? Leveled
LEXILE 740 ‡ Refer to Green Means Clean: How do wind farms and solar farms Readers
promote a healthier environment?

OBJECTIVES
‡ Preview A World of Water and “Taking Action.” Our purpose for reading
to support analysis is to find out how people are creating a healthier environment.
explicitly as well as Vocabulary
the text. RI.6.1
Use the Visual Vocabulary Cards to pre-teach the ELL vocabulary:
accumulate, affordable, patterns. Use the routine found on the cards.
Determine a central
Point out the cognate: acumularse.
particular details;
During Reading
the text distinct from Interactive Question-Response
judgments. RI.6.2 Note Taking: Have students use the graphic organizer on ELL
Use context to Reproducibles page 142. 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 The introduction explains from where we get drinking water.
Name three places. Use the photograph to help you. (lakes, rivers, and
ACADEMIC
groundwater) What kinds of places might not have a lot of groundwater?
LANGUAGE (places that don’t get a lot of rain or snow)
• informational text, Pages 4–7 The main idea of this section is that African nations have
main idea, details
problems with their water. Work with your partner to come up with key
• Cognates: texto
informativo, detalles
details that support this main idea. (Water has waste and bacteria in it;
5,000 children die every day from unsafe water, adults become sick.)
Pages 8–11 Africa isn’t the only place with water problems. Mexico
and the southwestern United States also have problems. What is the main
idea of this chapter? (Pollution and climate change can cause a lack of
safe water.)
T314 UNIT 3 WEEK 5

WEEK 5
Pages 12–15 Look at The Water Cycle chart on page 14. Work with a
partner to explain the water cycle’s role in the water problem. Ask each Literature
other questions about the steps of the water cycle, such as “What is the Circles
first step?” Use the diagram to help you answer the questions.
Pages 16–17 The water crisis facts on page 16 support the main idea literature circle using the
on these pages. What is the main idea of these pages? (There are ways to Thinkmark questions to guide
solve the big problem of the lack of safe water.) What steps can you take the discussion. You may wish to
at home to help conserve, or help save, the drinking water supply? have a whole-class discussion
about environmental issues
After Reading around the world from both
Respond to Reading Revisit the Essential Question. Ask students to
work with partners to answer the Text Evidence Questions on page 18.
Level
Support students as necessary and review all responses as a group.
Ana
Analytical
W
Writing
Up
their Informational
Article
shortages from the responses to those factors. A WORLD

OF WATER
by Carly Schuna
Fluency: Rate and Accuracy Informational

Article
A WORLD
Model Model reading page 8 with accuracy. Next, reread the page OF WATER
by Carly Schuna
aloud and have students read along with you. PAIRED
PAIR
PA
AIRED
RED
READ
EAD
AD Taking Action
Actio

PAIRED
Taking Action
READ
Inform
In
nformation
ationa
onal
all
Articl
A e
Compare Texts
Read an article arguing that it is up to ordinary
A WORLD
OF WATER IF students read the ELL Level fluently and
citizens, not the leaders of the community, to help
PA I R E D R E A D the environment.

Caarly
ly Schuna answered the questions
Many people believe we need rules from the government
to protect the planet. Some laws do help. However,
personal actions work better than official rules.
It is better for people to choose to save energy than to
“Taking Action”
pass new laws. Rules and laws control how businesses use
proficiently read the On Level and have ELL

resources. There are no laws to control how people use
resources. People aren’t told to turn their lights off or to
take short showers. Instead people make their own choices
about using resources.
students
Make Connections: Write About It 19
PAIRED
READ
R Taking Action
• echo-read the On Level main selection

&9B&5B/5B*B8:
/ (
LQGG
Before reading, explain that “Taking with their partners.

Leveled Reader
Action” is a persuasive article intended to • mark passages for rereading.
convince readers to agree with the author. Then discuss the Essential • underline details that support main ideas.

The On Level challenges students with
FOCUS ON SCIENCE
F more domain-specific vocabulary and
S
Students can extend their knowledge of purifying water complex sentence structures.
by completing the science activity on page 24.


Vocabulary
OBJECTIVES Preteach vocabulary from “Is Your City Green?” following the Vocabulary
I Do
Acquire and use Routine found on the Visual Vocabulary Cards for the words advocates,
accurately grade- commonplace, designate, initial, insulation, invasive, irrational, and optimal.
appropriate general
words and phrases;
knowledge when
Have students work with a partner to use two or more words in
or phrase important statements or questions. Then have each pair read the sentences aloud.
to comprehension or
Help students write the Ask students to write Have students write
LANGUAGE sentences correctly and one statement and one one statement and one
OBJECTIVE read them aloud. question for four words. question for each word.
REVIEW VOCABULARY
I Do
appropriate general
domain-specific
Ask students to guess the word that you describe. Use gestures, related
gather vocabulary words, and word parts to provide clues to each word. Have students name
knowledge when the word and use it in a sentence.
considering a word
Have students work in small groups. Each group member provides clues
to comprehension or for one word while the other group members guess it. If a student guesses
expression. L.6.6 correctly, have him or her use the word in a sentence.

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.
T316 UNIT 3 WEEK 5

WEEK 5
I Do
Use the relationship passage on ELL Reproducibles pages 143–144. Point to the word
between particular destroyed. Tell students that they can use synonyms and antonyms in the
words (e.g., cause/
effect, part/whole,
same or in nearby sentences to help them figure out its meaning.
item/category) to Think Aloud I’m not sure what destroyed means, but I see a clue in the
better understand same sentence. Destroyed is being contrasted with protected, because I see
each of the
words. L.6.5b
the word not. Protected must be an antonym. If something is not protected,
it can be harmed, therefore, destroyed must mean “harmed.”
LANGUAGE
We Do
Have students point to the word restore in the second paragraph. Guide
OBJECTIVE students to realize that restore is being contrasted with ruin and compared
Use synonyms
to the word replaced. Write the definition of the word on the board.
and antonyms to
determine a word’s Have pairs write a definition for dire in the first paragraph.
meaning. You Do
Help students locate the Ask students to state Have students explain
synonyms. Have them which words are being how the synonyms
use this frame for writing: compared to the word helped them define the
Dire means . and then the definition. word.
OBJECTIVES List academic vocabulary and high-frequency words from “Is Your City
I Do
Acquire and use Green?”: available, harvesting, impose; and A World of Water: ensure,
accurately grade- resources, viruses. Define each word: To be available is to be ready for use.
appropriate general
academic and Model using the words in a sentence: The book is not available, it is checked
words and phrases;
out. They say we can use ideas and technologies available right now to create
gather vocabulary the city of the future today. Provide sentence frames and complete them
knowledge when with students: If the is available, I will .
considering a word
Have pairs make up their own sentence frames to complete with the class.
to comprehension or
Use academic
vocabulary and high-
frequency words.
VOCABULARY T317

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that when nonfiction writers write to persuade, they often use
I Do
Write arguments claims and counterarguments to present both sides of an issue. Read
to support claims the Expert Model passage aloud as students follow along and note the
with clear reasons
and relevant characteristics of opposing claims and counterarguments.
evidence. W.6.1
We Do
Reread the sidebar from “Is Your City Green?” as students follow along. Use
a graphic organizer to organize arguments and counterarguments. Model
LANGUAGE using details in the organizer to write an alternate opinion sidebar.
OBJECTIVE
Support arguments Have pairs write a new opinion paragraph, using the graphic
while writing. You Do
organizer. If possible, they should include a claim, opposing claim, and
counterargument. Edit each pair’s writing. Then ask students to revise.

Have students copy the Have students add details Have students revise to
edited paragraph. to strengthen their claims. add opposing claims and
edit the revision for errors.
SPELL WORDS WITH ION AND TION
OBJECTIVES Read aloud the Spelling Words on page T292, segmenting them into
I Do
Demonstrate syllables, and attaching a spelling to each sound. Point out the -ion or -tion
command of the spelling in the last syllables of the words. Have students repeat the words.
conventions of
punctuation, and
sentence, read the underlined word slowly, segmenting it into syllables.
spelling when Have students repeat after you and write the word.
writing. L.6.2
You Do
LANGUAGE
Spell words with -ion
and -tion. Have students copy the After students have Ask students to explain
and say them aloud. have pairs quiz each other. to spell and why.
T318 UNIT 3 WEEK 5

WEEK 5
Grammar
IRREGULAR VERBS
OBJECTIVES Remind students that regular verbs are verbs that form the past tense by
I Do
Demonstrate adding -ed. Irregular forms have different spellings for different tenses.
command of the Write on the board: add, added, have added. Point out that add is a regular
conventions of
standard English
verb since the past tense is formed by adding -ed, and that have added
grammar and usage is the past participle. Then write: write, wrote, have written. Point out that
when writing or write is an irregular verb, since the past tense is spelled wrote, and the
speaking. L.6.1 past participle is have written. Write other common irregular verbs on the
board, such as take (took, have taken); get (got, have got/gotten); go (went,
LANGUAGE have gone); drive (drove, have driven); and am (was, have been).
OBJECTIVE
Use irregular verbs. We Do
Write the sentences and sentence frames below on the board. Explain
that the first sentence includes an example of the present tense of an
Grades K-6
irregular verb. Ask volunteers to provide the past tense of the verbs to
complete each second sentence. Fill in the sentence frames with students’
Language responses. Read the completed sentences aloud for students to repeat.
Transfers
Handbook
I take the bus to school. Yesterday, I the bus to school.
Joe and Mary drive to work. Last week Mary to work.
Language Transfers Brainstorm other irregular verbs with students. Using the format above,
Handbook You Do
write sentence frames on the board. Have partners complete each
Speakers of Chinese, sentence frame with the correct spelling of an irregular verb.
Hmong, and
Vietnamese may Beginning Intermediate Advanced/High
have difficulty using
tense inflections. Help students copy the Ask students to underline Have students underline
Reinforce the use sentences and underline the irregular verb that the irregular verbs and
of the past tense by the irregular verb. Read they added to complete indicate verb tenses.
helping students write sentences aloud for each frame.
sentences about what students to repeat.
they did during the
previous week. For extra support, have students complete the activities in the Grammar
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Main Idea and Key Details Synonyms and Antonyms Writing About Text RI.6.2,
RI.6.2, RST.6.1 L.6.5b RST.6.1, W.6.9b
Grade 6
Assessment Includes
Weekly
Grades 1-6
Fluency
following schedule:
State Standards
T320 UNIT 3
WEEK 5
TESTED SKILLS
T If … Then …
Students answer 0–6 . . . assign Lessons 55–57 on Main Idea and
multiple-choice items Key Details from the Tier 2 Comprehension
COMPREHENSION
Students answer 0–6 . . . assign Lesson 169 on Synonyms and

VOCABULARY multiple-choice items Antonyms from the Tier 2 Vocabulary
Students score less than . . . assign Lessons 55–57 on Main Idea and Key
“3” on the constructed Details and/or Write About Reading Lesson 200
WRITING responses . . . from the Tier 2 Comprehension Intervention
Online PDFs.

PDFs.

PDFs.
students requiring:
TIER

TIER

WEEKLY OVERVIEW
The Big Idea: What does it take to accomplish a goal?
REVIEW AND EXTEND

Reader’s Theaterr A
Visit from an
Ancient Phara
oh
by Carolyn Clar
k
A Visit from an Ancient Pharaoh CAST:

The Archaeolog
Archaeology
ist
Assistants:
Andrea, John,
Karen, Roberto
Hatshepsut
Senemut (SEN
Genre Play Royal Guard (up

uh mut)
to 4 students)
Fluency Accuracy, Rate, and
-Hill
© Macmillan/McGraw
Prosody
A Visit from an
Ancient Phara
oh 167
IRAA6_CA_BM_Play_U
03_RD10.indd
167
2/3/08 10:09:51
PM
Reading Digitally
“Elephant Camp”
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 3 WEEK 6

WEEK 6
ASSESS
Presentations
Project Presentations
Project Rubric
Writing
Argument Writing Presentations
Writing Rubric
Unit Assessments
UNIT 3 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
‡ Student and Class Standards Proficiency Report
Juice Images/age fotostock
‡ Student Profile Summary Report

DAY 1 DAY 2
READING
READING
A
Visit from an Reader’s Theater
Re Reader’s Theater, T326 Reader’s Theater, T326
Ancient Pha raoh
Clark
by Carolyn
CAST:
The Archaeologist
“A
A Visit from an “A Visit from an Ancient Pharaoh” “A Visit from an Ancient Pharaoh”
Assistants:
Archaeology
Andrea, John,
Karen, Roberto
Hatshepsut
Senemut (SEN
uh mut) Ancient Pharaoh”
A Assign Roles Model Fluency: Accuracy, Rate,
Whole Group
)
to 4 students
Royal Guard (up
Model Fluency: Accuracy, Rate, and Prosody

and Prosody Reading g Digitally, T328
Graw-Hill
© Macmillan/Mc
A Visit from an
araoh
Ancient Pharaoh
167
“Elephant Camp”
2/3/08 10:09:51
PM
Research and Inquiry, T330–T331

IRAA6_CA_BM_P
lay_U03_RD10.ind
d 167
fpo Quoting and Paraphrasing

“Elephant
Camp”
DIFFERENTIATED INSTRUCTION Level Up to Accelerate

Level Up to On Level Level Up to On Level
Coming Together for Change, T336 Coming Together for Change, T336
Approaching vie
Re w
Spiral Review Comprehension Skills
vie
Re w
Level Unit 3 PDFs Online Unit 3 PDFs Online
Level Up to Beyond Level Level Up to Beyond Level

Coming Together for Change, T337 Coming Together for Change, T337
On Level
Small Group
Level Up to Self-Selected Level Up to Self-Selected

Beyond Trade Book, T339 Trade Book, T339
Level
Level Up to On Level Level Up to On Level

English Coming Together for Change, T338 Coming Together for Change, T338
Language
Learners
Writinsgs LANGUAGE
LANGUAGE ARTS
ARTS
Proce
Share Your Writing, T334 Share Your Writing, T334

Whole Group
Argument Writing Argument Writing

Prepare to Present Your Writing Discuss Peer Feedback
Writing
T324 UNIT 3 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
Reading
g Digitally, T328 Reader’s Theater, T326 Research and Inquiry, T332–T333
“Elephant Camp” Performance Presentations
Unit Assessment, T340–T341
Level Up to On Level Level Up to On Level Level Up to On Level

Coming Together for Change, T336 “Food for Thought,” T336 Literature Circle, T336
vie
Re w
Unit 3 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
Argument Writing Present Your Argument Writing Argument Writing
Rehearse Your Presentation Evaluate Your Presentation Portfolio Choice

Reader’s Theater
A
A Visit from an Ancient Pharaoh
Visit from an
Ancient Pharaoh
by Carolyn Clark
Introduce the Play ‡ After reading each character’s
CAST:
The Archaeologist
Archaeology Assistants:
Andrea, John, Karen, Roberto Explain that in A Visit from an Ancient part, ask partners to note the
Hatshepsut
Senemut (SEN uh mut)
Royal Guard (up to 4 students)
Pharaoh, the discovery of an ancient character’s traits. Model how to find
jar by an archaeologist and a group of text evidence that tells about the
assistants brings to life the Egyptian characters.
ruler Hatshepsut and her royal guard.
© Macmillan/McGraw-Hill
Hatshepsut teaches the archaeologist Assign Roles

and his assistants a valuable life lesson. Depending on the number of students,
A Visit from an Ancient Pharaoh 167 Distribute the Elements of Drama you may wish to organize the class
handout and the scripts from the into two or three groups with different
students playing roles in each group.
IRAA6_CA_BM_Play_U03_RD10.indd 167 2/3/08 10:09:51 PM
Teacher’s Resource Online PDF,

Go Digital!
pages 2–3, 29–38.
Teacher’s Resource
‡ Review the features of a play. Practice the Play
Online PDF,
pp. 2–3, 29–38 ‡ Review the cast of characters. Explain Each day, allow students time to practice
that the setting starts out in the their parts in the play. Pair fluent readers
present day and then changes to with less fluent readers. Pairs can echo-
Egypt around the year 1500 B.C. read or chorally read their parts. As
needed, work with less fluent readers to
‡ Point out the stage directions. mark pauses in their scripts, using one
slash for a short pause and two slashes
Shared Reading for longer pauses.
OBJECTIVES Model reading the play as students Throughout the week have students
Read on-level text follow along in their scripts. work on the Reader’s Theater
with purpose and
understanding. Focus on Vocabulary Stop and discuss Workstation Activity Card 24.
RF.5.4a any vocabulary words that students may Once the students have practiced
Read on-level prose not know. You may wish to teach: reading their parts several times, allow
and poetry orally with ‡ reign ‡ surplus students time to practice performing
rate, and expression ‡ resin ‡ advisor the script.
on successive ‡ customs ‡ expedition
readings. RF.5.4b Perform the Reader’s Theater
Model Fluency As you read each
Use context to ‡ Remind students that the focus in
confirm or self- part, state the name of each character,
Reader’s Theater is on reading the
correct word and read the part, emphasizing the
text with expression and gestures, not
recognition and appropriate phrasing and expression.
understanding, on memorizing the lines of text.
rereading as Discuss as a class what it would be
necessary. RF.5.4c
Discuss Each Role ‡
like to be Hatshepsut. Talk about her
‡ After reading the archaeologist’s first
ideas on how Egypt should work
lines, ask students to identify what
together with other nations, and
information the character is giving
discuss what that reveals about
about the play.
her character.
T326 UNIT 3 WEEK 6

WEEK 6
ACTIVITIES
A PLAY IN THREE PARTS
Explain that A Visit from an Ancient Pharaoh can be divided into three
parts: the prologue, the main action, and the epilogue. A prologue
is an introduction that gives important information before the main
action of the play begins. An epilogue comes at the end of a play, after
the main action, and wraps up important information in the story.
Have students list the three parts of the play on a sheet of paper and
write a summary for each part. Have partners share their summaries,
discussing how each part contributes to the story.
DESIGNING STAGE SETS

Point out that A Visit from an Ancient Pharaoh has three different
settings. Sets and props help the stage resemble each setting.
‡ In small groups, have students write a brief description of each
setting in the play. Then have them brainstorm ways they could
recreate each setting. (For example, they might place a podium
onstage at the beginning to represent a lecture hall or use a
sand-colored sheet to represent the desert.)
‡ Have groups make a list of props that might reflect each setting.
‡ Ask students to sketch their ideas and share them with the class.
‡ Review the definitions of difficult content words and phrases, including

pharaoh, myrrh, frankincense, and papyrus.
‡ Team an ELL student with a fluent reader who is also reading the part of
Hatshepsut. Have each reader take turns reading the lines. Determine
which reader will read which lines at the performance.
‡ Work with ELL students to make sure they understand that the play
begins in the present and then flashes back to the events of the dig. Ask
them to summarize their reading and clarify the meaning as needed.
READER’S THEATER T327

Reading Digitally
Go Digital!
OBJECTIVES
Integrate information Elephant Camp
presented in different
media or formats Before Reading
(e.g., visually,
Preview Scroll through the online article “Elephant Camp” 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 and
understanding of a the slideshow. Explain that you will read the article together first and
topic or issue. RI.6.7 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 causes and effects of
supported by reasons Thailand’s use of elephants. Have students take notes using Graphic
and evidence from
claims that are not.
Organizer 85. After each section, have partners paraphrase the main
RI.6.8 ideas, giving text evidence. They should analyze how text features such
as photos and captions help them understand the selection. Make
sure students understand domain-specific terms, such as endangered,
ACADEMIC
LANGUAGE deforestation, and domesticated.
• search engine, Access Interactive Elements Help students access the interactive
navigate,
elements by clicking or rolling over each feature. Discuss what
endangered,
deforestation, information these elements add to the text.
domesticated Tell students that they will reread parts of the article to help them
• Cognate: answer a specific question: What effects did the logging industry have on
domesticado(a)
Asian elephants?
Navigate Links to Information Remind students that online texts
may include hyperlinks, which provide connections among Web pages.
Discuss the importance of evaluating the sources of Web pages. Explain
that students need to determine whether the information is relevant,
accurate, and up to date. Urge students to ask themselves: What
can I find out at this site? Is the author of this page an authority? Is the
information current? Can I verify the information at other Web sites?
Discuss any information on linked Web pages that relate to the question
What effects did the logging industry have on Asian elephants?
T328 UNIT 3 WEEK 6

WEEK 6

Analytical
Writing
W
TAKE A STAND
Summarize Review students’ graphic Domesticating Elephants
organizers. Model using the information to Discuss the roles of elephants in the Thai
summarize “Elephant Camp.” culture, including their role in the economy.
Ask students to write a summary of the article, Have students build an argument that
stating what caused people to domesticate elephants should or should not be
elephants and what situations resulted domesticated for economic reasons.
from their use. Partners should discuss their Encourage partners to scroll through the
summaries. article and to use information from the article,
Make Connections Have students compare the hyperlinks, and other online sources to
what people have accomplished in protecting support their argument. Urge students to
elephants with what they learned about state their opinion clearly, organize their ideas
accomplishments in other texts in this unit. logically, support their views by citing accurate
information, and end with a strong conclusion.
RESEARCH ONLINE INDEPENDENT STUDY

Reliable Websites Investigate
Point out that there are no real restrictions Choose a Topic Students should brainstorm
on publishing on the Internet, so students questions related to the article. For example,
should evaluate carefully. Explain the following they might ask: Why is the Asian elephant
domain suffixes: endangered? Then have students choose a
.edu If a site is set up by a school, it often question to research.
is reliable. However, students’ sites with this Conduct Internet Research As you review
suffix often are not monitored and not reliable. how to conduct an Internet search, remind
.gov Sites with this suffix are government students to check for reliable sources. Urge
sites and are considered reliable. them to list reliable sources that they find.
.org Nonprofit organizations use this. They Present Have groups do a speech on what
are generally reliable, but some may be biased. can be done to protect elephants. Each group
member should present part of the speech.
READING DIGITALLY T329

The Big Idea: What does it take to accomplish a goal?
Assign the Projects Break students into five groups. Assign each group
one of the five projects that follow or let groups self-select their projects.
Before students begin research, present these minilessons.
Research Skill: Quoting and Paraphrasing

OBJECTIVES Understanding the Difference Between
Conduct short
research projects
Quoting and Paraphrasing
to answer a All research contains information from other sources. Researchers
question, drawing can use information that has been previously published by quoting
on several sources
and refocusing
and paraphrasing.
the inquiry when ‡ Explain to students that they can use someone else’s exact words
appropriate. W.6.7 in their writing, as long as they clearly indicate that the words are a
Gather relevant quotation by enclosing them in quotation marks and by giving proper
information from credit to the original author.
multiple print and
digital sources; assess ‡ Students can also paraphrase, which includes putting someone else’s
the credibility of each ideas and concepts into their own words. When paraphrasing, students
source; and quote
must restate the information, using both their own words and their
or paraphrase the
data and conclusions own sentences, and give proper credit to the original source. Students’
of others while writing should show that they have a personal understanding of the
avoiding plagiarism ideas they’re paraphrasing.
and providing
basic bibliographic
information for Avoiding Plagiarism
sources. W.6.8 Plagiarism is copying the work of others and claiming it as your own.
Whether writers copy from an essay, a newspaper article, or a Web site,
they are plagiarizing. If a writer fails to cite his or her sources completely
or correctly, then he or she is plagiarizing. Good researchers avoid
plagiarism by taking organized notes and citing sources appropriately.
‡ When taking notes, students should always record the source of the
information they plan to quote or paraphrase. They should keep track
of the information they wish to quote directly and the information
they plan to paraphrase. Note cards are a useful tool for keeping track
of sources.
‡ To avoid plagiarizing the overall arc of someone else’s work, students
should use at least three sources.
‡ Model how to correctly cite sources.
COLLABORATE
Go Manage and assign projects online.
Digital Students can also work with their
group online.
T330 UNIT 3 WEEK 6

Choose a Project! WEEK 6
Debate About the Effect of Not Sharing Ideas IA

L STU
DI
SOC
ES
share ideas?
Goal
Research teams will research different forms of
plagiarism and debate what the effect would be
if people stopped sharing ideas because other
people used them without citing proper credit.
Poster About a Challenge People Have Faced IA

L STU
DI
SOC
ES
What kinds of challenges
transform people?
Goal
Research teams will create a poster, featuring
quotations, about a challenge faced by people
in a community and how those people tried to
meet the challenge.
Movie Pitch and Job Descriptions
What can people accomplish by
working together?
Goal
Research teams will create a movie pitch,
including the premise, and each student will
name and describe what job he or she will have
in making the movie.
Poster and Radio Advertisements for a Race
How can one person affect the
opinions of others?
Goal
Research teams will make a poster ad and a
30-second radio ad for one of Major Taylor’s
races, using at least three persuasive techniques
in each advertisement.
Editorial About an Ecological Initiative SC

IENCE
What steps can people take
to promote a healthier
environment?
Goal
Research teams will use their research plan to
develop an editorial that is either for or against a
specific ecological initiative.
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 the Essential Question and the research project. Have students look at
the Shared Research Board for information they have gathered. Groups should
‡ make sure they are clear about how to quote and/or paraphrase from the
information they gather.
‡ decide on each member’s role: Who will provide graphics? Who will gather
and organize the information? Who will speak during the presentation?
STEP 2 Identify Sources

Have the group brainstorm where they can find the information. Suggest
‡ print works, such as magazines, reference books, and social studies books.
‡ digital media, such as online news sites, maps, movie trailers, and podcasts.
‡ interviews with those who can provide first-hand accounts of events.
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 kinds of information they need and who will be
responsible for gathering information about each subtopic. Have them take
notes, carefully listing their sources.
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 in ‡ Encourage the
creating the end product. They can create a rough version of the end audience to make
product in order to make decisions about categories of information. comments and ask
questions about
how quoting and
STEP 5 Synthesize and Present paraphrasing others
Have team members synthesize their research and decide on their helped support the
claims made in the
final message. presentation.
‡ Encourage students to use all available technologies to enhance ‡ Have students
their presentations. Audio recordings, visual displays, actual discuss how the
photographs, and so on, would all make good enhancements. presentation relates
to the Essential
‡ Students should check that the key ideas are included and their Question.
findings relate to the Big Idea.
T332 UNIT 3 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 avoid plagiarism by paraphrasing ✓ Selected a focus.
and quoting original sources correctly? ✓ Gathered high-quality, relevant information.
✓ Did you use several print and online sources? ✓ Used paraphrasing and/or quotes correctly.
✓ Did you give credit to all of your sources? ✓ Cited sources for information.
Presenting ✓ Used time effectively and collaborated well.
✓ Did you practice your presentation? Assess the Presentation
✓ Did you speak clearly and loudly enough for ✓ Spoke clearly at a proper pace and volume.
others to hear?
✓ Used appropriate gestures.
✓ Did you make eye contact with your
audience?
✓ Maintained eye contact.
✓ Did you answer the Essential Question and ✓ Established a main message that answered
Big Idea? the Essential Question and Big Idea.
✓ Did you use appropriate visuals and ✓ Used appropriate visuals and technology.
technology? ✓ Shared tasks among all group members.
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 The student The student The student
‡ presents the ‡ presents the ‡ attempts to present ‡ may show little grasp
information clearly. information in an information in an of the task.
‡ includes many details. organized manner that organized manner that ‡ may provide irrelevant
suits the product. suits the product. details.
‡ may include
sophisticated ‡ provides adequate ‡ may provide only a few ‡ may reflect extreme
observations. details. adequate details. difficulty with research
‡ includes relevant ‡ may include few or or presentation.
observations. irrelevant observations.
RESEARCH AND INQUIRY T333

Celebrate Share Your Writing
Presentations Speaking Checklist
Giving Presentations Review the Speaking Checklist with
students as they practice.
Now is the time for students to share one of the pieces of
argument writing that they have worked on through the unit. ✓ Have all notes and visuals ready
You may wish to invite parents or students from other classes to before you begin to speak.
the presentations. ✓ Place notes and visuals in logical
order.
Preparing for Presentations ✓ Look at your audience.
Tell students that they will present one of the pieces of writing
✓ Speak clearly and slowly.
they have been working on throughout the unit. Point out that ✓ Speak loudly enough for everyone
preparation is necessary in order to give a good presentation. to hear.
Have students practice their presentations several times so that
✓ Vary your speaking rate and
they are familiar with the text. Encourage them to think about volume to emphasize certain
points.
their arguments and to anticipate questions that students might
have. Students should consider bringing visual aids, such as
✓ Hold or present visual aids so that
charts, graphs, or in the case of the book review, a copy of the everyone can see them.
book. Discuss a few possible options with students.
✓ Stand up straight.
‡ Do they have a copy of the book they are reviewing to share
✓ Build to your conclusion, so that
your recommendation or call to
with the audience?
action is clear.
‡ Do they have charts or graphs that support what they are
presenting for the argument essay?
‡ Do they have photos or illustrations that will help listeners
understand their points?
Juice Images/age fotostock

Students can practice presenting to a partner or small group in
the classroom. They can also practice
alone, or with a friend or family
member outside of school. Share
the following checklist with
students to help them focus
on important parts of their
presentation as they rehearse.
Discuss each point on
the checklist.
T334 UNIT 3 WEEK 6

WEEK 6
Listening to Presentations
Remind students that they will be part of the audience for other students’ presentations. A
listener serves an important role. Review with students the following Listening Checklist.
Listening Checklist
During the presentation After the presentation
✓ Pay attention to the argument, as well ✓ Tell the presenter what was good about
as the reasons and evidence. the presentation.
✓ Take notes about the speaker’s claims. ✓ State any questions or comments you
✓ Note any claims that do not appear to may have. If someone makes a similar
be supported by reasons and evidence. comment first, tell why you agree.
✓ Note any questions or comments you ✓ Give the presenter a chance to respond
have about the speaker’s argument. to your questions or comments.
✓ Sit attentively during the presentation. ✓ Listen to others’ comments.
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
‡ include evidence to support your arguments? ‡ wording revised to reflect a formal tone?
‡ use linking words to make the relationship ‡ your wording revised so that your argument
among ideas clear? is clearer?
‡ conclude with a recommendation? ‡ reasons and evidence rearranged so that the
‡ have few or no spelling and grammatical order is logical?
errors?
‡ exhibit neat and clear publishing techniques?
Go PORTFOLIO
Digital
Students can submit their writing to be
considered for inclusion in their digital
portfolio. Students’ portfolios can be
shared with parents.
CELEBRATE: SHARE YOUR WRITING T335

Approaching Level
Narrative
Nonfiction
Narrative
Nonfiction
Change
By Victoria Tremper
to On Level
Change
By Victoria Tremper
Coming Together for Change
PAIRED
REA
READ Food for Th
Thought
Before Reading
Preview Discuss what students remember about the
accomplishments of the villagers in Jigawa and Caaguazú. Tell them
PAIRED
READ Food for Thought
they will be reading a more challenging version of Coming Together
for Change.
Leveled Reader
Vocabulary Use the Visual Vocabulary Cards and routine.
OBJECTIVES A C T During Reading

read and comprehend
literary nonfiction in Specific Vocabulary Review with students the following social
the grades 6–8 text studies words that are new to this title: infrastructure, perishable,
complexity band distribute, technology. Model how to use the glossary to determine
proficiently, with
their meanings.
at the high end of the Sentence Structure Students may need help connecting a
range. RI.6.10 parenthetical phrase to text it modifies. Read aloud this sentence
on page 4: Many homes in Jigawa, an impoverished region in the
north of Nigeria, do not have electricity. Explain that the phrase
between commas provides more information about the subject
part, Many homes in Jigawa. Have students locate parenthetical
phrases on pages 2, 4, and 9 and identify what they modify.
Organization Explain that the text is divided into two chapters
that each describe how one idea benefited a community. Within
each chapter, a sequential structure shows how the idea was
developed. Have pairs choose a chapter and use a sequence
graphic organizer to trace the series of events in the chapter.
After Reading
Ask students to complete Respond to Reading on page 18 after they
have finished reading.
T336 UNIT 3 WEEK 6

WEEK 6
On Level
to Beyond Level
Before Reading
Preview Discuss what students remember about the
accomplishments of the villagers in Jigawa and Caaguazú. Tell them
they will be reading a more challenging version of Coming Together
for Change.
Leveled Reader
Vocabulary Use the Visual Vocabulary Cards and routine.
OBJECTIVES A C T During Reading

read and comprehend
literary nonfiction in Specific Vocabulary Review the following social studies
the grades 6–8 text words that are new to this title: innovative, momentum, versatile,
complexity band workforce. Model how to use context clues in the text to find their
proficiently, with
meanings.
at the high end of the Sentence Structure Students may need help connecting a
range. RI.6.10 parenthetical phrase that follows a dash to text it modifies. Read
aloud this sentence on page 4: Jigawa is one of these areas—an
impoverished region in the north of Nigeria in which many homes
lack electricity. Explain that the phrase after the dash provides
more information about the subject, Jigawa. Have partners locate
another parenthetical phrase on page 11 and identify what it
modifies.
Genre Make sure students understand the purpose of each text
feature in the selection. Have pairs list each type of text feature
in the first column of a two-column chart. In the second column,
have them describe how the feature increases their understanding
of the topic being discussed in the main text.
After Reading
LEVEL UP T337
to On Level
Before Reading
Preview Remind students that narrative nonfiction provides factual
information in “story” form. Discuss what students remember about the
villagers in Jigawa and Caaguazú. Tell them they will be reading a more
challenging version of Coming Together for Change.
Leveled Reader
Vocabulary Review the vocabulary words using the Visual Vocabulary
Cards and routine. Point out the cognates: abundante, ingenio, and
productividad.
OBJECTIVES
read and comprehend A C T During Reading
literary nonfiction in
the grades 6–8 text
complexity band Specific Vocabulary Work with students to identify context
proficiently, with
clues for difficult words, such as perishable on page 5. Help them
at the high end of the write a definition for each word and use the glossary to check
range. RI.6.10 the meaning. Then ask them to suggest a word with the opposite
meaning. Repeat for other words.
Sentence Structure Point out the third sentence in the first
paragraph on page 10. Explain that the sentence contains two
parts, one that tells a cause and one that tells an effect. Model
dividing the sentence into two parts, and chorally read each new
sentence with students. Repeat with other compound sentences.
Connection of Ideas Help students understand how the
diagram on page 5 supports the text. Summarize information
from the main text with students. Then compare the summary to
the information noted in the diagram. Have partners use frames to
discuss: The text tells me that . The diagram adds information
about .
After Reading
T338 UNIT 3 WEEK 6

WEEK 6
Advanced
Beyond Level
Level
Trade Book
T
to Self-Selected Trade Book
Independent Reading
Before Reading
Work with students to choose a particular focus for reading. Students
who choose the same title can work in groups to carefully read the
selection.
Leveled Reader
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
6–8 text complexity
Fiction Informational Text
band proficiently, with Theme Text Structure: Sequence
at the high end of the
Graphic Organizer 148 Graphic Organizer 89
range. RL/RI.6.10
Ask and Answer Questions As students read, have them note
questions in the first column on a two-column chart. Have group
members discuss the sections after they read them. They can share
the questions they noted and work together to find text evidence to
support their answers. You may wish to have students write responses
to their questions on the second column of their charts.
After Reading
Ana
Analytical W
Write About Reading Have students work together to respond to the
W
Writing
t
text using text evidence to support their writing.
Examples:
Fiction Informational Text
What is the theme, or message, Explain how events or ideas
of this story? What key details are sequenced in this selection.
help you determine the theme? How does the way the sequence
is presented help you better
understand the text?
LEVEL UP T339
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: ENGLISH WRITING:
• Theme RL.6.2, RL.6.3 • Context Clues L.6.4a LANGUAGE • Writing About Text
• Text Structure: Sequence RH.6.5, • Prefixes and CONVENTIONS: W.6.9a–b
RI.6.5 Suffixes L.6.4b • Action Verbs and • Writing Prompt-
• Text Structure: Cause and Effect RI.6.3, • Synonyms and Objects L.3.1a Argument
RI.6.5 Antonyms L.6.5b • Verb Tenses W.6.1a–e
• Main Idea and Key Details RI.6.2, L.5.1c, L.5.1d
RST.6.1 • Main and Helping
Verbs L.6.1, L.5.1c
• Linking Verbs L.5.1c,
L.6.2
• Irregular Verbs
L.6.1e, L.3.1d
Grade 6
Assessment Includes
Unit
‡ Writing Prompt
State Standards
Additional Assessment Options
Grades 1-6
Conduct assessments individually using the differentiated

passages in Fluency Assessment. Students’ expected fluency
Fluency
Assessment goal for this unit is 130–150 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 3
UNIT 3
TESTED SKILLS
T If … Then …
Students answer 0–9 . . . reteach the necessary skills using Lessons
COMPREHENSION multiple-choice items 34–36, 55–57, and 73–78 from the Tier 2
correctly . . . Comprehension Intervention Online PDFs.
Students answer 0–7 . . . reteach the necessary skills using Lessons

VOCABULARY multiple-choice items 142, 143, 155, and 169 from the Tier 2
correctly . . . Vocabulary Intervention Online PDFs.
ENGLISH Students answer 0–7 . . . reteach the necessary skills using Lessons
LANGUAGE multiple-choice items 18–28 from the Tier 2 Writing and Grammar
CONVENTIONS correctly . . . Intervention Online PDFs.
Students score less than . . . reteach tested skills using appropriate

WRITING “2” on short-response lessons from the Strategies and Skills
items and “3” on and/or Write About Reading sections in the
extended constructed Tier 2 Comprehension Intervention Online
response items . . . PDFs.
Students score less . . . reteach tested skills using the Tier 2 Writing
than “3” on the writing and Grammar Intervention Online PDFs.
prompt . . .
Students have a WCPM . . . reteach tested skills using the Tier 2 Fluency
score of 0–129 . . . 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: Argument
Proc
Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T344

Argument Essay . . . . . . . . . . . . . . . . . . . . . . . . . . T350
l
Modoen
Less Reading Extended Complex Text
Major Taylor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
ARGUMENT Book Review
ritings
W ces
EXPERT MODEL
Pro on 1
Less Read Like a Writer Go
Digital
095_112_CR14_NA_WWB_6_U3BR_118749.indd Page 95 24/02/12 12:47 AM u-s010
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_B
Expe
Expert
Expe
Exp
Ex
xper Model • Book Review
w • 41
41
The Bl
Th Black
k St
Stallion
lli
Point out that when you read a book you feel strongly about,
you often want to share your feelings and ideas about it.
by Walter Farley
Book Review by Teresa F.
Every good book takes readers on a journey, but few take

them on one as thrilling as the story told in The Black Stallion
by Walter Farley. This exciting classic tells of fifteen-year-old
Alec Ramsey and his bond with a wild stallion. At the begin-
When you write a book review, you provide a short summary
of the text, you make an argument about the merits of the
ning of the book, Alec is returning to the United States after
visiting his uncle in India. When his ship goes down in a ter-
rible storm, Alec ties himself to the Black, a savage horse on
book, and you support your claim with evidence from the
board the ship. Together, they swim to safety and find them-
selves shipwrecked on a deserted island. Then they face the
enormous challenge of surviving their ordeal.
book and with other reasons, facts, and details. Read and
One of the pleasures of the book is finding out how animals
think. The events show the author’s deep knowledge of animal
psychology. Readers come to understand how different a wild
discuss the features of a book review. Writer’s

horse is from a domestic one. Farley shows how Alec has to

overcome the animal’s natural fear and distrust of people. One
step at a time, he gains the Black’s trust. When Alec finally
takes the mighty stallion for a ride, it’s an exhilarating and Workspace
Provide copies of the Expert Model Online PDF 41 and
moving sign of their growing friendship.
Alec’s strong personality is another reason the novel is so
appealing. He finds clever solutions to urgent problems. For
the Features of a Book Review Online PDF 42 in Writer’s

example, he comes up with a surprising way to feed both
himself and the Black when there’s no obvious source of food
on the island. Later, when they return to New York, Alec shows
Workspace.
Unit 3 • Book Review
Expert Model
Features of a Book Review
‡ It includes the writer’s opinion, called a claim,
OBJECTIVES
about the book.
Write arguments to
support claims with ‡ It introduces the book and provides a short summary.
clear reasons and
relevant evidence.
‡ It provides clear reasons, or arguments, for the writer’s claim.
Introduce claims ‡ It supports the arguments with relevant evidence, including
and organize the reasons, facts, and details.
reasons and evidence
clearly. W.6.1a ‡ It organizes reasons in a logical order, often saving the strongest
reason for last.
ACADEMIC
‡ It may conclude with a recommendation.
LANGUAGE
• book review,
argument, Discuss the Expert Model
summary, evidence,
recommendation
Use these questions to prompt discussion of Book Review features.
• Cognates:
COLLABORATE
‡ What claim does the writer make about the book? (The writer likes the
argumento, book and claims it is an exciting, suspenseful story.)
resumir, evidencia,
recomendación ‡ What does the writer say the book is about? (The writer says the
book is about the adventures of a teen who befriends a stallion while
shipwrecked on a deserted island.)
‡ What do you think is the strongest argument for the writer’s claim?
What evidence supports the argument? (The writer says that even
readers who are not fans of animal stories will enjoy the book. Events
are so suspenseful, readers will be fully engaged.)
‡ What recommendation does the writer make? (The writer recommends
the book to anyone who wants a great read but particularly to those
who look for books in a series.)
T344 UNIT 3 WEEK 6

USE WITH WEEKS 13
PREWRITE
Discuss and Plan
Purpose Discuss with students purposes for writing a book review.
Explain that book reviews can inform readers about the contents of
a book. They can also attempt to persuade readers to agree with the ENGLISH LANGUAGE
writer’s viewpoint. Book reviews often entertain readers by summarizing LEARNERS
an exciting plot. Beginning
Audience Have students think about who will read their book reviews, Demonstrate Comprehension
such as classmates and friends. Ask: What ideas do you want to convey, Have students use a number from
and what claim, or viewpoint, do you want readers to understand? 1 to 5 to express a viewpoint after
reading the Expert Model.
Teach the Minilesson Intermediate
Logical Order Explain that in a book review, writers present Explain Provide frames for partners
to discuss the Expert Model: One
a claim about what they have read along with specific reasons, reason I (would/would not) read the
or arguments, for that view. Writers who logically organize the book is .
arguments for their claims help readers understand and evaluate
the review. Writers often list supporting arguments in reverse order, Advanced/High
beginning with less important ideas and saving the strongest Expand Have pairs write a few
sentences stating whether or not
arguments for last.
the Expert Model convinced them
Distribute copies of the Model Graphic Organizer Online PDF 43 to read the book.
in Writer’s Workspace. Point out how the writer logically organizes
specific reasons for the viewpoint in the text.
Your Turn MODEL GRAPHIC

ORGANIZER
095_112_CR14_NA_WWB_6_U3BR_118749.indd Page 98 20/02/12 9:36 PM u-s010
/Volumes/101/GO00979_TRBLM_TE/CORE_READING_2014/NATIONAL/TE/WRITERS_WORKSPACE_BLM/
Choose Your Topic Have students work in pairs or small groups to

COLLABORATE brainstorm books they feel strongly about. Remind them that a book
Model Graphic Organizer • 43
review can present a negative viewpoint as well as a positive one. Ask Title: The Black Stallion
Author: Walter Farley
questions to prompt thinking. Have students record topics in their

Main Character(s): Alec Ramsay, the Black, Henry Dailey
Setting: a ship bound for the United States; a deserted island;
New York
Plot: After being shipwrecked on a deserted island, teenager Alec
Writer’s Notebooks. befriends a wild stallion. When Alec and the horse are rescued, they
work to make Alec’s dream of racing the Black a reality.
‡ What book did you find yourself thinking about long after you had Argument: The Black Stallion is a thrilling and engrossing
story of a brave teenager on a quest to bring glory to a
read it? Did you have a positive or negative view of the book?
deserving and courageous animal.
What reasons prompted your viewpoint?

Reason: The story gives great insight into how
‡ animals think.
‡ Would you tell others to read the book? Why or why not? Reason: Alec is a strong and admirable character.
Plan Provide copies of the blank Graphic Organizer Online PDF 44 Reason: Even readers who usually don’t enjoy
animal stories will love this one because it is
in Writer’s Workspace. Ask students to complete the summary, state

exciting and suspenseful.
their claim, and then focus on providing arguments for the claim. The Recommendation: Anyone who wants a rousing, inspiration
adventure that continues on in a number of sequels will love
this book.
recommendation should follow logically from arguments presented.

WRITING PROCESS T345

itinsgs
Wro e
Pr c n 1
Less
o ARGUMENT Book Review
DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Support claim(s)
with clear reasons Review the features of book reviews. Provide copies of the Digital
and relevant Student Draft Model Online PDF 45 in Writer’s Workspace.
evidence, using
credible sources and
demonstrating an
Teach the Minilesson
understanding of the
topic or text. W.6.1b
Relevant Evidence Explain that writers of book reviews
support their claims with convincing facts, details, Writer’s
Use words, phrases, Workspace
and clauses to clarify
quotations, and other text evidence from credible sources
the relationships that directly addresses the perspective they want to convey.
among claim(s) and Discuss how reasons are supported in the following review.
reasons. W.6.1c
The best book for 12-year-olds is Twenty Thousand
Establish and Leagues Under the Sea by Jules Verne. Readers will find
maintain a formal
style. W.6.1d
lots of action in this exciting science fiction novel about
adventures in a submarine. At one point in the story,
Provide a concluding
statement or section
for example, those onboard the submarine have to fight
that follows from the a giant octopus.
argument presented. Invite students to give a reason for a view of a book and support the
W.6.1e
reason with relevant text evidence.
ACADEMIC
LANGUAGE Your Turn
• claim, reasons,
Write a Draft After students review graphic organizers, remind them
evidence, transitions
Cognates: evidencia, to support their claims, use clear transitions, provide a recommendation
transiciones based on their claims, and maintain a formal style in their drafts.
Teacher Conferences
Talk about the strengths of Focus on how a writer uses a Make concrete suggestions
the writing. writing trait. for revision.
The opening paragraph gives You’ve described a number of Your summary of the book
key information about the book reasons for your claim, but you would be clearer if it contained
and clearly states your claim, or could present the reasons in a information about the book’s
viewpoint. more logical order. setting as well as the characters
and plot.
T346 UNIT 3 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
Distribute copies of the Revised Student Model Online PDF 46 in Writer’s Revised Student Model • Book Review • 46
Workspace. Read the model aloud and have students note the revisions. My Side of the Mountain
Discuss reasons for specific revisions, such as how organizing arguments, by Jean Craighead George
Book Review by Thalia F.
adding text evidence, including transitions, and using a formal style and Many characters in novels want to escape from their
everyday lifes. Few do so as completely as Sam Gribley, the
tone clarifies claims and makes the review credible.

excellent
twelve-year-old hero of Jean Craighead George’s novel “My
Side of the Mountain.” When Sam decides he wants to live in
leads readers on the adventure of a lifetime
the mountains, he finds adventure. This is a book that celebrates
independence and nature while reminding us of the importance
of human contact and family.
Teach the Minilesson When Sam decides he doesn’t want to live in his family’s
crowded apartment in New York City, where he lives with his
parents and eight brothers and sisters, he left home to search
Transitions Explain that transitions help writers connect ideas. for his great-grandfather’s old farm in the Catskill Mountains.
The exciting story tells how Sam creates a home of his own in
, making friends with a falcon and a weasel as well as a man named Bando
Transitional words and phrases such as because, as a result, for

the forest. Along the way, he has hardships and survives a
encounters

frighteningly harsh Winter. vivid
example, or most important indicate that the writer is linking claims

One reason I liked this book is because of the author’s cool
writing about living in the woods. The author clearly know a
lot about nature and creates a very convincing picture of what it
to reasons or giving additional evidence. Point out that transitions

For example ,
is like to be out in the forest. When I read about Sam burrowing
out the old tree to make his new home, I feeled like I was right
clarify claims and help readers evaluate the writer’s views. there on the mountain with him.
Have students find an example of a revision in the Revised Student

Model where the writer added a transition. Discuss how the revision
helps clarify the relationship among the ideas in the review.
Your Turn
Revise Have students use the peer review routine and questions to
COLLABORATE review partners’ drafts. Invite them to use suggestions from the peer
review as they revise. Provide the Revise and Edit Checklist Online PDF 48
Writer’s Workspace to guide them. Suggest they add transitional words
and phrases to connect reasons and evidence in their reviews.
Use these questions for peer review.

Peer Conferences
Review the routine for peer review of writing. ✓ Is the claim clearly stated and
Students should listen carefully as writers read sufficiently supported?
their work aloud. Students begin each review
by telling what they liked about the writing.
✓ Are the arguments well-organized?
Then they ask a question that will help the ✓ Do transitions connect reasons and
writer think more deeply about the writing. evidence?
Finally, they make a suggestion that will make ✓ Does a recommendation follow
the writing stronger. smoothly and logically?

itinsgs
Wro e
Pr c n 1
Less
o ARGUMENT Book Review
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 47 in Digital
peers and adults, Writer’s Workspace. Read the model aloud and have students
develop and note the editing changes Thalia made. Use specific edits to
strengthen writing
as needed by
show how editing for spelling, capitalization, verb tenses,
planning, revising, and subject-verb agreement improves the book review and
editing, rewriting, helps maintain a formal style.
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 COLLABORATE and Edit Checklist to guide them as they review and edit their drafts
and publish writing independently. Remind them to read for one type of error at a time.
as well as to interact
and collaborate with
others; demonstrate
Publish
sufficient command For the final presentation of the book review, have students choose a
of keyboarding skills format for publishing. Students may want to consider:
to type a minimum
of three pages in a Print Publishing Digital Publishing
single sitting W.6.6
Book Guide for Class Library Writer’s Workspace
Book Review Magazine Book Review Blog
ACADEMIC
LANGUAGE “Class Favorites” Book Online Literary Review Site
• proofread, edit,
publish, multimedia, Whether students handwrite, use a typewriter, or use a word-processing
• Cognates: editar, program, they should be sure to use standard margins and format their
publicar, multimedia final drafts so readers can easily follow the flow of the text. Monitor
keyboarding skills for students who type their work, checking to be sure
EDITED STUDENT MODEL
they can create documents accurately and efficiently. Students should be
Edited Student Model • Book Review • 47 able to type a minimum of three pages in a single sitting.
My Side of the Mountain
by Jean Craighead George
Book Review by Thalia F. Explain to students that adding visual and multimedia elements can
Many characters in novels want to escape from their
v
everyday lifes. Few do so as completely as Sam Gribley, the
excellent
strengthen their writing and make presentations more engaging. Allow
time for students to design or include illustrations, photos, videos,
twelve-year-old hero of Jean Craighead George’s novel “My
Side of the Mountain.” When Sam decides he wants to live in
leads readers on the adventure of a lifetime
the mountains, he finds adventure. This is a book that celebrates
independence and nature while reminding us of the importance
of human contact and family.
When Sam decides he doesn’t want to live in his family’s
audio, and other visual or multimedia elements that will enhance their
crowded apartment in New York City, where he lives with his
leaves
parents and eight brothers and sisters, he left home to search
presentations.
for his great-grandfather’s old farm in the Catskill Mountains.
The exciting story tells how Sam creates a home of his own in
, making friends with a falcon and a weasel as well as a man named Bando
the forest. Along the way, he has hardships and survives a
w encounters
frighteningly harsh Winter. vivid

One reason I liked this book is because of the author’s cool
s
writing about living in the woods. The author clearly know a
lot about nature and creates a very convincing picture of what it
For example ,
is like to be out in the forest. When I read about Sam burrowing
felt
out the old tree to make his new home, I feeled like I was right
there on the mountain with him.
T348 UNIT 3 WEEK 6

EVALUATE
Discuss Rubrics BOOK REVIEW RUBRIC
Guide students as they use the Book Review Rubric Online PDF 49 in Writing Rubric • 49
Writer’s Workspace. Help them understand that a rubric helps them Book Review Rubric
identify and focus on areas that might need further work. Work with the 4 Excellent • includes a clearly-stated opinion, a brief summary, and
several credible, relevant reasons
class to review the rubric’s bulleted points.

• includes reasons that are organized logically and that
lead smoothly into a recommendation
• includes reasons all of which are supported by
relevant evidence from the text
• uses precise words that clearly indicate an opinion, or
argument
• addresses readers formally and informatively
Focus and Coherence Does the book review provide a short

• uses a variety of transitions to show how ideas and
‡ reasons connect
• is free or almost free of all errors
summary, a clear claim, and convincing arguments? 3 Good • includes an argument, a summary, and one or two
credible reasons
• includes reasons that are organized somewhat
logically and are followed by a recommendation
Organization Are arguments organized logically? Do they lead

• includes reasons, some of which are supported by
‡ relevant evidence from the text
• uses words that suggest an opinion
• uses an informed, though slightly informal style
naturally to a recommendation? • uses some transition words that show how ideas
connect
• has a few errors but is easy to read

Ideas and Support Does the book review include relevant
2 Fair • mostly summarizes the book, giving few or no reasons
‡ for the opinion, or argument
• includes recommendation that does not logically follow
from the argument and/or reasons
reasons, facts, and supporting text evidence? • uses relevant text evidence to support a summary
rather than an argument or reasons
• uses words that hint at an argument
• connects to the reader and text inconsistently
Word Choice Does the writer choose precise, descriptive words

• uses transitions sparsely or to connect unrelated ideas
‡ • includes frequent errors, making text hard to
understand
to indicate a viewpoint and reasons for it?

Voice/Sentence Fluency Is the voice consistent and the style
‡
formal? Do transitions clarify and connect claims and reasons?
‡ Conventions Are errors in grammar, spelling, punctuation, and
capitalization corrected?
Your Turn
Reflect and Set Goals After students have evaluated their book
reviews, invite them to think about their progress as writers. Encourage
them to identify areas where they have shown improvement as well as
areas that need further work. Have them set writing goals to share with
the teacher during conference time.
Conference with Students

Use the Book Review Rubric and the Anchor Papers Online PDF 50
in Writer’s Workspace as you evaluate student writing. The anchor
papers provide samples that score from 1 to 4. These papers reflect
the criteria described in the rubric. Anchor papers offer a standard
against which to judge writing.
Review with individual students the writing goals they have set.
Discuss ways to achieve these goals and suggest any further areas of
improvement students may need to target.

ARGUMENT Argument Essay
ritings
W ces
EXPERT MODEL
Pro on 2
Less Read Like a Writer Go
Digital
113_131_CR14_NA_WWB_6_U3AS_118749.indd Page 113 20/02/12 9:36 PM u-s010
Expe
Expert
Expe
Exp
Ex
xper Model • Argument Essay
sssa
College
C ll
say
ayy • 51
51
Athletes
Athl t ShShould
ld Play
Pl
Point out that when you make an argument in writing, you
for No Pay
by Sheldon K.
are stating claims about a topic. You are also trying to prove
that your viewpoint is reasonable and valid. Arguments are
If colleges make money from their sports programs, should
college athletes get paid? That question has been around for
more than a century, and with the big money colleges receive
found in many kinds of writing, such as advertisements,

for television deals, it’s more important than ever. Currently,
college players do not receive money for playing their sport.
They shouldn’t, because paying student-athletes would change
not only the game but also the value of the education they
receive. In addition, it would cause a greater imbalance among
the different sports programs at a school as well as the students
who play in them.
speeches, essays, and even public service announcements.
Students should go to college to learn. Most student-athletes
do. The National Collegiate Athletic Association (NCAA),
which governs college athletics, says student-athletes receive
Read and discuss the features of an argument essay.
Writer’s
great benefits. According to them, the percentage of student-

athletes who graduate from college is greater than for other
students. In addition, many athletes receive scholarships to cover
the cost of their education, which can total more than $100,000.
Provide copies of the Expert Model Online PDF 51 and the Workspace
Features of an Argument Essay Online PDF 52 in Writer’s
Having a college diploma and getting your education paid for
are both valuable benefits. Student athletes don’t need more.
Paying athletes would actually hurt athletics, because it
Workspace.
would affect the way players on a team relate to one another. If
Unit 3 • Argument Essay
Expert Model Features of an Argument Essay

‡ It states the writer’s claims about a topic.
OBJECTIVES
‡ It supports claims with clear reasons and convincing,
Write arguments to relevant evidence from credible sources.
support claims with ‡ It organizes reasons and evidence in a logical order.
clear reasons and
relevant evidence. ‡ It maintains a formal style and objective tone.
Introduce claims ‡ It uses linking words to connect ideas.
and organize the
reasons and evidence ‡ It includes a conclusion that asks readers to take action.
clearly. W.6.1a
Support claim(s)
with clear reasons Discuss the Expert Model
and relevant
evidence, using
Use the questions below to prompt discussion of the features of the
credible sources and COLLABORATE argument essay.
demonstrating an ‡ What does the author claim? (College athletes should not get paid.)
understanding of the
topic or text. W.6.1b ‡ What are some reasons and evidence from reliable sources that the
author uses to support his claim? (NCAA: students go to college to
learn and already benefit from scholarships and diplomas; writer Taylor
ACADEMIC
Branch: 1939 experience shows that paying athletes hurts athletic
LANGUAGE
• argument, claim, programs by causing jealousy; it’s not necessary to pay athletes—they
evidence, reasons play because they are passionate)
• Cognates: ‡ How are the reasons and evidence ordered logically? (The author
argumento, razones
introduces the topic and gives each claim a separate paragraph, in
which evidence is presented.)
‡ Are readers called to action in the conclusion? (Yes. The author tells
people to write letters to the local newspapers in support of the
NCAA’s decision not to pay athletes.)
T350 UNIT 3 WEEK 6

PREWRITE
Discuss and Plan
Purpose Discuss with students the purpose for writing an argument
essay. They can make claims about a topic and include reasons and
evidence to support their claims. ENGLISH LANGUAGE
Audience Have students think about who will read their argument LEARNERS
essays, such as friends, family members, and schoolmates. Ask: What do Beginning
you want your readers to think after reading your essay? Demonstrate Comprehension
Have students use drawings to show
Teach the Minilesson their topics and create symbols or
simple pictures to communicate
Organizing Ideas Explain that organization is important in an their ideas about the topic.
argument essay. Writers often introduce the topic and claim in the
Intermediate
first paragraph. They then use a separate paragraph to present each
Explain Provide frames for partners
reason and its supporting evidence. Words and phrases can help to state a reason for their claim: I
readers understand how ideas are related. Words such as in addition, believe that because .
similarly, and finally help establish relationships.
Advanced/High
Distribute copies of the Model Graphic Organizer Online PDF 53
Expand Have pairs write a few
in Writer’s Workspace. Point out that the writer includes several
sentences stating whether they
different reasons for making a claim and that each reason has its found the reasons for the argument
own paragraph. in the model persuasive.
Your Turn
Choose Your Topic Have students work in pairs or small groups to MODEL GRAPHIC
COLLABORATE brainstorm topics about which they have ideas and opinions. Ask ORGANIZER
questions to prompt thinking. Have students record their topics in their

Writer’s Notebooks. Model Graphic Organizer • 53
How can you, your school, your city, or your country accomplish more?
Claim
‡ Student-athletes should not get paid for playing their sport.
‡ How can you make an argument to others about how this can be Argument
Reason: Students should go to college to learn.
accomplished?
Evidence: NCAA says student-athletes already benefit from receiving
education, scholarships, and diplomas—that should be enough.
‡ What evidence do you have to support your argument? Argument

Reason: Paying student-athletes would hurt college athletics.
Evidence: Writer Taylor Branch notes that paying student-athletes resulted
Plan Provide copies of the blank Graphic Organizer Online PDF 54 in

in serious jealousy among players in 1939.
Writer’s Workspace. Ask students to state their claim at the top of the Argument
Reason: Determining how to pay athletes would certainly be unfair.
chart. Each of the next boxes should include both the student’s reason
Evidence: Student-athletes in sports that bring in more money for colleges
might be paid more, even though all athletes work and train hard.
and evidence from credible sources to support it. The final box should Reason: Payment is not necessary.
Argument
include the writer’s call to action. Evidence: Most student-athletes play out of passion, not because they
believe they will become professional athletes.
Conclusion
Call to Action: Write letters to local newspapers in support of the NCAA’s
decision not to pay student-athletes.

itinsgs
Wro e
Pr c n 2
Less
o ARGUMENT Argument Essay
DRAFT
OBJECTIVES Discuss the Student Draft Model Go
Write arguments to
support claims with Review features of argument essays. Provide copies of the Digital
clear reasons and Student Draft Model Online PDF 55 in Writer’s Workspace.
relevant evidence. Have students identify argument essay features.
Provide a concluding
statement or section
that follows from Teach the Minilesson
the argument
presented. W.6.1e Conclusion Explain that argument essays often have a Writer’s
Workspace
Establish and
conclusion that asks the reader to take action.
maintain a formal Discuss with students how the following conclusion asks the
style. W.6.1d reader to take action and how it follows from the arguments.
It’s understandable that schools worry about budgets and
ACADEMIC how well students are performing in math, reading, and
LANGUAGE other subjects. However, cutting arts education isn’t the
• conclusion, formal
answer. Money spent on visual arts classes produces
style
results that go far beyond the arts classroom. Students and
• Cognate: conclusion
parents who care about education should demand more arts
instruction in their schools, not less.
Invite students to share conclusions from essays they have read.
Your Turn
Write a Draft Have students review the graphic organizer they prepared
in Prewrite. Remind them to include a conclusion in which they ask the
reader to take action.
Teacher Conferences
Talk about the strengths of Focus on how a writer uses a Make concrete suggestions for
the writing. writing trait. revision.
I really like the way you introduce Your word choice helps me to Your essay would be stronger
the topic of your essay. follow the different parts of your if you asked the reader to take
argument. action in your conclusion.
T352 UNIT 3 WEEK 6

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
113_131_CR14_NA_WWB_6_U3AS_118749.indd Page 121 01/03/12 9:57 AM /Volumes/101/GO00979_TE/CORE_READING_2014/NATIONAL/ANCILLARY/WRITERS_WORKSPACE_BLM/
Distribute copies of the Revised Student Model Online PDF 56 in Writer’s Revised Student Model • Argument Essay • 56
Workspace. Read the model aloud and have students note the revisions Arts in the Schools
by Frances F.
that Frances made. Use the specific revisions to show how changing the Are visual arts classes an important part of education? This
struggled with
order of reasons can make arguments stronger. is a question many school districts have asked. Faced with the
challenges
hassles of saving money and raising test scores in math and
reading, some schools have gotten rid of visual arts classes.
They shouldn’t have.
Not cool! Painting, sculpture, photgraphy, and other visual arts
Teach the Minilesson help students develop important skills, including those needed
for math and reading.
Research has shown that participating in strong arts
programs improves students abilities in math, reading, and
Style Explain that an argument essay should have a formal style. science. Researchers lead by James S. Catterall of the University
of California at Los Angeles in California studied the academic
achievement of 25,000 students. They found that students who
It should also sound objective and be based on facts. Tell students participated in strong arts programs performed better on
than
standardized tests. Students from schools with weak or no
that they should avoid using slang words such as awesome or cool in programs did not. Other researchers have found similiar results.

In addition, participation in strong arts programs help
their essays, and that they should base their arguments on facts, not students develop self-esteem by providing a feeling of
When
accomplishment. Students express themselves through projects
emotions.
, they
that are theirs from beginning to end. This lets them gain an
appreciation of their own creativity and originality. They also
learn that patience and hard work can lead to a satisfying
Have students find an example of a revision in the Revised Student product. This will help them in school and their future work life.
There is many reasons why strong arts programs improves
Model that shows the writer changed words to achieve a more formal academic performance in other subjects. Photography, for

style. Discuss how this makes the essay seem more trustworthy.
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 58 in Writer’s Workspace to guide them as they
revise. Suggest they replace words that are too informal in their essay.
Circulate among students as they work and conference as needed.
Peer Conferences Use these questions for peer review.
Review with students the routine for peer ✓ Does the essay make a claim?
review of writing. They should listen carefully as
the writer reads his or her work aloud. Students
✓ Does the essay include evidence from
credible sources to support the claim?
begin each review by telling what they liked
about the writing. Then they ask a question ✓ Does the essay have a formal style
that will help the writer think more about the and an objective tone?
writing. Finally, they make a suggestion that will ✓ Does the conclusion ask readers to
make the writing stronger. take action?

itinsgs
Wro e
Pr c n 2
Less
o ARGUMENT Argument 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 57 in Digital
peers and adults, Writer’s Workspace. Read the model aloud and have students
develop and note the editing changes that Frances made. Use the specific
strengthen writing
as needed by
edits to show how editing for spelling, verb tenses, and
planning, revising, punctuation improves the argument essay.
editing, rewriting,
or trying a new Your Turn Writer’s
Workspace
approach. W.6.5
Edit Have students use the edit questions on the Revise and
Use technology,
including the COLLABORATE Edit Checklist to guide them as they review and edit their
Internet, to produce drafts on their own. Remind them to look closely at words like it’s and its
and publish writing to make sure they are used correctly.
as well as to interact
and collaborate with
others. W.6.6
Publish
For the final presentation of their argument essays, have students choose
a format for publishing. Students may want to consider:
ACADEMIC
LANGUAGE Print Publishing Digital Publishing
• proofread, edit,
publish Newspaper Editorial Writer’s Workspace
• Cognates: editar, Brochure Class Blog
publicar
Collaborative Class Book Letter to the Editor of Digital
Newspaper
Whether students handwrite, use a typewriter, or use a word-processing

program, they should be sure to use standard margins and format their
final draft so it is easy for the reader to follow the flow of the text.
EDITED STUDENT MODEL
Explain to students that adding visual and multimedia elements

Edited Student Model • Argument Essay • 57
can strengthen their writing and presentation, making them more
Arts in the Schools
by Frances F.
Are visual arts classes an important part of education? This

convincing for their readers and audience. Allow time for students to
design and include illustrations, photos, maps, charts, audio, and other
struggled with
is a question many school districts have asked. Faced with the
challenges
hassles of saving money and raising test scores in math and
reading, some schools have gotten rid of visual arts classes.
They shouldn’t have. photography
Not cool! Painting, sculpture, photgraphy, and other visual arts
help students develop important skills, including those needed
visual or multimedia elements that will enhance their argument essays.
for math and reading.
Research has shown that participating in strong arts
’
programs improves students abilities in math, reading, and
led
science. Researchers lead by James S. Catterall of the University
of California at Los Angeles in California studied the academic
achievement of 25,000 students. They found that students who
participated in strong arts programs performed better on
than
standardized tests. Students from schools with weak or no
similar
programs did not. Other researchers have found similiar results.
In addition, participation in strong arts programs help helps

students develop self-esteem by providing a feeling of
When
accomplishment. Students express themselves through projects
, they
that are theirs from beginning to end. This lets them gain an
appreciation of their own creativity and originality. They also
learn that patience and hard work can lead to a satisfying
product. This will help them in school and their future work life.
There are
There is many reasons why strong arts programs improves
academic performance in other subjects. Photography, for
T354 UNIT 3 WEEK 6

EVALUATE
Discuss Rubrics ARGUMENT ESSAY
RUBRIC
Guide students as they use the Argument Essay Rubric Online PDF 59 in
Writer’s Workspace. Help them understand that using a rubric helps them Writing Rubric • 59
identify and focus on areas that might need further work. Work with the Argument Essay Rubric
class to review the bulleted points on the rubric. 4 Excellent • includes a clearly stated claim about a topic and gives
arguments to support the claim
• organizes claims, arguments, and evidence in a logical
way
• uses facts and evidence to support arguments
• uses transition words to show how ideas and reasons
Focus and Coherence Does the essay include a claim about a

relate to each other
‡ • uses a formal style

• has a variety of sentence types that flow
• is free or almost free of all errors
topic and give arguments to support the claim? 3 Good • includes a claim about a topic and some arguments to
support the claim
• has some organization for claims, arguments, and
Organization Does the essay organize claims, arguments, and

evidence
‡ • gives some facts and evidence to support arguments

• uses some transition words that show how ideas relate
to each other
evidence in a logical way? • uses a style that is mostly formal

• has a variety of sentence types
• has a few errors but is easy to read
Ideas and Support Does the essay use facts and evidence to
2 Fair • includes a claim about topic but gives very few
‡ arguments

• uses a limited organization for ideas
• includes few facts or evidence to support arguments
support arguments? • does not use transition words to show how ideas and
reasons are related
• uses a style that is more informal than formal
• has all the same sentence type
Word Choice Does the essay use transition words to show how
• has frequent errors that make it hard to understand
‡
ideas and reasons relate to each other?
‡ Voice/Sentence Fluency Does the essay have a variety of Unit 3 • Argument Essay
sentences that flow?

‡ Conventions Is the essay free or almost free of all errors?
Your Turn
Reflect and Set Goals After students have evaluated their own
argument essays, tell them to reflect on their progress as writers.
Encourage them to consider areas where 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 Argument Essay Rubric and the Anchor Papers Online PDF
60 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.

el
Modson
Les
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 3
Use the Literature Anthology

Getting Ready Genre • Biography
Lesa Cline-Ransome, Illustrations copyright © 2004 by James E. Ransome. Reprinted with permission of Atheneum Books
MAJOR TAYLOR, CHAMPION CYCLIST by Lesa Cline-Ransome, illustrated by James E. Ransome. Text copyright © 2004 by
For Young Readers, an Imprint of Simon & Schuster Children’s Publishing Division.
Essential
E sse Question
How can one person affect the opinions
Suggested Pacing
of others?
ot
Read the true story of one of the world’s first
cycli
cycling champions. Days 1–3 Read
pp. 230–235
Go
G o Digital!
230 231
pp. 236–240
230_243_CR14_SA6_U3W4_SEL_118712.indd 230
Close Reading of Major Taylor, pages 230–243

12/13/11 230_243_CR14_SA6_U3W4_SEL_118712.indd
12:51 PM 231 12/13/11 12:52 PM
pp. 241–243
Days 4–8 Reread
pp. 230–233
Use the suggestions in the chart to assign reading of the text and to chunk pp. 234–235
pp. 236–237
the text into shorter passages for rereading. pp. 238–240
pp. 241–243
ESSENTIAL QUESTION How can one person affect the opinions of others? Days 9–10 Write
Ask students to discuss what they have learned about how one person can About Text
COLLABORATE affect the opinions of others.

Assign the Reading
Ask students to read the text independently. You may wish to read aloud with
students the flashback on page 234.
Take Notes
As students read, ask them to generate questions and other notes on features
of the text they find difficult to understand. For this selection, students may
note p. 232
‡ characteristics of the genre or the text’s purpose. Dialogue—real or
‡ trouble with specific vocabulary. made up?
‡ confusion about how ideas connect.
Model for students how to take notes.
Think Aloud This is a biography, but it reads like a story. It includes dialogue.
I need to decide whether the dialogue is real or made up and why the author
has included it.
EXTENDED COMPLEX TEXT T357

el
Modson
Les
Use the Literature Anthology
Assign Graphic Organizer 85 to help students take notes on how the author
presents causes and effects.
As students share their questions and notes, use the Access Complex Text
A C T A
s
suggestions on pages T217A–T217N to help address features about the text
that students found difficult.
Reread the Text How does the author tell us?

Ask students to reread the shorter passages from the text, focusing on how
the author provides information about how Marshall affected other people’s
opinions. Ask questions about
‡ Text Structure, pp. 230–233, 234–235, 236–237, 238–239, 240–243
‡ How does the author organize information?
‡ Why might the author have chosen this text structure?
‡ Author’s Craft, pp. 230–235, 236–237, 240–243

‡ How does the author use dialogue to make the story more dramatic?
‡ How does the author use descriptive language to create images in the
reader’s mind?
‡ How does the author use text structure to build suspense?
‡ Use of Text Features, pp. 230–233

‡ How do the illustrations support the text?
‡ Vocabulary, pp. 234–235

‡ How do context clues help you determine the meaning of unfamiliar words?
Use the prompts on Teacher’s Edition pages T217A–T217N for suggested text
dependent questions. Remind students that they are to look back into the
text to cite evidence to support their answers.
Model citing text evidence as needed.
How does Marshall feel about the bicycle race?
Think Aloud On page 236, the author writes that Marshall arrived at the race
early and didn’t want to miss a single detail. On the previous page, the author
describes how Marshall polished the gold medal for the race with great
admiration. Marshall also daydreams about being a Champion Cyclist. So I
think Marshall was very excited to be at the bicycle race. He probably even
dreamt about participating in it.
T358 UNIT 3
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.
How can one person affect the opinions of others?
Students should use their notes and graphic organizers to cite evidence from
the text to support their answer.
Model how to use notes to respond to the Essential Question:
Think Aloud I can look back through my notes to find text evidence that will
help me answer the Essential Question. My notes for page 240 describe how
Marshall had a personal policy of riding “clean and fair.” My notes for page 241
tell me that the author describes Marshall as “gentlemanly.” I think Marshall
was able to gain fans and popularity despite the racism of his time due to his
strong personal ethics.
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.

el
Modson
Les
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
does it take to accomplish a goal?
“Stick Insects: Masters of Defense,” by Sandra Markle. Copyright (c) 2008 by Sandra Markle. Reprinted with the permission of Lerner Publications
Company, a division of Lerner Publishing Group, Inc. All rights reserved. No part of this excerpt may be used or reproduced in any manner
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
whatsoever without the prior written permission of Lerner Publishing Group, Inc.
how to take notes on
‡ identifying details or parts that are unclear.
‡ words they do not know.
‡ information they feel is important.
‡ ways in which information or events are connected.
‡ the genre of the text.
You may wish to have students complete a graphic organizer, chosen from
within the unit, to take notes on important information as they read. The
graphic organizer can help them record text evidence.
T360 UNIT 3
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

MHE RDG Wonders Teachers Edition Grade6 Unit3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MHE RDG Wonders Teachers Edition Grade6 Unit3

Uploaded by

Copyright:

Available Formats

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 Transformations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T66

Week 3 Inspiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T130

Week 4 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T194

Week 5 A Greener Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T258

Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T322

Week 1 Week 2 Week 3

Build Background Build Background Build Background

Vocabulary Vocabulary Vocabulary

Writing Writing Writing

W.6.10 W.6.10 W.6.10

Writinsgs Genre Writing: Argument Book Review T344–T349

Vocabulary Vocabulary Reading Digitally

Writing Writing Writing

Writinsgs Genre Writing: Argument Argument Essay T350–T355

The Ballad of Malcolm McBride

The lot was all thistles and rocks,

The Big Idea What does it take to accomplish a goal?

COLLABORATE WRITER’S WORKSPACE

Vocabulary Close Reading of Complex Text

resemblance Comprehension Skill .............................. Theme, T20–T21

Leveled Readers Include Paired Reads

APPROACHING ON LEVEL BEYOND ELL